Reading, classroom behaviour & teaching skill
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1 Reading, classroom behaviour & teaching skill Saskia Brokamp Thoni Houtveen Utrecht University of Applied Sciences, The Netherlands Wim van de Grift Groningen University, The Netherlands ICSEI conference, Glasgow January 2016
2 Introduction Research questions Research method Results Conclusion Discussion Presentation outline
3 Reading problems can be influenced by the teacher Research delivers firm knowledge about improving quality of reading instruction Fluency instruction: focus on the core concepts (Coyne, Kame enui & Simmons, 2001) Use a multiple tiered instruction model (Haager, Klinger & Vaughn, 2007) Keep track of the pupils progress: standards-based teaching (Haager, Klinger & Vaughn, 2007) Foster reading motivation (Guthrie, 2011)
4 Behaviour problems in the classroom, during reading Behaviour problems in the classroom seem to increase Co-occurence behaviour problems and reading problems (Berger, Yule, & Rutter, 1975; McGee et al., 2002) Question: Do behaviour problems disappear with improved quality of reading instruction?
5 Research questions 1. Do better task focus, compliance and emotional stability improve reading performance? 2. Does better reading performance improve task focus, compliance and emotional stability? 3. Can growth in task focus, compliance & emotional stability be explained by teacher behavior?
6 Sample 1737 grade 3 pupils 66 teachers Research method Method At beginning and end grade 3 Reading aloud test Questionnaire for teachers about: task focus, compliance and emotional stabilty At the end of grade 3 observation of teachers about quality of content specific instruction and generic pedagogical skills
7 Can growth in reading performance be explained by task focus, compliance & emotional stability? Model 0 Model 1 Variance to explain Pupil: 93.3% 6.7% Pupil: 24.9% Intercept: reading fluency 7.75*** ***.88 Pre-measurement reading fluency.87***.02 Gender.-.29***.08 Intelligence Socioeconomic status -.09*.04 Retention (Age) -.04***.01 Compliant behaviour.11*.06 Task focused behaviour Emotional stability.20***.06-2*log likelihood %
8 Can growth in task focused behaviour be explained by reading performance? Model 0 Model 1 Variance to explain Pupil: 76.6% 23.4% Pupil: 36.5% 7.1% Intercept: task focused behaviour Pre-measurement task focused behaviour.19***.03 Gender (female=1) Intelligence.09***.02 Socioeconomic status Retention (age).01*.00 Compliant behaviour.41***.02 Emotional stability.21***.03 Reading fluency level.07***.01-2*log likelihood
9 Can growth in emotional stability be explained by reading performance? Model 0 Model 1 Variance to explain Pupil: 43.2% 56.8% Pupil: 36.7% 42.4% Intercept: emotional stability -.03 (.08) -1.17*.48 Pre-measurement emotional stability Gender Intelligence Socioeconomic status.05*.02 Retention (Age) Compliant behaviour.12***.03 Task focused behaviour.20***.03 Reading fluency level.06**.01-2*log likelihood
10 Can growth in compliant behaviour be explained by reading performance? Model 0 Model 1 Variance to explain Pupil: 68.9% 31.1% Pupil: 42.9% 12.6% Intercept: compliant behaviour Pre-measurement compliant behaviour.35***.04 Gender.20***.05 Intelligence Socioeconomic status Retention (Age ) Task focused behaviour.49***.03 Emotional stability.15***.03 Reading fluency level -.03**.01-2*log likelihood
11 Can growth in compliance, task focus & emotional stability be explained by teacher behaviour? Compliance Task focus Em.stability Variance still to be explained pupil teacher 30.42% 2.94% 36.63%.79% 25.63% 20.12% level 1 variables excluded in this sheet (look at earlier sheets) Fostering time on task ** Fostering self-confidence Modelling literate behaviour.15* *.13 Review with pupils Help for struggling readers during lesson.23** * Extra help for struggling readers.17*.08.12* Ineffective interventions for struggling readers -.14* *log likelihood
12 Some of the most interesting conclusions Compliance and emotional stability influence reading performance Reading performance influences task focus, compliance and emotional stability Teachers can influence compliance and task focus by (extra) help to struggling readers, but caution is advised Ineffective interventions lead to problems with compliance Teacher behaviour only explains about half of the variance in emotional stability
13 Discussion Further research: Do other grades show similar results? Do effects of content specific instruction and generic pedagogical skills differ for task focus, compliance, emotional stability and reading performance?
14 Thank you for your attention
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