Succeeding with High-Risk K–3 Populations Using Arts-Based Reading Instruction: A Longitudinal Study

ABSTRACT

Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the Reading in Motion reading program on standardized measures of students’ reading skills. The program provided students from kindergarten through Grade 3 arts-based instruction in reading that teaches phonemic awareness, systematic phonics, and oral reading fluency using small groups and peer-assisted instruction with frequent, corrective feedback. Although the two groups were nearly identical upon entering kindergarten, the at-risk treatment students (N = 57) significantly outperformed control students (N = 48) at the end of kindergarten and Grades 1 and 2.

Keywords:

• arts education
• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
• early literacy
• early reading
• high-risk populations
• oral reading fluency
• reading instruction

ACKNOWLEDGMENTS

The authors would like to thank the following professionals who made significant contributions to this research: Karl Androes, Sommer C. Harvey, Liz Johnston, Chelsea K. Leonard, and Christine Thomas. We would particularly like to thank Dr. Jenifer Cartland from the Child Health Data Lab of Children's Memorial Research Center for her help with matching treatment and control schools.

Notes

1. In treatment school 2, intermittent weeks of attendance data were lost after being collected in Grade 3; approximately one half of the data was misplaced and irretrievable.