Multiple Dimensions of Instructional Effectiveness in Reading: A Review of Classroom Observation Studies and Implications for Special Education Classrooms

Yujeong Park, Mary T. Brownell, Elizabeth F. Bettini, Amber E. Benedict

Research output: Contribution to journalReview articlepeer-review

4 Scopus citations

Abstract

The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalExceptionality
Volume27
Issue number1
DOIs
StatePublished - Jan 2 2019
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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