ERIC Number: EJ833190
Record Type: Journal
Publication Date: 2009-Mar
Abstractor: As Provided
Reference Count: 24
Which Reading Lesson Instruction Characteristics Matter for Early Reading Achievement?
Amendum, Steven J.; Li, Yongmei; Hall, Leigh A.; Fitzgerald, Jill; Creamer, Kimberly H.; Head-Reeves, Darlene M.; Hollingsworth, Heidi L.
Reading Psychology, v30 n2 p119-147 Mar 2009
Five reading lesson instruction characteristics were examined in relation to first and second graders' end-of-year instructional reading level: (a) teacher's preferred interaction style (indicated by extent of teacher telling and coaching); (b) teacher's preferred grouping (indicated by extent of whole class and small group instruction); (c) teacher's preferred focus of reading activity (indicated by extent of focus on words/letters and comprehension); (d) degree of student active response; and (e) instruction material (indicated by extent of use of narrative text and worksheets). Sixteen first- and second-grade teachers and 166 of their students were observed during reading instruction three times across the school year. Analyses of covariance were conducted. Complex relationships heretofore not revealed appeared. Different patterns of relationships between instructional characteristics and instructional reading level emerged for higher achievers compared to lower achievers and for first compared to second grade. (Contains 6 tables and 4 figures.)
Descriptors: Small Group Instruction, Reading Comprehension, Early Reading, Reading Achievement, Grade 1, Grade 2, Reading Instruction, Teaching Methods, Observation, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Authoring Institution: N/A