Bressoux, Pascal;
Massonié, Jessica;
Bianco, Maryse;
Lima, Laurent;
Joët, Gwenaëlle;
Cosnefroy, Olivier;
Dessus, Philippe;
(2016)
Teacher effectiveness and reading comprehension at first grade.
In:
EARLI SIG 18-23 Biennial Joint Conference.
(pp. hal-01616732f).
Hal Open Science: Oslo, Norway.
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Abstract
This paper explores the impact of teachers on student reading comprehension. Participants of the study were 550 students in 35 first grade classes and their respective 35 teachers. The study aims at determining 1) whether there is significant between class residual variance in reading comprehension at the end of first grade, 2) whether there is evidence of differential effectiveness and 3) whether dimensions of instructional quality assessed by the CLASS instrument are related to reading comprehension. After controlling for initial code skills and initial language comprehension skills, multilevel models reveal a 10% residual between-class variance in reading comprehension at the end of school year. This result is congruent with the presence of teacher effects. The estimates do not show differential effectiveness. Instructional quality as assessed by the CLASS instrument reveal that emotional support is negatively correlated with reading comprehension. Results are discussed and limits of the study are pointed out.
| Type: | Proceedings paper |
|---|---|
| Title: | Teacher effectiveness and reading comprehension at first grade |
| Event: | EARLI SIG 18-23 Biennial Joint Conference |
| Location: | Oslo, Norway |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://hal.science/hal-01616732 |
| Additional information: | © The Author(s). This is an open access article distributed under the terms of the Creative Commons Attribution ShareAlike 4.0 International 4.0 (CC BY-SA 4.0). This allows sharing, copying and redistributing in any medium or format including adapting, remixing, transforming, and building upon the material for any purpose, even commercially.. |
| Keywords: | Reading comprehension, teacher effectiveness, classroom interactions, multilevel model |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10129871 |
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