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Effective Schools and Accomplished Teachers: Lessons About Primary-Grade Reading Instruction in Low-Income Schools
Effective Schools and Accomplished Teachers: Lessons About Primary-Grade Reading Instruction in Low-Income Schools
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extend access to The Elementary School Journal
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Effective Schools Abstract
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122 THE ELEMENTARY SCHOOL JOURNAL
NOVEMBER 2000
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READING INSTRUCTION 123
* ongoing
the importance of and needcurriculum improvement;
for additional
research on schools that serve the needs of * maximum use of instructional time;
* frequent monitoring of student pro-
poor children by increasing their achieve- gress; and
ment and, hence, their educational oppor- * positive home-school relationships.
tunities. The purpose of the present study
was to examine the instructional and or-In a study of four outlier inner-city
ganizational factors that might explain
schools, Weber (1971) found strong lead-
how and why some schools are attain-ership, high expectations, positive school
climate, strong emphasis on reading, and
ing greater-than-expected primary-grade
reading achievement with students atcontinuous
risk evaluation of pupil progress
related to the identified school reading suc-
for failure by virtue of poverty. We empha-
cess criteria of median achievement level on
size the terms "instructional" and "organi-
zational," for we believe that only when a normed
we standardized reading achieve-
attend to both school-level (organizational) ment test and having a relatively small
and classroom-level (instructional) facets of
number of children with serious reading
reform do we meet our aspirations. difficulties. In a study of five schools found
Within this broader framework, we to be most effective out of a sample of 741
were, like the researchers in the special-schools that were part of a study of com-
strategies study (Stringfield et al., 1997), in-pensatory reading programs, Wilder (1977)
terested in both imported models of reformfound the following factors common to all
(where schools had adopted an external schools: reading identified as an important
school reform program) and homegrowninstructional goal, leadership in the reading
reform efforts. To that end, we soughtprogram provided by either the principal or
schools in both categories. We were also in- reading specialist, attention given to basic
terested in schools that had adopted early skills, breadth of materials made available,
reading interventions, both tutorial andand communication of ideas across teach-
small-group interventions for at-risk chil-ers, a process typically fostered by the pro-
dren. As it turned out, we had a number ofgram leader.
schools that had adopted early reading in- In a more recent longitudinal study on
tervention programs set within a home-schools implementing special strategies for
grown schoolwide reform effort. educating disadvantaged children, String-
field et al. (1997) found that the schools dem-
Effective Schools
onstrating the greatest achievement gains
Research on effective schools relevant to
worked hard at both initial implementation
reading achievement, much of which was
and long-term maintenance of an innova-
conducted in the 1970s and early 1980s,
tion. But the researchers also noted the im-
was documented in a review "Teacher and portance of systematic self-improvement in
School Effects in Learning to Read" by
these schools, in which the innovations con-
Hoffman (1991) in the Handbook of Reading
tinued to evolve and expand. Externally de-
Research, volume 2. Hoffman described veloped research-based programs and pro-
eight attributes of effective schools fre-
grams that focused on whole-school reform
quently summarized in the literature (e.g.,
were related to greater achievement gains
Shavelson & Berliner, 1988), including: than locally developed programs and in-
novations composed of pull-out programs.
* a clear school mission;
The study also found support for the prem-
* effective instructional leadership and ise that students at risk of academic failure
practices;
* high expectations; could achieve at levels that met national
* a safe, orderly, and positive environ- averages.
ment; In a study of five effective Title 1
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124 THE ELEMENTARY SCHOOL JOURNAL
NOVEMBER 2000
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READING INSTRUCTION 125
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126 THE ELEMENTARY SCHOOL JOURNAL
the course of the data collection, some their reading program. Additionally, we se-
schools surfaced as more effective than oth- lected two schools that had implemented
ers (see Stringfield et al. [1997] for a similar
externally developed, nationally recognized
phenomenon). Therefore, rather than rely schoolwide reform programs-Success for
on a priori labels, we sought to pinpoint All (Madden, Slavin, Karweit, Dolan, &
and explain school (i.e., program) and class- Wasik, 1993) and Core Knowledge (Hirsch,
room (i.e., teachers' instructional practices)1987). Also included in the sample was one
factors that distinguished the most effectivehomegrown reform school with its own
schools from other schools in the study. homegrown early intervention. Operating
on the assumption that all 11 of these re-
Method
form schools might demonstrate similar
Participants achievement profiles, we recruited three
Fourteen schools geographically dis-
typical schools for comparison purposes;
persed throughout the country took part in were schools with similar populations
these
the study, including schools in Virginia,
but with no history of either exceptionally
Minnesota, Colorado, and California. A high achievement or reform activity. Two of
summary of the characteristics of each the typical schools were in large urban dis-
tricts and one was in a rural area. We
school, including type of intervention and
wanted to include typical schools to p
type of schoolwide reform, if any, in read-
vide a comparison base (both in terms
ing appears in Table 1. Schools ranged from
28% to 92% poverty and included four ru- achievement and instructional practices) f
ral, four small-town, and one suburban the schools that had already undertak
school, as well as five inner-city schoolsand achieved some reform. All three of
from three large metropolitan districts. these schools were nominated by district
We started by trying to identify schools administrators as meeting our criteria in
with two characteristics: (a) those that hadterms of primary-grade students' reading
recently implemented reform programs to achievement.
