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ERIC Number: ED543676
Record Type: Non-Journal
Publication Date: 2011
Pages: 33
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: N/A
Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension
Carlisle, Joanne; Kelcey, Ben; Berebitsky, Dan; Phelps, Geoffrey
Online Submission, Scientific Studies of Reading v15 n5 p409-439 2011
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction. Appended are: (1) The Three Dimensions, as Represented by Specific Items and Examples; and (2) Survey Item Stems Included in the Models. (Contains 5 tables, 2 figures, and 2 footnotes.)
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305M050087