Reading First Teachers Use of Instructional Time and Its Relation to Reading Achievement
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1 Reading First Teachers Use of Instructional Time and Its Relation to Reading Achievement Janice A. Dole SalleeAnn S. Miller John L. Hosp Michelle K. Hosp University of Utah
2 1. Research Question 2. Literature Review 3. Method 4. Results 5. Conclusions 6. Future Research Overview
3 Research Questions How do teachers spend language arts instructional time in K-3 K 3 Reading First? Does this instructional time relate to student achievement? Are there differences in the way teachers spend instructional time in high and low scoring classrooms on criterion-referenced referenced tests?
4 Literature Review Three Bodies of Research Teacher Effectiveness Research Process-product research (Flanders, 1970; Good and Grouws 1977; Rosenshine,, 1971). Reading Research National Reading Panel-meta meta-analysis analysis Suggestions for future research included the need to actually observe classroom instruction and examine instructional time in different areas of reading instruction. Research on Instructional Time Early theories on academic learning (Carroll, 1963) and an increase in the quality of instruction (Bloom, 1974) will help students learn best. Fisher and Berliner s s work (1985)( expanded these theories.
5 Participants K-3 3 Teachers, 129 Method 123 female, 6 male 90.7% White, 5.4% Hispanic, 3.1% American Indian K-3 3 Students, % female, 50.9% male,.8% not reported 43.2% White, 3.4% African American, 41.6% Hispanic, 1.4% Asian, 6.4% American Indian, 4.0% Pacific Islander
6 Method Observational Instrument Instructional Content Emphasis- Revised (ICE-R2) Adapted from Edmonds and Briggs (2003) Development of the ICE-R2 Team of researchers-- --expertise in reading, teaching, primary-grade instruction. Iterative process of developing instrument, pilot testing in classrooms, revising, pilot testing again, revising, etc. Nine-month process to complete the instrument.
7 11 Dimensions and Subcategories within Those Dimensions: Concepts of Print (1 subcategory) Phonological Awareness (7 subcategories) Alphabetic Knowledge (2 subcategories) Word Study/Phonics (4 subcategories) Spelling (1 subcategory) Oral Language Development (2 subcategories) Fluency (3 subcategories) Text Reading (7 subcategories) Comprehension (6 subcategories) Writing (7 subcategories) Other Instruction (0 subcategories)
8 Example of subcategories include: Comprehension Vocabulary instruction Building/activating prior knowledge Teaching the meaning of text Teaching listening comprehension Teaching comprehension strategies Other Descriptors for each subcategory were also provided on the observation instrument.
9 Outcome Measure For Questions 2 and 3, Utah State Language Arts Criterion-Referenced Test Skills measured: oral language, vocabulary, phonics and spelling, comprehension, and writing. 1 st Grade: two additional standards-- --concepts of print and phonological and phonemic awareness. CRT tests used at grades 1, 2 and 3 for this study.
10 Procedure Observations conducted during a six-week period in Spring. Stratified random sample of one-half of the regular classroom teachers. Sample included teachers at each grade level and from each of the 18 schools in the Reading First project. Observations were 180-minute time block-- reading and language arts.
11 Descriptive Results How do teachers use their instructional time in reading/language arts? Series of pie charts according to grade level. Individual five components of reading are further broken down into subcategories.