improve reading achievement, and (b) those Thus we began the study with 11 exper-
with a reputation for producing higher-than- imental schools and three control or com-
expected results in reading with low-incomeparison schools. However, as Stringfield et
populations. Because we were interested in al. (1997) found in their work, not all
special interventions for students most at schools believed to be exemplary in our
risk for failure, we selected eight schools study were, in fact, found to be so. Rather
that had carefully implemented one or an-than rely on reputation, we decided to de-
other externally developed model of early fine school exemplarity empirically. We
reading intervention; our sample included used a combination of (a) gain scores from
one Book Buddies school (Invernizzi, Juel, our own classroom reading measures and
& Rosemary, 1997), two Early Intervention(b) scores on whatever achievement test the
in Reading schools (Taylor, Short, Frye, & district normally used. Based on this aggre-
Shearer, 1992), three schools with Rightgate index, four schools in the present study
Start in Reading (Hiebert, Colt, Catto, &were determined to be most effective. These
Gury, 1992), and two Reading Recoveryschools were doing as well as or better than
schools (Pinnell, Lyons, DeFord, Bryk, &others in our sample in reading growth
Seltzer, 1994). In six of these schools, the and/or doing better than average for their
interventions were set within a broader district, considering their poverty level. We
context of homegrown program reform identified
in six additional schools as moder-
reading. The other two schools in this group ately effective (neither exceptionally high
of eight had implemented early reading norin-low on the two indices that made up
terventions without schoolwide reform of our school effectiveness rating), and four
NOVEMBER 2000
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128 THE ELEMENTARY SCHOOL JOURNAL
schools as least effective-lower than other two low and two average students. If these
schools in our study on our composite in- children were no longer in schools as we
prepared to collect posttest data, we used
dex, but typical for their district in primary-
grade reading achievement. achievement and gender balance to reduce
Within each school in each of gradesthe classroom pool to four (two average-
K-3, the principal was asked to identify
and two low-achieving) students. We were
two good or excellent teachers who would only able to test four children per class in
the spring due to resource limitations.
be willing to take part in the study. We did
not include all teachers because we wanted However, from a sampling standpoint it
to focus on exemplary practice. Similarwas
to preferable to obtain fewer data points
what we discovered for schools, however,
in more classrooms than more data points
in fewer classrooms.
not all teachers were found to be exemplary,
at least according to our ratings of teacher
accomplishment. They varied widely alongData Collection Tools
the scale of accomplishment that we used to Fall and spring outcome measures. Chil-
dren were pretested in November and
characterize their practices. The principals
contacted the teachers they had nominated again in May. All tests were administered
to request their participation. A total ofby22members of our research team who had
kindergarten, 23 first-grade, 25 second- been trained for this project and the admin-
istration of these tests
grade, and 22 third-grade teachers partici-
pated in the study. All teachers were female Grade 1: In the fall, children were indi-
except for two male second-grade and two vidually tested on upper- and lower-case
male third-grade teachers. Because of the letter-name identification, phonemic blend-
ing, phonemic segmentation (Pikulski,
detail and complexity of the study, results
in this article related to pupil performance
1996), and a list of preprimer words (de-
and classroom observations are limited to scribed below).
grades 1-3. Information about the kinder- In the spring, children were individually
garten portion of the study can be foundassessed
in on a specially constructed word
a related technical report (Taylor, Pearson,
reading test and reading passages from the
Clark, & Walpole, in press). QRI-II (Leslie & Caldwell, 1995). An in-
Each principal was also asked to partici-
structional level (highest level with 90%
word recognition accuracy or better) was
pate in the study. The principal recruited the
determined for each student. Then, irre-
teachers, responded to a survey, completed
an interview, and provided demographic spective
in- of decoding ability, each student
formation about the school, including the.
was asked to read a grade 1 passage so we
number of students on free and reduced- could obtain a common fluency measure
(wcpm) for all students-the number of
price lunch, the school's overall performance
on district tests, and grade 3 standardized
words a child could read correctly in 1 min-
ute (Deno, 1985).
test achievement (expressed as a percentile).
Mindful of problems with attrition and Also, children were asked to retell each
absences, we asked teachers in the fall topassage they read. A four-point holistic
divide their students into thirds, represent-
scoring rubric (see App. A, and Colt, 1997)
ing high-, average-, and low-performing was used to score the retellings on the pas-
readers and to identify four typical average-
sage that proved to be at their instructional
achieving and four typical low-achieving level, 90%. All of the retellings were scored
children, based on teachers' perceptions by
of a single member of our research team. A
reading performance (or emergent literacy second member read and scored 15% of the
performance) who would complete pre- retellings to establish interrater reliability
tests. From this pool we randomly selected(91% agreement).
NOVEMBER 2000
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READING INSTRUCTION 129
servations.
The reading words test Observers practiced coding
was developed
by the research team video
for theofproject
segments in
instruction until order
they had
at least 80%
to ensure that our word agreement
test with the principal
included an ap-
propriate mix of decodable
investigators on and
the coding
basic
of teacher
sight
and
student behaviors.
words. Half of the words at each Beginning in December,
grade level
were high-frequency a member
words of our team
fromconducted a 1-hour
the QRI-
II and half were decodable observation of words garnered
instruction during the basic
from an extensive review of the decodable reading program in every classroom once a
patterns introduced in the four most pop- month for 5 months. The observations were
ular basal series. The decodable words were scheduled for an hour in which reading in-
controlled to match the QRI-II words in struction was occurring. Due to resource
terms of frequency (Carroll, Davies, & Rich- limitations, we were not able to observe for
man, 1971). There were 20 words at each more than 1 hour per classroom during
grade level, preprimer through grade 3, for each monthly visit. During the observa-
a total of 100 words (see App. B). tions, the observers focused on the teacher
Grades 2 and 3: In the fall, grade 2 chil- and the children. Observational notes in-
dren were tested individually by a member cluded classroom dialogue as well as com-
of our research team on the reading words ments about general classroom activity,
test for grade 1 and a grade 1 passage from children's involvement in the lesson, and
the QRI-II. The number of words the child other events that seemed noteworthy. The
read correctly in the first minute was re- observer recorded what the teacher was say-
corded. The child's word recognition accu- ing and doing as well as what the children
racy on the passage was also recorded. Each were saying and doing during the lesson.
