An Investigation of the Impact of the Teacher Study Group as a Means to Enhance the Quality of Reading Comprehension and Vocabulary Instruction for First Graders in Reading First Schools: Technical Report

Autor/inn/en	Gersten, Russell; Dimino, Joe; Jayanthi, Madhavi; Kim, Jimmy; Santoro, Lana
Institution	Instructional Research Group (IRG)
Titel	An Investigation of the Impact of the Teacher Study Group as a Means to Enhance the Quality of Reading Comprehension and Vocabulary Instruction for First Graders in Reading First Schools: Technical Report
Quelle	(2009), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Elementary School Teachers; Grade 1; Program Effectiveness; Reading Comprehension; Vocabulary; Reading Instruction; Elementary School Students; Reading Achievement; Urban Schools; Teaching Methods; Teacher Effectiveness; Teacher Characteristics; California; Pennsylvania; Virginia; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Woodcock Diagnostic Reading Battery + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Leseverstehen; Wortschatz; Leseunterricht; Leseleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Kalifornien
Abstract	Randomized field trials were used to examine the impact of the Teacher Study Group, a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and on the corollary comprehension and vocabulary achievement of their students. The multi-site study was conducted during the 2004-2005 and 2005-2006 school years in three large urban school districts from three states: California, Pennsylvania, and Virginia. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classrooms observations of teaching practice showed significant improvements in TSG schools: TSG teachers scored 0.86 standard deviations higher on the comprehension measure and 0.58 standard deviations higher on the vocabulary measure than control teachers. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction (ES = 0.73). Confirmatory analysis of student outcomes focused on passage comprehension, reading vocabulary, and oral vocabulary; of these only the latter was marginally significant (0.44). Implications for teacher practice and future research are discussed. (As Provided).
Anmerkungen	Instructional Research Group. 4281 Katella Avenue Ste 205, Los Alamitos, CA 90720. Web site: https://www.inresg.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01