12 Kindergarten Kindergarten 17.7% 0.6% 8.4% 2.5% Concepts of Print (0.6%) Phonological Awareness (8.4%) Alphabetic Knowledge (2.5%) Word Study/Phonics (30.3%) Spelling (0.6%) 23.0% 30.3% Oral Language Development (1.8%) Fluency (3.0%) 12.1% 3.0% 1.8% 0.6% Text Reading (12.1%) Comprehension (23.0%) Writing (17.7%)
13 Grade 1 First Grade 19.0% 23.0% 0.2% 2.6% 1.1% 22.8% 5.9% 0.2% 8.6% 16.7% Concepts of Print (0.2%) Phonological Awareness(2.6%) Alphabetic Knowledge (1.1%) Word Study/Phonics (22.8%) Spelling (5.9%) Oral Language Development (0.2%) Fluency (8.6%) Text Reading (16.7%) Comprehension (23.0%) Writing (19.0%)
14 Grade 2 Second Grade 21.6% 29.4% 0.0% 0.7% 0.1% Concepts of Print (0.0%) 17.5% Phonological Awareness (0.7%) 18.1% 5.7% 0.1% 7.0% Alphabetic Knowledge (0.1%) Word Study/Phonics (17.5%) Spelling (5.7%) Oral Language Development (0.1%) Fluency (7.0%) Text Reading (18.1%) Comprehension (29.4%) Writing (21.6%)
15 Grade 3 Third Grade 19.4% 0.1% 0.2% 0.7% 12.3% 7.2% 0.0% Concepts of Print (0.1%) Phonological Awareness (0.2%) Alphabetic Knowledge (0.7%) Word Study/Phonics (12.3%) Spelling (7.2%) 8.2% Oral Language Development (0.0%) Fluency (8.2%) 35.5% 16.3% Text Reading (16.3%) Comprehension (35.5%) Writing (19.4%)
16 Phonological Awareness Kindergarten Phonological Awareness - Kindergarten 26.1% 8.6% 10.4% Rhyming and alliteration (10.4%) Comparison tasks/oddity tasks (37.2%) Oral segmenting of sentences (0.0%) Oral blending or segmenting of syllables (4.6%) 13.0% 4.6% 0.0% 37.2% Oral blending or segmenting of onset/rime (13.0%) Oral blending or segmenting of individual phonemes (26.1%) Phonemic manipulation (8.6%)
17 Phonological Awareness Grade 1 Phonological Awareness - First Grade 18.2% 41.5% 7.6% 23.6% 0.0% 9.1% 0.0% Rhyming and alliteration (7.6%) Comparison tasks/oddity tasks (23.6%) Oral segmenting of sentences (0.0%) Oral blending or segmenting of syllables (9.1%) Oral blending or segmenting of onset/rime (0.0%) Oral blending or segmenting of individual phonemes (41.5%) Phonemic manipulation (18.2%)
18 Phonics Grade 1 Word Study/Phonics - First Grade 22.1% 9.7% Letter/Sound at letter level through oral recitation and/or manipulatives (59.0%) Letter/Sound relationships at onset/rime level through reading, spelling, and manipulatives (9.2%) Irregular words (22.1%) 9.2% 59.0% Word study through writing activities (9.7%)
19 Phonics Grade 3 Word Study/Phonics - Third Grade 20.8% 42.5% Letter/Sound at letter level through oral recitation and/or manipulatives (42.5%) Letter/Sound relationships at onset/rime level through reading, spelling, and manipulatives (23.2%) Irregular words (13.5%) 13.5% Word study through writing activities (20.8%) 23.2%
20 Fluency Grade 2 Fluency - Second Grade 0.2% 29.7% Letter or Sound (0.2%) Word or Phrase (29.7%) 70.1% Sentence or Text (70.1%)
21 Fluency Grade 3 Fluency - Third Grade 0.0% 21.3% Letter or Sound (0.0%) Word or Phrase (21.3%) Sentence or Text (78.7%) 78.7%
22 Comprehension Grade 1 Comprehension - First Grade Vocabulary (18.3%) 4.5% 13.3% 0.0% 18.3% 14.2% Prior Knowledge (before reading) (14.2%) Reading comprehension (during or after reading) (49.7%) Listening Comprehension (13.3%) Comprehension strategy instruction/use (4.5%) 49.7% Other (0.0%)
23 Comprehension Grade 3 Comprehension - Third Grade 0.8% 13.6% 2.7% 52.5% 21.4% 9.0% Vocabulary (21.4%) Prior Knowledge (before reading) (9.0%) Reading comprehension (during or after reading) (52.5%) Listening Comprehension (2.7%) Comprehension strategy instruction/use (13.6%) Other (0.8%)
24 Non-Instructional Time Interested in how teachers spent time when not instructing. Non-instructional event summaries examined-- category possibilities recorded as they emerged. The process continued as summaries examined and re-examined. examined. Analysis resulted in 12 sub-dimensions of non- instructional time. Percentage of time in each dimension calculated.