child was asked to retell the passage, and Additionally, every 5 minutes the observer
the four-point scoring rubric was used to recorded any of the following teacher be-
score the retellings. haviors that were observed in the previous
In the spring, children were tested in- 5-minute segment: coaching/scaffolding,
dividually by a member of the research modeling, engaging the children in recita-
team, starting with the reading words test. tion, explaining how to do something,
On the QRI, each child began with a grade telling, or engaging the children in a dis-
1 passage and continued until an instruc- cussion. A description of each of these be-
tional level was found, after which each haviors is provided in Table 2. After the
child read the grade 2 passage (to obtain the observation, the observer completed a sum-
fluency measure) if it had not been read as a mary of the lesson that required a statement
part of the procedure seeking to establish in- about each of these characteristics: overall
structional level. For each passage, we asked impression, teacher instruction and teacher-
the child for a retelling, and the retelling for student interaction, activities and materials,
the instructional level passage was scored student engagement, classroom manage-
using the four-point rubric described earlier. ment, and classroom environment.
Grade 3 children followed the same pro-
cedure as grade 2 children except for the Logs
passages read: in the fall, they read a grade We asked the teachers to keep a log of
2 passage and word list, and in the spring, daily instructional activities in the class-
they read a grade 3 passage to obtain a flu- room for 1 week in February and 1 week in
ency (wcpm) measure. April. We asked them to indicate how long
they spent on various activities, including
Observations
reading instruction (teacher-directed read-
Members of our research team at each ing of narrative and expository text; instruc-
site were trained to conduct classroom ob- tion in phonics, vocabulary, and comprehen-
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130 THE ELEMENTARY SCHOOL JOURNAL
Style Description
Coaching/scaffolding
Teacher suppor
tries to perform
Modeling/ demonstrating
Teacher shows
performing a t
Engaging students in engage
Teacher recitat
which he or sh
Telling students information
Teacher gives f
on how to use the information or what to do with it.
Explaining how
Teacher providesto do
direct explanation somet
of processes
involved in a task.
Engaging Teacher leads students in a formal
students in discussiondiscus
in which
the social conventions of a discussion apply.
sion; literature circles); student independent * ways to increase the reading achieve-
ment of struggling readers;
reading; writing in response to reading;
* consequences of assessment and as-
other written composition; spelling; read- sessment training;
ing aloud to students; and other academic
activities. Teachers also indicated the group
The teacher survey embraced most of the
setting in which each activity occurred: stu-
dents working as a whole class, working samein topics and some additional ones:
small groups, or working independently.
Teachers recorded activities in 15-minute * types, frequencies, and purposes of as-
sessments;
intervals and could include more than one
* types of reading/language arts helpers
activity during a time period. We divided and their activities;
the number of minutes for an interval by the
* home-school communication; and
number of activities coded to get number of* community activities.
minutes spent on an activity during that in-
terval. For example, if a 15-minute interval
Across the 14 schools, the return rate was
was coded as whole-class reading instruc-
88%.
tion, independent reading, and writing in
response to reading, we coded each activity
Interviews
as occurring for a child for 5 minutes.
We interviewed all principals and at
least three teachers from each school. Prin-
Questionnaires
cipal questions focused on the community
In April or May, the principal and teach-
and school links to parents, the principal's
ers from each school completed surveysviewde- of his or her leadership role, factors
veloped by a team of CIERA researcherscontributing
for to the school's success, chal-
a broader national survey of "beatlenges the as well as things on which the school
odds" schools. The principal survey dealt
was still working, and advice to schools
with the following topics: that wanted to significantly improve their
reading achievement. Teacher questions
* attributes of effective schools and ef- were similar but also included questions
fective instruction;
about a teacher's general approach to
* use of goals and standards;
teaching reading, behavior management
* factors/reasons for success in improv-
ing reading/language arts instruction; systems, and her or his expectations for stu-
* approaches to professional develop- dents. We transcribed the interviews and
ment; used them as a source of information for
NOVEMBER 2000
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READING INSTRUCTION 131
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READING INSTRUCTION 133
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136 THE ELEMENTARY SCHOOL JOURNAL
ferred interaction style of engaging studentsunknown words as they were reading text
in recitation, 39% had a preferred interaction(b) providing explicit phonics instruction,
style of telling students information, and and (c) practicing words.
