Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners

Abstract

The first portion of this article describes the development and validation of a classroom observation measure. The goal of the measure was to assess the quality of reading instruction provided to first-grade English learners. We report the internal consistency reliability, interrater reliability, the development of empirically derived subscales, and the criterion-related validity of the subscales. The latter was moderately high for three of the six subscales (range = .62—.65) and moderate for the three others (range = .49—.57). The second portion of this article includes a contrasted groups analysis of the four classes with the lowest and highest growth in reading. We conclude with a presentation of the major themes and issues that emerged in the qualitative field notes.

Using Direct Observation to Document “Practice-Based Evidence” of Evidence-Based Mathematics Instruction

“…Such observation tools typically rely on observers’ impressions to rate the quality of instructional interactions. Because of this coding structure, moderate to high inference instruments permit greater flexibility than low-inference instruments for observers to make informed evaluations and decisions about the quality of instruction (Gersten et al, 2005).…”

How Much Is Enough? Evaluating Intervention Implementation Efficiently

“…Effective measurement of process components requires a clear definition of instructional quality, but there continues to be disagreement on the definition of high-quality instruction (Gersten, 2016). In an effort to solidify the definition, researchers continue to investigate what aspects of instruction most impact student outcomes (e.g., Cameron, Connor, & Morrison, 2005; Gersten, 2016; Gersten, Baker, Haager, & Graves, 2005; Hagan-Burke et al, 2013). To date, however, most research regarding observation tools to measure instructional quality has been validated for use in general education classrooms (e.g., Cameron et al, 2005; Kane & Staiger, 2012; Pianta, Cox, Taylor, & Early, 2013) with very little attention given to evaluation of instructional process outside of general education (N.…”

Relative Effects of a Comprehensive Versus Reduced Training for Head Start Teachers Who Serve Spanish-Speaking English Learners

“…Nonetheless, this body of research offers converging evidence that higher quality instruction is positively correlated with EL child outcomes. A series of studies by Gersten, Graves, Haager, and colleagues (Baker, Gersten, Haager, & Dingle, 2006;Gersten, Baker, Haager, & Graves, 2005;Gersten & Geva, 2003;Graves, Gersten, & Haager, 2004) used the English Language Learner Classroom Observation instrument to investigate the quality of literacy instruction in first-grade EL classrooms. These ratings of teaching quality resulted in significant moderate to high correlations (rs = .60-.75) with EL reading outcomes, suggesting that six instructional practices may be effective for ELs in the beginning stages of reading development: (a) code-related instruction (i.e., phonemic awareness, letter sound, and decoding instruction), (b) systematic vocabulary instruction with opportunities for children to use challenging words, (c) explicit teaching with appropriate scaffolding, (d) monitoring and adjusting instruction for low performers, (e) interactive teaching that encourages student engagement, and (f) promoting English language learning through sheltered English techniques (e.g., visuals, gestures, facial expressions).…”