The type of writing instruction and practice matters: The direct and indirect effects of writing instruction and student practice on reading achievement.

Abstract

Previous research has demonstrated that writing instruction can support reading achievement (Graham & Hebert, 2011); however much of this work involved carefully designed interventions. In this study, we evaluated a conceptual framework of the direct and indirect effects of typical writing instruction and student writing practice on reading achievement in first grade. Fall reading, vocabulary, and writing data were collected from 391 students, and classroom writing instruction and student writing practice were observed in 50 classrooms. The effects of writing instruction on spring reading achievement were evaluated using a 2-level, fixed effects structural equation model. In a multiple mediator model, the total indirect effect of composing writing instruction through student writing practice on spring reading achievement was positive and statistically significant (␤ ϭ .17, p ϭ .029), with a modest effect of composing writing instruction mediated by generative writing practice (␤ ϭ .15, p ϭ .024). The final model explained 86% and 59% of the variability in spring reading achievement at the student and classroom levels, respectively. These results suggest that generative writing practice mediates the relationship between composing instruction and spring reading achievement. The results also highlight some potentially positive effects of typical writing instruction and student writing practice after controlling for reading instruction and fall reading achievement. Educational Impact and Implications StatementThis study suggests that typical, first-grade, composing instruction combined with opportunities for students to compose may contribute to reading achievement. The findings provide support for efforts to combine writing instruction and practice and to integrate both with reading instruction.

Understanding K‐3 Teachers' Literacy Instructional Practices During the Pandemic‐Impacted 2020–2021 School Year

“…However, classroom reading instruction involves dynamic and complex interactions among teachers and students that cannot be captured by instructional time alone. Considerable evidence suggests that how teachers use time also affects children's literacy achievement (Coker et al, 2018;Connor et al, 2014;Kim et al, 2021). Coker et al (2018) found that certain types of writing instruction in first grade (i.e., composition combined with opportunities to generate texts) predicted students' spring reading achievement.…”

“…Considerable evidence suggests that how teachers use time also affects children's literacy achievement (Coker et al, 2018;Connor et al, 2014;Kim et al, 2021). Coker et al (2018) found that certain types of writing instruction in first grade (i.e., composition combined with opportunities to generate texts) predicted students' spring reading achievement. Connor et al (2014) found that both the quality of teachers' literacy instruction and the amount of time students spent engaging in this instruction interacted to predict third-grade students' reading comprehension and vocabulary gains.…”

Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

“…The more opportunities students have to practice the material they are being taught, the greater the mastery of the subject matter. In a research study conducted on reading achievement and the practice effect, a small to moderate increase in achievement was found when students were provided with practice opportunities (Coker, Jennings, Farley-Ripple, & MacArthur, 2018). The fatigue effect purports that student learning is negatively affected by fatigue.…”

Research on the Innovation of the Cultivation Mode of Biology Postgraduate Students in Local Normal Universities —Take Xinyang Normal University as an Example

“…The postgraduate talent training mode based on the "course mode" is represented by the University of Maryland and other universities in the United States: Western universities such as the University of Maryland require postgraduate students to obtain master's degree after completing the specified courses and passing the corresponding course examination, instead of writing and reviewing the master's thesis, the master's postgraduates who are really engaged in scientific research ability training are all arranged for training and training in the doctoral stage (Pacifico et al, 2018;Tabin et al, 2018). The "apprentice mode" is a relatively traditional vocational education mode in Western European universities, represented by Western European institutions of higher learning (Coker et al, 2018;Ran et al, 2018), during reading, students are required to participate in the scientific research work such as related topic experiment, data collection, sorting and analysis, and act as assistants for tutors, Under the guidance of the tutor, finish the writing of the graduation thesis, submit the graduation thesis and carry out the expert review, and obtain the corresponding degree through the defense.…”