6% had a preferred style of modeling. To Coaching in word recognition strategies
evaluate the trustworthiness of these rat- involved prompting children to use a vari
ings, three members of the research team ety of strategies as they were engaged in
read the observational notes and rated a reading during small-group instruction or
sample of 25% of the teachers; they agreed one-on-one reading time. They fell into sev
with the original coder on 82% of theeral subcategories, as listed below:
origi-
nal codings. If and when mismatches oc-
curred, we reverted to the code most fre-
Metacognitive Dialogue on Strategies
quently marked by the classroom observer. A teacher reviews independence in
Approaches to word recognition and com-
using word recognition strategies with
prehension instruction: The data from thehis
ob-students: "The point is to be able to
read on your own this summer. What if
servations were analyzed to determine how
you come to a big long word? Yes, sound
teachers provided word recognition and
it out. What else can you do? Yes, you
comprehension instruction. A numbercanof
twist it a little (e.g., try a different
approaches were coded on a frequency
vowel sound in 'terrible'). Also you can
scale, and the frequencies were collapsed
ask yourself if it makes sense. And if you
try these things [and still don't know the
into three categories: frequently (observed
word], then what do you do? Yes, skip it,
in two or more of the five observations),
or what else? Yes, you can ask someone."
occasionally (observed in at least one ob-
Metacognitive Review of Strategies Used to
servation), and never. The three word rec-
Figure Out a Word
ognition approaches that occurred most
After a child came up with "squirt"
frequently were selected for more elabo-
while reading, the teacher asked, "How
rate analysis; these were (a) coaching chil-
did you figure out 'squirt,' Tom?"
dren in the use of strategies to figure outTom: I sounded it out.
NOVEMBER 2000
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READING INSTRUCTION 137
Teacher: You could also look at the teacher uses a sliding device so the first
picture. letter can be changed. The children con-
Tom: Also make sure it makes sense. tinue to read: Dan, fan, man, can, pan,
ran. "Good for you! Excellent. One more
Praise for Use of Strategies family." The children read: Pig, dig, rig,
After a child has read, the teacher big, twig.
says to the group, "I noticed that Mara
got stuck and skipped it and read around Word Study
it and then came back to it. That's good A child sorts picture cards by first let-
thinking." ter: lamp, letter, game, gate, girl, October,
otter, officer. "Let's check and see if you
Prompts to Figure Out Words: General got them right. "g" makes the /g/
A child is stuck on a word while sound. Game, October, gate, girl. There
is one that doesn't belong. Let me say
reading, and the teacher asks, "What
could give you a clue on that word?"them. Do you hear one that doesn't be-
long? Right, where would October go?"
Prompts to Figure Out Words: Specific
The teacher is helping a group as
Practice on sight words involved teach-
they are reading aloud. "Whoa, back up
there. Frame the word with 'i-n.' What ers using flash cards, a pocket chart, or a
is the first sound? What is the second word wall to review words the students
sound? What's the word?"
were expected to recognize instantly as
sight words.
Explicit phonics instruction included
work on a chart, whiteboard, worksheet, or
Flash Cards
word cards dealing with word study, word The teacher reviews sight words with
his group. He gives them the word card
families, introducing or comparing phonic
elements (i.e., er, ir, and ur all have the sameif they say it first. "These two look like
they rhyme (he points to goes and does),
sound), making words (Cunningham but & do they?"
Cunningham, 1992), writing words, and
Chart
reading words with a particular phonic ele-
ment in isolation. The following were the The teacher puts a chart of No Ex-
cuses words on the board: a, an, and, for,
most common approaches observed: in, will. She calls on individual children
to read the words. "Yesterday we read
this word in our story: will. Now use
Working on Phonic Elements your white board and write 'will.' "
"There are a lot of words that don't
have the long or short vowel sound be-
cause they have a bossy letter. 'Ur' says For comprehension instruction, eight in-
/ur/ in 'hurt'. In 'born', 'or' says /or/. structional practices were observed and
In 'her' if it was a long e it would say
/here/ but 'er' says /er/. Can anyone coded: doing a picture walk; asking for a
think of an /ur/, /or/, or /er/ word?" prediction; asking a text-based question;
asking a higher-level, aesthetic-response
Making Words question; asking children to write in re-
Children get letter cards: a, I, g, k, n,
p, r. "Let's start with two letters to make
sponse to reading (including writing an-
'in'. Change one letter to make 'an'. Add swers to questions about what they had
one letter to make 'pan'. Rearrange these read); doing a story map; asking children
to make 'nap.' " The children continue to retell a story; and working on a compre-
until they end up with a word from the hension skill or strategy. For further anal-
story, "parking."
