The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools

Barbara R. Foorman; Christopher Schatschneider; Michelle N. Eakin; Jack M. Fletcher; Louisa C. Moats; David J. Francis

doi:10.1016/j.cedpsych.2004.11.003

The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools

Barbara R. Foorman, Christopher Schatschneider, Michelle N. Eakin, Jack M. Fletcher, Louisa C. Moats, David J. Francis

Research output: Contribution to journal › Article › peer-review

110 Scopus citations

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.

Original language	English (US)
Pages (from-to)	1-29
Number of pages	29
Journal	Contemporary Educational Psychology
Volume	31
Issue number	1
DOIs	https://doi.org/10.1016/j.cedpsych.2004.11.003
State	Published - Jan 2006
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1016/j.cedpsych.2004.11.003

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title = "The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools",

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 = "Foorman, {Barbara R.} and Christopher Schatschneider and Eakin, {Michelle N.} and Fletcher, {Jack M.} and Moats, {Louisa C.} and Francis, {David J.}",

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AU - Fletcher, Jack M.

AU - Moats, Louisa C.

AU - Francis, David J.

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The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools

Abstract

ASJC Scopus subject areas

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