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ERIC Number: EJ1392385
Record Type: Journal
Publication Date: 2023-Oct
Pages: 39
Abstractor: As Provided
ISSN: ISSN-0034-6543
EISSN: EISSN-1935-1046
Are Observed Classroom Practices Related to Student Language/Literacy Achievement?
Yucheng Cao; Young-Suk Grace Kim; Minkyung Cho
Review of Educational Research, v93 n5 p679-717 Oct 2023
In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = 0.12) and partial correlations (r[subscript p] = 0.04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels. [For corresponding grantee submission, see ED624703.]
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Related Records: ED624703
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A170113; R305A180055; R305A200312