Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes

Autor/inn/en	Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.
Titel	Capturing the Complexity: Content, Type, and Amount of Instruction and Quality of the Classroom Learning Environment Synergistically Predict Third Graders' Vocabulary and Reading Comprehension Outcomes
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.762-778 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035921
Schlagwörter	Grade 3; Vocabulary; Reading Comprehension; Classroom Environment; Literacy Education; Time on Task; Systems Approach; Educational Quality; Classroom Observation Techniques; Elementary School Students; Elementary School Teachers; Structural Equation Models; Hierarchical Linear Modeling; Outcomes of Education; Florida; Gates MacGinitie Reading Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Wortschatz; Leseverstehen; Klassenklima; Unterrichtsklima; Zeitaufwand; Systemischer Ansatz; Quality of education; Bildungsqualität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg
Abstract	We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom learning environment. We observed 27 3rd-grade classrooms serving 315 target students using 2 different observation systems. The first assessed instruction at a more micro level, specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom learning environment at a more macro level, focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains, whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11