Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms

Autor/inn/en	Park, Yujeong; Brownell, Mary T.; Bettini, Elizabeth F.; Benedict, Amber E.
Titel	Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms
Quelle	In: Exceptionality, 27 (2019) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2017.1283628
Schlagwörter	Instructional Effectiveness; Teaching Methods; Reading Instruction; Elementary School Students; Emotional Response; Classroom Techniques; Student Needs; Reading Skills; Language Usage; Elementary School Teachers; Teacher Student Relationship; English Language Learners; Direct Instruction; Individualized Instruction; Learner Engagement; Vocabulary Development + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Emotionales Verhalten; Klassenführung; Reading skill; Lesefertigkeit; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Individualisierender Unterricht; Wortschatzarbeit
Abstract	The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers' classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students' particular learning needs, and (c) students' entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01