Effective reading comprehension instruction

Examining child × instruction interactions

Carol McDonald Connor, Frederick J. Morrison, Jocelyn N. Petrella

Research output: Contribution to journalArticle

131 Citations (Scopus)

Abstract

This study examined the effect of 3rd-grade language arts instruction on growth in children's reading ' comprehension skills and the degree to which the impact of instruction depended on the language and reading skills children brought to the classroom. Classrooms were observed in the fall, winter, and spring, and language arts activities were coded using multiple dimensions of instruction. Overall, the effect of instruction depended on children's fall reading comprehension scores. Children with average to low fall reading comprehension scores achieved greater growth in classrooms with more time spent on teacher-managed reading comprehension instructional activities but demonstrated less growth in classrooms with more time spent on child-managed reading comprehension activities. Research and classroom instruction implications are discussed.

Original languageEnglish (US)
Pages (from-to)682-698
Number of pages17
JournalJournal of Educational Psychology
Volume96
Issue number4
DOIs
StatePublished - Dec 2004
Externally publishedYes

Fingerprint

Reading
comprehension
instruction
Language Arts
classroom
interaction
Growth
language
art
Language
teacher
Research
time

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this

Effective reading comprehension instruction : Examining child × instruction interactions. / Connor, Carol McDonald; Morrison, Frederick J.; Petrella, Jocelyn N.

In: Journal of Educational Psychology, Vol. 96, No. 4, 12.2004, p. 682-698.

Research output: Contribution to journalArticle

Connor, Carol McDonald ; Morrison, Frederick J. ; Petrella, Jocelyn N. / Effective reading comprehension instruction : Examining child × instruction interactions. In: Journal of Educational Psychology. 2004 ; Vol. 96, No. 4. pp. 682-698.
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