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6 Jun 2014

An Analysis of Two Reading Intervention Programs: How do the Words, Texts, and Programs Compare?

Maria S. Murray, Kristen A. Munger, Elfrieda H. Hiebert

Journal Article
Published

Murray, M.S., Munger, K.A., Hiebert, E.H., (earlier version of 2014 publication). An Analysis of Two Reading Intervention Programs: How do the Words, Texts, and Programs Compare? Elementary School Journal, 114(4), p479-500.

Murray Munger Hiebert earlier version of 2014 publication An analysis of Two reading intervention programs cover
Abstract

 

In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's Leveled Literacy Intervention (LLI) and Scott Foresman's My Sidewalks (MS). The analyses drew on the framework of available theory and research on beginning texts developed by Mesmer, Cunningham, and Hiebert (2012). This framework includes attention to word-level, text-level, and program-level features. The student texts of the two programs had similar average percentages of single-appearing words and words that can elicit a mental picture (concrete words); however, LLI texts featured more repetition of words, a slightly higher percentage of highly frequent words, and a considerably higher percentage of multisyllable words. MS texts contained a higher percentage of phonetically regular words and a higher lesson-to-text match (LTTM) between phonics elements in teacher guides and the words in student texts. Instructional implications and future research directions are discussed.