25 Noninstructional Time Non-instructional Time 2.2% 1.9% 2.8% 1.5% 3.4% 3.5% 30.6% 5.0% 6.7% 9.9% 19.6% 12.9% Preparation or Clean-Up for Activities Transition Between Activities Assessment or Testing School-Wide Business Teacher Monitoring/Conferencing Physical or Personal Needs Handing-In/Passing-Back Papers Discipline/Behavior Other Non-instructional Games, Movies, Coloring Peer Instruction No Clear Indication
26 Correlational Results Does instructional time in reading/language arts relate to student achievement?
27 Correlations-CRTs CRTs and Instructional Time Dimension 1 st 2 nd 3rd Concepts of Print Phonological Awareness Alphabetic Knowledge Phonics/Word Study Spelling ** -.23 Oral Language Fluency Text Reading.37* Comprehension Writing.18.38*.21 *p <.05. **p <.01.
28 Correlational Results Are there differences in the way teachers spend instructional time in high and low scoring classrooms on CRTs?
29 Differences in Instructional Time- High vs. Low Scoring Classrooms Dimension High Low p-value Concepts of Print 0.1% 0.2%.5405 Phonological Awareness 0.5% 2.1%.1455 Alphabetic Knowledge 0.3% 1.6%.1577 Phonics/Word Study 17.2% 17.4%.9487 Spelling 4.0% 8.9%.0394* Oral Language 0.0% 0.0% Fluency 0.6% 11.7%.0529 Text Reading 17.8% 15.6%.5663 Comprehension 32.0% 28.5%.3383 Writing 22.0% 13.9%.0093** *p <.05. **p <.01.
30 Conclusions 1).Descriptive data indicate that teachers are paying attention to and spending most of their instructional time on phonics/word study, comprehension (including vocabulary) and writing, with text reading being close to these. The amount of time spent on each differs according to grade level, with more time being spent on comprehension and writing as students progress from K through third-grade and less time spent on phonics/word study.
31 Conclusions 2). Descriptive data provide more information about just what teachers do when they are teaching the big five. Phonemic Awareness K teachers spend most of their instructional time (1/3) time teaching comparison/oddity tasks (e.g. which beginning sound is different-- sun, bat, Sam). Gr. 1 teachers spend over 40% time teaching segmenting and blending individual phonemes.
32 Conclusions Phonics First-grade teachers spend almost 60% of their time teaching students to manipulate words at the phoneme level. Third-grade teachers spend 42% of their time teaching students to manipulate words at the phoneme level, and 23% manipulating words at the onset-rime level.
33 Conclusions Fluency Second-grade and third-grade teachers spent the majority of their time teaching fluency at the passage level.
34 Conclusions Comprehension At grade 1, half of the instructional time is spent on during and after reading activities, almost 20% of time spent on vocabulary, very little time spent on strategy instruction. At grade 3, about same amount of time spent on during and after reading activities, 22% on vocabulary, about a bit more time (14%) on strategy instruction.
35 Conclusions How do teachers instructional time relate to student achievement? Text Reading (+ correlation)-modeling and guided practice in fluency Writing (+ correlation) Spelling (-( correlation) Spelling was coded as traditional memorization activities like copying words 5 times. Focus on memorization may result in negative correlation
36 Conclusion Are there differences in the way teachers spend instructional time in high and low scoring classrooms on CRTs? Answer: For the most part, no.
37 Further Analyses It may be that certain dimensions and subcategories of the ICE-R2 could differentiate high from low achieving classrooms. e.g. Is more time spent on analyzing words at the phoneme level associated with higher student achievement? but this is likely to relate to quality as well.
38 Future Research Examine how Reading First teachers compare to other Title I teachers or teachers without professional development in reading. What is the role of teacher knowledge and expertise in teachers use of instructional time? How is instructional quality (instead of instructional time) in teaching the five dimensions related to CRT achievement?
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