ysis, we focused on those categories for
Working on Word Families which 10 or more teachers were frequently
"Let's warm up with a few word fam- observed using the strategy. The practices
ilies." Children read: cat, hat, fat, mat. The that met the 10-teacher criterion were ask-
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138 THE ELEMENTARY SCHOOL JOURNAL
NOVEMBER 2000
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READING INSTRUCTION 139
Fall Spring
wcpm on
Number of Phonemic Preprimer Reading Grade 1 Retelling at
Rating Teachers Letter ID Awareness Words Words Passage Reading Level
School:
Least effective 8 47.95 9.38 9.90 56.28 34.68 2.52
(3.51) (1.71) (4.58) (14.40) (12.09) (.64)
Moderately effective 8 44.75 6.56 7.38 55.87 41.19 2.34
(5.82) (3.85) (4.44) (16.89) (14.99) (.30)
Most effective 7 45.80 7.48 9.94 68.29 50.75 2.51
(3.97) (2.51) (3.87) (9.01) (17.03) (.35)
Teacher:
Least accomplished 3 43.00 4.52 4.58 41.58 25.58 2.17
(1.64) (4.68) (2.18) (14.63) (11.22) (.14)
Moderately accomplished 7 45.83 7.11 7.67 66.18 44.40 2.38
(4.42) (1.96) (3.80) (17.70) (15.96) (.37)
Most accomplished 12 46.74 8.57 10.67 60.48 44.44 2.59
(5.13) (2.87) (4.23) (10.32) (15.39) (.52)
TABLE 7. Grade 2 Means (and Standard Deviations) for Pre- and Post
by School Effectiveness Rating and Teacher Accomplishment Rati
Fall Spring
wcpm on wcpm on
Number of Grade 1 Grade 1 Reading Grade 2 Retelling at
Rating Teachers Words Text Words Text Reading Level
School:
Least effective 8 13.88 50.46 79.59 66.30 2.56
(3.59) (18.92) (5.88) (19.24) (.69)
Moderately effective 10 15.88 59.77 86.98 73.35 2.99
(2.18) (13.07) (6.04) (14.65) (.36)
Most effective 6 14.42 47.98 84.58 70.17 3.06
(3.46) (17.31) (7.99) (13.18) (.40)
Teacher:
Least accomplished 8 13.91 56.83 80.22 64.47 2.66
(2.50) (13.38) (8.09) (17.37) (.78)
Moderately accomplished 8 15.20 55.63 84.82 71.40 2.99
(3.58) (14.38) (7.00) (17.20) (.39)
Most accomplished 8 15.44 48.68 86.72 74.75 2.95
(3.12) (21.31) (4.73) (11.80) (.30)
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140 THE ELEMENTARY SCHOOL JOURNAL
Fall Spring
wcpm on wcpm on
Number of Grade 2 Grade 2 Reading Grade 3 Retelling at
Rating Teachers Words Passage Words Passage Reading Level
School:
Least effective 7 16.95 73.19 90.99 85.70 2.80
(2.15) (14.48) (3.76) (18.98) (.29)
Moderately effective 2 15.27 75.58 89.89 91.13 3.06
(3.74) (22.79) (8.14) (29.13) (.43)
Most effective 3 16.81 72.58 96.25 105.38 3.31
(2.03) (8.82) (1.17) (16.92) (.47)
Teacher:
Least accomplished 5 15.95 71.70 90.60 88.49 2.96
(2.27) (11.67) (3.91) (27.83) (.38)
Moderately accomplished 9 16.28 75.88 91.44 92.08 3.14
(3.67) (17.37) (8.21) (23.59) (.50)
Most accomplished 7 16.20 77.11 92.33 94.58 2.92
(3.23) (23.06) (46.48) (31.35) (.35)
cess, Steven
to com
importance
have i
tions, Alth
reach
them feel
does n
school.
part
Oneo
the comm
often
factorinresp
the
ing closely
concer
in as many
an ex
explaining a
princi
NOVEMBER 2000
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READING INSTRUCTION 141
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142 THE ELEMENTARY SCHOOL JOURNAL
of reading/language
trast, in the moderately and least arts instruction
effectiv an
schools, concerns about
practice. A program
Title 1 teacher or compati
aide worked
bility, instructional
theconsistency,
classroom for 50 minutes and com
each mornin
The Title 1 teachers returned to
mon instructional terminology the first- mor
were
and second-grade
prevalent. One of the teachers classrooms for 30 min-
at Wheeler
one of the most effective schools,
utes in the afternoon to providesummed
one-on-one
or one-on-two
it up this way: "Teaming withhelp to other
struggling readers.
staff
important. You can't do
At Hilltop, it by
teachers yourself
also used a collabora-
Teaming also builds tive
amodel,
sensebut in this
ofcase the children who
community
were struggling most in reading left the
If the children see us working together an
getting along, that classroom
means during the 21/2- to 3-hour literacy Th
a lot to them.
children also get to see
block other
to receive teachers
small-group an
instruction for
get to know them. 45 That builds caring
minutes. This small-group instruction, and
delivered to two or three
community." This sentiment was children at a time, b
echoed
teachers at Hilltopwas compatible with
School, who the instruction
suggeste the
that peer coaching andreceived
children collaboration,
in their regular class-be
cause they led to schoolwide
room.
buy-in, were
A common element of all four of these
key factors in their success.
schoolwide
Collaboration played an approaches
important was the focus
role on
in the delivery of reading instruction
small-group instruction. in
Additionally, in all a
of the most effective schools. All four of the four of these most effective schools, teachers
most effective schools had reorganized their
spent considerable time, averaging 134 min-
instructional delivery system within the utes a day, on reading instruction. In inter-
past few years to make use of a collabora-views, teachers in three of these schools
tive model for reading instruction. In threementioned that reading was a priority at
schools, this meant that special personnel-their school; their time allocation to reading
a Title 1, reading resource, or special edu-is strong evidence of this commitment.
cation teacher-went into the classroom for Early reading interventions. The nature
an hour a day to help provide instruction of the interventions implemented in the
for small, ability-based groups. schools in our sample is presented in Table
Wheeler deployed a resource teacher 1. inThe use of interventions was not limited
the classroom with the classroom teacher to the most effective schools; in fact, the pro-
during reading time for 1 hour and anportion
aide of schools with externally developed
for a second hour of reading. Children re-
interventions did not vary dramatically by
ceived guidance in small groups with a of effectiveness: most = 3/4; moderate
level
teacher or a resource teacher, or with =the 4/6; least = 2/4. However, the nature of
aide in one-on-one settings. At this school,
the interventions and their implementation
did vary by effectiveness. In the three most
21/2 to 3 hours a day were spent on reading/
language arts instruction and practice. effective schools with interventions, they
Clearly, helping all children learn to read
tended to be small group, locally or region-
was a priority. Woodlawn sent a reading ally developed, and implemented across the
specialist and a special education teacher
primary grades; in the moderately or least
into the classroom to work with small effective schools, interventions tended to be
groups along with the classroom teacher for
one-on-one, either regional or national in
an hour each day. In this school, 21/2 hoursand implemented in grade 1 only.
origin,
a day were spent on reading/languageTeachers arts and administrators in the most
instruction in grades 1 and 2. At Stevenson,
effective schools felt strongly that the early
using a similar push-in collaborativeinterventions
model, in place in their schools were
children also received about 21/2 hourskey
a day
to their success. In the words of one Hill-
NOVEMBER 2000
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READING INSTRUCTION 143
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144 THE ELEMENTARY SCHOOL JOURNAL
al = least ef
b3 0 2 = 1.
c3 = 2 #1.
