Ben Kelcey|Joanne F. Carlisle
Learning About Teachers’ Literacy Instruction From Classroom Observations
University of Cincinnati|University of Michigan–Ann Arbor
abstract purpose study contribute efforts improve methods gathering analyzing data classroom observations early literacy methodological approach addresses current problems reliability validity classroom observations taking account differences teachers uses instructional actions eg modeling specific skill areas eg fluency reading comprehension findings observations second thirdgrade teachers literacy instruction showed teachers instructional actions differed literacy skill area consistent within across skill areas furthermore teachers uses instructional actions given skill area strongly associated students gains achievement skill area teachers uses actions across skill areas approach offers significant improvements methods identify features effective literacy instruction