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Capturing the complexity

Title: Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.
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Name(s): Connor, Carol McDonald, author
Spencer, Mercedes, author
Day, Stephanie L, author
Giuliani, Sarah, author
Ingebrand, Sarah W, author
McLean, Leigh, author
Morrison, Frederick J, author
Type of Resource: text
Genre: Text
Date Issued: 2014-08-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.
Identifier: FSU_pmch_25400293 (IID), 10.1037/a0035921 (DOI), PMC4229844 (PMCID), 25400293 (RID), 25400293 (EID)
Grant Number: P50 HD052120, R01 HD048539
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4229844.
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_pmch_25400293
Owner Institution: FSU
Is Part Of: Journal of educational psychology.
0022-0663
Issue: iss. 3, vol. 106

Choose the citation style.
Connor, C. M. D., Spencer, M., Day, S. L., Giuliani, S., Ingebrand, S. W., McLean, L., & Morrison, F. J. (2014). Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes. Journal Of Educational Psychology. Retrieved from http://purl.flvc.org/fsu/fd/FSU_pmch_25400293