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ERIC Number: EJ827865
Record Type: Journal
Publication Date: 2009-Jan
Pages: 28
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-1082-4669
What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach
Bitter, Catherine; O'Day, Jennifer; Gubbins, Paul; Socias, Miguel
Journal of Education for Students Placed at Risk, v14 n1 p17-44 Jan 2009
A core assumption of the San Diego City Schools (SDCS) reform effort was that improved instructional practices, aligned with a balanced literacy approach, would be effective in improving student outcomes. This article explores this hypothesis by presenting findings from an analysis of classroom instruction data collected in 101 classrooms in 9 high-poverty elementary schools. Data were collected using a literacy observation tool adapted from prior research. The study found a prevalent focus on reading comprehension instruction and on students' active engagement in making meaning from text. Teachers' use of higher-level questions and discussion about text were substantially higher than that found by a prior study using the same instrument in similar classrooms elsewhere. Hierarchical Linear Modeling analyses of instruction and student outcome data indicate that teacher practices related to the higher-level meaning of text, writing instruction, and strategies for accountable talk were associated with growth in students' reading comprehension. (Contains 3 figures, 3 tables, and 19 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED512029