Further evidence for teacher knowledge: supporting struggling readers in grades three through five

We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy instruction and related linguistic knowledge, and...

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Bibliographic Details
Published in:Reading & writing 2009-04, Vol.22 (4), p.401-423
Main Authors: McCutchen, Deborah, Green, Laura, Abbott, Robert D., Sanders, Elizabeth A.
Format: Article
Language:English
Subjects:
Academic Achievement
Classrooms
Comparative Analysis
Education
Elementary education
Grade 3
Grade 4
Grade 5
Intervention
Knowledge
Language and Literature
Linguistics
Literacy
Neurology
Outcomes of Education
Psycholinguistics
Reading difficulties
Reading Instruction
Reading processes
Social Sciences
Teacher Characteristics
Teachers
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Summary:We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels of performance at year end on all literacy measures, compared with their peers in control classrooms ( n  = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition. Additional analyses including all students ( n  = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates, but to a more limited extent.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-009-9163-0