Assessing the Relationship Between Observed Teaching Practice and Reading Growth in First Grade English Learners: A Validation Study

Autor/inn/en	Baker, Scott K.; Gersten, Russell; Haager, Diane; Dingle, Mary; Goldenberg, Claude
Institution	Instructional Research Group
Titel	Assessing the Relationship Between Observed Teaching Practice and Reading Growth in First Grade English Learners: A Validation Study
Quelle	(2005), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Grade 1; Reading Skills; Teaching Methods; Professional Development; English (Second Language); Classroom Observation Techniques; Measures (Individuals); Instructional Effectiveness; Skill Development; Validity + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Messdaten; Unterrichtserfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Gültigkeit
Abstract	Validation of a classroom observation measure for use with English Learners (ELs) in Grade 1 is the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate overall ratings of instructional quality on a number of dimensions. In these classrooms, the reading performance of all ELs, as well as a sample of native English speakers, was assessed at the beginning and end of the school year to derive measures of reading growth over the course of the year. Technical characteristics of the observation measure and the reading growth of ELs are described. The relationship between classroom instruction and ELs' reading growth is interpreted within the context of a framework of measurement validity developed by Messick (1989), which proposes an integrated conception of validity. This framework is used to discuss data analysis and interpretation, and what implications and consequences these interpretations might have on instructional practices and professional development in early reading with ELs. (Includes 4 Tables and 3 Appendices.) (Author).
Anmerkungen	Instructional Research Group
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10