Exploring The Role of Teacher Quality in Predicting Reading Outcomes for First-Grade English Learners: An Observational Study  

Oleh:

Gersten, Russell ; Baker, Scott K. ; Haager, Diane ; Graves, Anne W.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 26 no. 4 (2005), page 197-206.
Fulltext: 197.pdf (133.89KB)

Isi artikel

The first portion of this article describes the development and validation of a classroom observation measure. The goal of the measure was to assess the quality of reading instruction provided to first-grade English learners. We report the internal consistency reliability, interrater reliability, the development of empirically derived subscales, and the criterion-related validity of the subscales. The latter was moderately high for three of the six subscales (range = .62–.65) and moderate for the three others (range = .49–.57). The second portion of this article includes a contrasted groups analysis of the four classes with the lowest and highest growth in reading. We conclude with a presentation of the major themes and issues that emerged in the qualitative field notes.

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