Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension

Autor/inn/en	Carlisle, Joanne; Kelcey, Ben; Berebitsky, Dan; Phelps, Geoffrey
Titel	Embracing the Complexity of Instruction: A Study of the Effects of Teachers' Instruction on Students' Reading Comprehension
Quelle	In: Scientific Studies of Reading, 15 (2011) 5, S.409-439 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
Schlagwörter	Reading Comprehension; Teacher Characteristics; Reading Instruction; Instructional Effectiveness; Teacher Effectiveness; Achievement Gains; Reading Achievement; Predictor Variables; Grade 3; Classroom Observation Techniques; Knowledge Base for Teaching; Pedagogical Content Knowledge; Measurement Techniques; Models; Evaluation Methods; Teacher Evaluation + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Achievement gain; Leistungssteigerung; Leseleistung; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Messtechnik; Analogiemodell; Teacher appraisal; Lehrerbeurteilung
Abstract	The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction. (Contains 5 tables, 2 figures, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10