The Impact of Instructional Practices in Grades 1 and 2 on Reading and Spelling Achievement in High Poverty Schools

Autor/inn/en	Foorman, Barbara R.; Schatschneider, Christopher; Eakin, Michelle N.; Fletcher, Jack M.; Moats, Louisa C.; Francis, David J.
Titel	The Impact of Instructional Practices in Grades 1 and 2 on Reading and Spelling Achievement in High Poverty Schools
Quelle	In: Contemporary Educational Psychology, 31 (2006) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2004.11.003
Schlagwörter	Grade 1; Teaching Methods; Time Management; Spelling; Poverty; Grade 2; Teacher Effectiveness; Outcomes of Education; Teacher Evaluation; Reading Achievement; Literacy Education + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitmanagement; Schreibweise; Armut; School year 02; 2. Schuljahr; Schuljahr 02; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Teacher appraisal; Lehrerbeurteilung; Leseleistung
Abstract	The objective of this investigation was to examine how instructional practices in 107 first- and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students' initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10