Teachers
MANOVA, F(14, 108) = 2.56, p < .01, led in the most effective schools
were more likely to send a letter or news-
us to conduct follow-up univariate analyses
of variance (ANOVAs; see Table 10). letter home weekly and call home regularly
Univariate analysis than teachers in the other schools. Teachers
Home communication: The follow-up in the
AN- most effective schools had a higher
OVA on home communication was statis- mean score on the home linkage scale than
tically significant, F(2, 65) = 5.25, p teachers
< .01. in either the moderately or least
effective schools. In three of the four most
Tukey post hoc tests revealed that the teach-
ers in the most effective schools communi- effective schools, more than half of the
teachers reported calling home at least
cated more with parents/caretakers than
teachers in the moderately effective or least
once a month. In only one of six moderately
effective schools. effective schools and one of four of the least
NOVEMBER 2000
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READING INSTRUCTION 145
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146 THE ELEMENTARY SCHOOL JOURNAL
NOVEMBER 2000
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148 THE ELEMENTARY SCHOOL JOURNAL
vealed that students in the most effective ing. The time devoted to reading activities
schools (M = 28.14 minutes per day) and
indicates that reading was an "operational"
moderately effective schools (M = 27.04
priority in the schools as a whole as well as
in the classrooms of the teachers in the most
mpd) spent more time in independent read-
ing than students in the least effective
effective schools. In the words of one
schools (M = 18.63 mpd). teacher at Stevenson, "My advice to othe
In three of the most effective schools,
schools is let kids READ, READ, READ! WRIT
teachers mentioned providing time for WRITE,
stu- WRITE! THINK, THINK, THINK!"
dents to read authentic texts as a factor con-
Preferred interaction style: Although the
tributing to their school's success. "I give trends were provocative, with half t
my students lots of time to engage in read- teachers in the most effective schools p
ing/writing opportunities. Lots of oppor-ferring coaching compared to about a qua
tunities to read all kinds of texts," explained
ter of teachers in the moderately and le
a Hilltop teacher. Or, as a Woodlawn effective schools, the ANOVAs on pr
teacher put it, "You become a better readerferred interaction styles by school effe
by reading. My students read at least 20-30tiveness were not statistically significan
minutes a day. Also, partner reading-theycoaching, F(2, 67) = 2.32, p > .05; tellin
love it." "Everyone in the whole school is
F(2, 67) = 2.01, p > .05; or recitation,
taking books home at night for reading. It's
F(2, 67) = .17 (see Table 10).
one of our school improvement goals," Supplementary analyses of reading-spe-
pointed out another Hilltop teacher. Thesecific teaching strategies. In addition to the
findings complement earlier research doc-question of the use and effects of more ge-
umenting that time spent in independent
neric teaching practices, we were able to
reading in school does make a difference in
apply nonparametric analyses to two addi-
students' reading achievement (Anderson,
tional reading-specific teaching domains-
Wilson, & Fielding, 1988; Elley & Man-
word recognition and comprehension in-
gubhi, 1983; Taylor, Frye, & Maruyama,
struction. In the case of word recognition,
1990).
we were limited to grades 1 and 2 because
Reading as a priority: When one looks
of the paucity of word recognition instruc-
across time spent in a variety of categories
tion observed in grade 3.
that fall roughly under the general rubric of
Approach to word recognition: Chi-square
reading instruction-whole-class instruc-
tests revealed that in comparison to the mod-
tion, small-group instruction, independent
(seatwork) activities, independent reading, erately effective schools (X2 = 5.0, p < .05)
and writing in response to reading-the av- and least effective schools (X2 = 5.4, p < .05),
erages across levels of school effectiveness more grade 1 and 2 teachers in the most ef-
were: most effective-134 minutes; mod- fective schools were frequently observed
erately effective-113 minutes; and least ef- coaching in the use of word recognition
fective-113 minutes. Across the four most strategies as children were reading in order
effective schools, teachers were averaging to teach them word recognition. More
134 minutes a day on reading activities. teachers in the most effective (X2 = 5.5) and
least
Eighty-five minutes of this was either small- effective schools (X2 = 8.5) were fre-
quently observed practicing sight words
group or whole-class instruction, and almost
30 minutes of the total was independent than teachers in the moderately effective
schools. There were no differences in the
reading. These times, based on teachers' logs
from 2 weeks, do not include time spent number of teachers in grades 1 and 2 who
reading aloud to children, time spent provided
in explicit phonics instruction (e.g.,
composition (in contrast to writing in re- focusing on letter-sound correspondences
or word families on the board, on a work-
sponse to reading), and time spent in spell-
NOVEMBER 2000
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READING INSTRUCTION 149
TABLE 13. Number and Percentage of Teachers in Grades 1 and 2 (by School Effectiveness Rating) Frequently
Observed Using Three Approaches to Word Recognition Instruction
Coaching
in Word
Recognition Providing
Strategies Explicit
during Phonics Practicing
Reading Instruction Sight Words
Number of
School Rating Teachers N % N % N %
Z2 8.5
P <.05
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150 THE ELEMENTARY SCHOOL JOURNAL
erately effective
ers in moderately effective (2 schools).
