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

Carol Mc Donald Connor, Mercedes Spencer, Stephanie L. Day, Sarah Giuliani, Sarah W. Ingebrand, Leigh McLean, Frederick J. Morrison

    Research output: Contribution to journalArticlepeer-review

    31 Scopus citations

    Abstract

    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 3rd-grade classrooms serving 315 target students using 2 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.

    Original languageEnglish (US)
    Pages (from-to)762-778
    Number of pages17
    JournalJournal of Educational Psychology
    Volume106
    Issue number3
    DOIs
    StatePublished - Feb 24 2014

    Keywords

    • Child individual differences
    • Classroom observation
    • Differentiated instruction
    • Intervention
    • Language
    • Reading

    ASJC Scopus subject areas

    • Education
    • Developmental and Educational Psychology

    Fingerprint Dive into the research topics of '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'. Together they form a unique fingerprint.

    Cite this