Janet Otterstedt’s research while affiliated with University of Oregon and other places

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Publications (4)


Effect of interaction between intervention and read aloud instructional features on listening comprehension
Effect of interaction between intervention and read aloud instructional features on vocabulary depth of knowledge
Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency
  • Article
  • Publisher preview available

December 2020

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559 Reads

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17 Citations

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Janet Otterstedt

We examine the effects of a read aloud replication intervention designed to improve the vocabulary, comprehension, and expository and narrative language outcomes of first grade students. Thirty-nine first-grade classrooms from 12 schools were randomly assigned to a treatment (n = 19) or comparison condition (n = 20). Teachers in the treatment condition implemented a 19-week set of read aloud lessons during whole-class read aloud time. Read alouds included the systematic use of narrative and expository texts, before-, during-, and after-reading components, the use of teacher-facilitated text-based discourse, and explicit comprehension instruction. Results indicated main effects of treatment on vocabulary knowledge. Exploratory findings indicated a significant interaction effect of treatment and recommended features of read aloud instruction on all outcomes. Specifically, students of teachers in the treatment condition who were rated higher on adhering to recommended features of read aloud instruction had better outcomes on vocabulary, comprehension, and language outcomes on expository and narrative text than treatment teachers who closely followed intervention materials without dynamically adjusting to student responses. We discuss these findings in the context of other read aloud studies, including a previous study that used the same intervention in a different setting and with a less diverse sample of students.

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An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade

March 2013

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487 Reads

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43 Citations

The Elementary School Journal

This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions between teachers and students delivered in whole-classroom formats. Read aloud intervention lessons included before-, during-, and after-reading components and explicit instruction targeted comprehension and vocabulary knowledge. Teachers in the comparison condition implemented the same amount of read aloud instruction, focusing on strategies they believed would help their students with comprehension and vocabulary. On some, but not all, outcome measures, intervention students at low risk and high risk for language difficulties outperformed comparable students in the comparison group. Implications are discussed.


DIBELS data system: 2010-2011 percentile ranks for DIBELS next benchmark assessments

January 2011

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613 Reads

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3 Citations


Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings

January 2005

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1,059 Reads

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172 Citations

Assessment for Effective Intervention

As recent research efforts have focused on preventing reading difficulties and enhancing the effectiveness of special education services for students with reading problems, similar efforts in mathematics have not been realized. This article describes the development and preliminary field testing of a set of measures designed to screen students in kindergarten and first grade to identify those at risk for potential mathematics difficulties. Evidence-based steps to streamline the screening process are described, and plans for testing the predictive validity of the measures are outlined.

Citations (3)


... Similarly, Lim, & Ng, (2023) study on English language proficiency in Malaysian secondary school students found better performance in speaking and writing skills than in reading and listening skills. The current study's results are consistent with these previous findings, highlighting the generally stronger development of speaking skills in students compared to reading and vocabulary skills (Baker et al., 2020). ...

Reference:

Difficulty of the Learners and the Management Measures in Cebuano-Visayan Language as Medium of Instruction
Effects of a read aloud intervention on first grade student vocabulary, listening comprehension, and language proficiency

... For interactive read aloud lessons, the model is different, and more closely influenced by the design used in Questioning the Author (Beck et al., 1996). All teacher support for comprehension comes during the read aloud, with extensive oral interaction through targeted open-ended questioning, content and vocabulary explanations, and think alouds (Baker et al., 2013). In both Shared Reading and interactive read aloud lessons, the teacher brings the segment to closure by discussing the author's text structure choices and updating a shared text structure graphic organizer (Hebert et al., 2016), and students respond to text in writing (Graham & Hebert, 2010). ...

An Evaluation of an Explicit Read Aloud Intervention Taught in Whole-Classroom Formats In First Grade
  • Citing Article
  • March 2013

The Elementary School Journal

... For instance, Cui and colleagues (2017) found that rapid color and object naming contributed significantly (4% to 8%) to the explained variance in math achievement when controlling for non-verbal intelligence and working memory. Other studies have also reported that rapid naming predicts mathematics achievement independently of other cognitive processes (Chard et al., 2005;Hecht et al., 2001). This finding indicates that rapid naming operates independently of other cognitive processes when accessing mathematical facts in long-term memory (De Smedt et al., 2010;Simmons & Singleton, 2008). ...

Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings

Assessment for Effective Intervention