of 29, To gain
x2 insight
= 9.1
p < .01) or least effective (0 that
into other factors of 22,
might X2
explain how=to 9.8
p < .01) schools (seenurture
Table teaching
14).strategies
That thatsaid,
promote w
student
must reiterate the low learning,
rate ofwe undertookmore
these an analysis
cog
nitively challenging of activities
instructional practicesin the
that overa
was indepen-
sample. dent of student achievement. Instead, we
Word recognition work and reading used the ratings assigned to teachers on the
practice were much more the focus of read- effective instruction scale to classify teach-
ing instruction in grades 1-2 across all ers into three levels of accomplishment
schools in this study than was comprehen- (most, moderately, and least); these levels
sion. Explicit instruction in comprehension were used as predictor variables to explain
strategies was seldom witnessed across variation in the instructional practices
grades 1-3. Discussions that stretched chil- teachers used (see App. D).
dren's thinking were also infrequent across To investigate the relation among the in-
grades 1-3. dicators of teacher expertise and classroom
Instructional practice and teacher ac- practices, we subjected this large set of
complishment. The analyses of instructional teacher variables to a MANOVA. We used
practices within levels of school effective- three levels of the teacher accomplishmen
ness documented the fact that, on average, rating (most, moderately, and least accom
teachers in effective schools operated dif- plished) as the independent variable and
ferently than did teachers in other schools. eight scores from the set of generic teach-
These average differences, however, masked ing practices derived from our empirica
instructional variation among teachers data (time spent in small-group instruc
within schools. Not all of the best teachers tion, time spent in whole-class instruction,
worked in the most effective schools. In fact,
time spent in independent reading, student
engagement rating, home communication
only 52% of the teachers in grades 1-3 in the
most effective schools were perceived from
rating, preferred style of telling, preferred
the observations to be the most accom- style of recitation, and preferred style of
plished teachers (as compared to 36% coaching)
in the as the set of dependent mea-
least effective schools and 34% in the mod- sures. The MANOVA was statistically sig
TABLE 14. Number and Percentage of Teachers (by School Effectiveness Rating) Frequently Observ
Three Approaches to Comprehension Instruction
Having
Asking Students
Asking Higher- Write in
Text-Based Level Response
Questions Questions to Reading
Number of
School Rating Teachers N % N % N %
NOVEMBER 2000
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READING INSTRUCTION 151
al = least accom
b3 # 2 (1).
c3 # 1.
d3 = 2# 1.
e3 # 2 = 1.
f3 0 2 1.
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152 THE ELEMENTARY SCHOOL JOURNAL
municators or that teacher effects were ulum, instruction, and interaction tools
moderated by a school-level ethic for this
required to keep students on task.
type of activity. Grouping practices: The ANOVA on time
Student time on task: The ANOVA for spent
the in a whole-class format, F(2, 60) =
8.66, p < .01, indicated that students with
student time on task rating was statistically
significant, F(2, 67) = 85.41, p < .001.teachers rated as least accomplished spent
Tukey post hoc tests revealed that the most
more time in whole-class instruction (M =
47.94 mpd) than teachers rated as moder-
accomplished teachers had a higher rating
for maintaining student on-task behaviorately accomplished (M = 28.98 mpd) or
(M = 2.93 out of a possible 3) than the mod-
teachers rated as most accomplished (M =
erately accomplished teachers (M = 2.21),
24.69 mpd). A two-way (teacher accom-
who, in turn, had a higher mean score plishment
than x grade) ANOVA showed a sta-
the least accomplished teachers (M = 1.31).tistically significant effect for grade level,
To shed more light on this teacher factor,
F(2, 54) = 7.90, p < .01, with a strong ten-
in six of our sites we were able conduct a dency for whole-class time allocations to in-
special analysis to learn more about the ef-
crease with grade level, but no statistically
fects of the student time on task variable,significant grade x teacher accomplish-
using a procedure first used by Pressley ment
et interaction. Means and standard de-
al. (in press). During the last two observa-
viations by grade level and teacher rating
are shown in Table 16.
tions, observers were asked to interrupt
their normal observational protocol every 5 The ANOVA on time spent in small-
minutes, scan the room quickly, and record group instruction revealed an effect for level
the proportion of children in the class whoof teacher accomplishment, F(2, 60) = 3.08,
were perceived to be on-task, that is, pro-p = .05, with students in the classrooms of
ductively engaged in their assigned activity.
teachers rated as most accomplished spend-
Grade 1-3 teachers rated as most accom- ing more time in small-group instruction
plished were found to have an average(M of= 48.25 mpd) than students with teach-
96% of their students on-task when the 5- ers rated as moderately accomplished (M =
minute counts of students on task were 38.67 mpd), who, in turn, spent more time
taken. By contrast, the time on task rates than students with teachers rated as least
were 84% and 61%, respectively, foraccomplished
the (M = 25.35 mpd).
moderately accomplished and least accom-The ANOVA on time spent on indepen-
plished teachers. Because these numbersdent
are reading indicated no statistically sig-
nificant differences between teachers at
based on only 30 teachers and 60 observa-
tions, they should be interpreted cautiously.
