A Study of Effective First-Grade Literacy Instruction

Pressley, Michael; Wharton‐McDonald, Ruth; Allington, Richard L.; Block, Cathy Collins; Morrow, Lesley Mandel; Tracey, Diane H.; Baker, Kim; Brooks, G.; Cronin, John; Nelson, Eileen S.; Woo, Deborah

doi:10.1207/s1532799xssr0501_2

Cited by 252 publications

(219 citation statements)

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“…A number of other studies that also looked at teachers' practices concerning reading and writing in the initial years of schooling produced similar results (e.g. Pressley, Rankin-Erikson, and Yokoi 1996;Rankin-Erikson and Pressley 2000;Pressley et al 2001;Fijalkow 2003).…”

Section: Introductionmentioning

confidence: 56%

Relationships between primary teachers’ beliefs and their practices in relation to writing instruction

Gaitas

Martins

2014

Research Papers in Education

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Teachers' beliefs are directly connected to their practices and have an impact on students' educational experiences and results. The aim of this study was to describe and examine the relationship between beliefs and practices linked to teaching students to write in the first four years of primary school. A total of 255 Portuguese primary school teachers participated in the study. A 52-item questionnaire was used to evaluate their beliefs, preferred activities and classroom organisation procedures in relation to writing instruction. Beliefs and classroom organisation procedures were subjected to factor analysis, whereas activities were considered individually. The analysis of teachers' beliefs revealed two different factors: (1) code-based beliefs and (2) meaning-based beliefs. The analysis of teachers' classroom organisation revealed three different factors: (1) pairs or small groups; (2) individual; and (3) whole classroom. Most of the participating teachers emphasised both explicit teaching and informal learning methods. There were significant associations between beliefs and activities and beliefs and classroom organisation procedures supported by code vs. meaning beliefs. However, the different associations revealed in the study showed that teachers combine multidimensional aspects in their writing instruction theory and practice.Keywords: beliefs; practices; teaching; written language; primary school Introduction According to several authors (Clark and Peterson 1986;Pajares 1992;Poulson et al. 2001;Van Driel and Verloop 2002;Pederson and Liu 2003;Woolley, Benjamin, and Woolley 2004;Shin and Koh 2007), teachers' beliefs influence teaching practices and have an impact on students' educational experiences and results. However, the relation between beliefs and practices is referred by Fang (1996) and Vaughn, Moody, and Shumm (1998) as a relation governed by consistency and inconsistency patterns as there often exists contextual constraints as school/national policies or external evaluations that inhibit teachers' actions (Valencia and Wixson 2000;Lam and Kember 2006).One set of beliefs that appear to have important implications for the teaching of written language is the assumptions and beliefs that teachers make and hold about teaching and learning (Bruner 1996;Gipps, Mccallum, and Brown 1999). More specifically, Fitzgerald (1999) and Cunningham and Fitzgerald (1996) argue that teachers' decisions are shaped by their beliefs about literacy and literacy instruction.

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Section: Introductionmentioning

confidence: 56%

Relationships between primary teachers’ beliefs and their practices in relation to writing instruction

Gaitas

Martins

2014

Research Papers in Education

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“…The whole class curriculum, devoid of any personal connections to students, is again contrary to research about classrooms where high-poverty, language-rich students succeed (Block et al, 2002;Nieto, 1999;Pressley et al, 2001;Purcell-Gates et al, 1995). In addition, the curriculum centered on letters and sounds and did not provide opportunities for children to understand much about books or the meaning gained by reading and discussing them.…”

Section: Teaching and Learning In Kindergarten Through Second Gradementioning

confidence: 94%

Second Grade is Important: Literacy Instruction and Learning of Young Children in a High-Poverty School

Barone

2003

Journal of Literacy Research

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Several years ago, I began a research project that had as its main purpose the description of literacy instruction and growth demonstrated by 13 children in an elementary school (kindergarten through sixth grade) considered at risk because the majority of students are minority, learning English as a new language, and financially poor. My goal for this research project was to better understand literacy learning and instruction in

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“…Thus, the TLC principals demonstrated effective leadership for improved instruction when they made explicit that the use of differentiated learning materials was an expectation in their buildings. Pressley (2001) and Foorman et al (2006) found that effective teachers match students' learning tasks and materials to students' ability levels, with the findings pointing to a faster pace of learning and higher test scores.…”

Section: Special Issue On Hmong Newcomers 9 Wahlstrom: Principal Rolementioning

confidence: 99%

[Special Issue on Hmong Newcomers to Saint Paul Public Schools] Are We There Yet? Examining the Principals Role in the Integration of Hmong Refugee Children into Elementary Schools

Wahlstrom¹

2015

Journal of Southeast Asian American Education and Advancement

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A Study of Effective First-Grade Literacy Instruction

Cited by 252 publications

References 10 publications

Relationships between primary teachers’ beliefs and their practices in relation to writing instruction

Relationships between primary teachers’ beliefs and their practices in relation to writing instruction

Second Grade is Important: Literacy Instruction and Learning of Young Children in a High-Poverty School

[Special Issue on Hmong Newcomers to Saint Paul Public Schools] Are We There Yet? Examining the Principals Role in the Integration of Hmong Refugee Children into Elementary Schools

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