Reliability and Validity of the Classroom Observations of Student-Teacher Interactions (COSTI) for Kindergarten Reading Instruction

Autor/inn/en	Smolkowski, Keith; Gunn, Barbara
Titel	Reliability and Validity of the Classroom Observations of Student-Teacher Interactions (COSTI) for Kindergarten Reading Instruction
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.316-328 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.09.004
Schlagwörter	Feedback (Response); Beginning Reading; Predictive Validity; Kindergarten; Literacy; Reading Instruction; Teaching Methods; Reliability; Teacher Student Relationship; Classroom Observation Techniques; Error Patterns; Prediction; Educational Quality; Teacher Behavior; Coding; Achievement Gains; Reading Achievement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Erstleseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reliabilität; Teacher student relationships; Lehrer-Schüler-Beziehung; Fehlertyp; Vorhersage; Quality of education; Bildungsqualität; Teacher behaviour; Lehrerverhalten; Codierung; Programmierung; Achievement gain; Leistungssteigerung; Leseleistung; Unterrichtserfolg
Abstract	This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student-Teacher Interactions (COSTI) documents the frequency of four student-teacher interactions during beginning reading instruction: explicit teacher demonstrations, student independent practice, student errors, and teacher corrective feedback. Data were collected during kindergarten reading instruction, and the analyses address reliability, stability of the coded teaching behaviors, and predictive validity. Results indicated that data could be collected reliably and that teachers' provision of opportunities for independent student practice was stable across the school year. Student independent practice opportunities also predicted gains in several important reading outcomes. Implications are discussed, including potential uses of the instrument for providing teachers with feedback on their literacy instruction and for extending the knowledge base on effective literacy instructional practices. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10