different levels of accomplishment. Stu-
Even so, they underscore the importance of averaged from 23 to 27 minutes a day
dents
student time on task as a curricular and in independent reading across all condi-
management concern for teachers as they tions of teacher accomplishment. This find-
implement reading programs in their class-
ing is at variance with the parallel analysis
rooms. The findings suggest that, unlike fora teachers in the most effective schools,
variable such as parent communication, where reliable school effectiveness differ-
wherein individual teacher practices appear
ences emerged for independent reading. As
to be moderated by school efforts, promot-
with the parent outreach finding, it suggests
ing student on-task behavior is a teaching
that teacher practices for independent read-
practice not easily influenced by school-ing may have been moderated by school ini-
level practice. Instead of putting a school-
tiatives, interactions, and/or philosophies.
level practice in place (e.g., calling homeInteraction styles: The ANOVA on pre-
monthly), an individual teacher must ferred
de- interaction style of coaching and
velop the disposition as well as the curric-
teacher accomplishment was statistically
NOVEMBER 2000
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READING INSTRUCTION 153
Time in
Independent
Time in Time in Activity Writing in
Number of Whole Small (excluding Independent Response to To
Teachers Class Group nos. 5 and 6) Reading Reading in R
Grade/Teacher Rating (1) (2) (3) (4) (5) (6) (7)a
Grade 1:
Least accomplished 3 50.00 32.83 15.4 15.97 25.70 123.70
(3.06) (35.92) (5.70) (10.06) (11.29) (38.78)
Moderately accomplished 7 23.53 49.17 10.34 23.44 9.87 116.36
(15.71) (47.98) (4.23) (13.28) (7.61) (48.02)
Most accomplished 12 17.33 52.00 7.88 26.50 19.98 123.69
(14.64) (20.24) (11.27) (11.90) (11.80) (30.90)
Grade mean 22 23.76 48.49 9.69 24.09 17.55 123.57
(17.48) (32.21) (14.32) (12.13) (11.58) (39.91)
Grade 2:
Least accomplished 6 36.45 28.25 9.05 20.95 14.25 108.95
(18.09) (27.46) (10.67) (10.75) (10.09) (22.17)
Moderately accomplished 7 26.79 47.34 15.06 21.19 16.76 127.14
(13.12) (29.00) (16.55) (11.42) (7.58) (24.67)
Most accomplished 9 23.06 52.78 5.58 25.82 12.74 119.98
(11.05) (22.66) (5.26) (13.06) (9.83) (32.37)
Grade mean 22 27.90 44.35 9.71 23.02 14.25 119.23
(14.37) (26.89) (11.67) (11.64) (8.93) (27.26)
Grade 3:
Least accomplished 4 63.63 15.38 10.03 34.50 16.80 140.34
(14.25) (20.05) (8.84) (7.98) (8.52) (26.60)
Moderately accomplished 9 34.93 23.79 3.30 22.81 9.81 94.64
(20.53) (19.85) (4.86) (9.95) (5.08) (23.47)
Most accomplished 6 41.85 33.97 3.27 29.40 19.53 128.02
(11.80) (19.16) (5.69) (16.11) (16.50) (30.62)
Grade mean 19 43.16 25.23 4.71 27.35 14.35 114.80
(19.68) (19.80) (6.36) (12.24) (10.94) (32.08)
Pooled across grades:
Least accomplished 13 47.94 25.35 10.82 23.97 17.68 125.76
(18.38) (26.05) (8.91) (11.77) (10.20) (28.33)
Moderately accomplished 23 28.98 38.67 9.15 22.51 11.79 111.11
(17.12) (33.91) (15.30) (10.98) (7.07) (34.59)
Most accomplished 27 24.65 48.25 6.09 26.92 17.47 122.38
(15.78) (21.51) (8.48) (12.81) (17.35) (33.87)
Mean across teachers 31.05 40.03 8.20 24.70 15.44 119.42
(18.78) (28.40) (11.50) (11.94) (10.47) (33.19)
aSum of columns 2-6. Columns may not total exactly due to rounding.
the Tukey
significant, F(2, 67) = 5.92, p < .01. least accomplished teachers (75%
post hoc tests revealed that more ferredoftelling
the than moderately accom
most accomplished teachers had a teachers
preferred(38%), who, in turn exceede
interaction style of coaching (48%)mostthanaccomplished
the teachers (7%).
were also more moderately accomp
moderately (21%) or least accomplished
teachers (2%) (see Table 17 for teachers
a complete
with a preferred interaction st
telling than teachers rated as most a
presentation of the interaction preferences).
The ANOVA on preferred interaction
plished. (The ANOVA on preferred
action
style of telling (see Table 17) was style of recitation and teacher
statisti-
cally significant, F(2, 67) = 16.60, p < .001. was not statistically signif
plishment
Tukey post hoc tests revealed thatThe data of
more on coaching and telling may
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154 THE ELEMENTARY SCHOOL JOURNAL
Teacher Rating
Interaction Style N % N % N %
Coaching:
Yes 1 6 5 21 14 48
No 16 94 19 79 15 52
Telling:
Yes 13 75 9 38 2 7
No 4 25 15 62 27 93
Recitation:
Yes 3 18 9 38 10 34
No 14 82 15 62 19 66
NOVEMBER 2000
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READING INSTRUCTION 155
Coaching
on Word
Recognition Providing
Strategies Explicit Practicing
during Phonics Sight
Reading Instruction Words
Number of
Teacher Rating Teachers N % N % N %
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156 THE ELEMENTARY SCHOOL JOURNAL
Frequently Occasionally
Technique Observed Observed
1979; Stallings & Kaskowitz, 1974). The ad- ferent ability groups (see Allington, 1983).
vantage of our most effective schools in pro- Although differential treatment of groups
viding small-group time is a prime example was not a focus in our observations and
of how classroom- and school-level variables teacher logs, our data indicate that this did
interact to produce a desirable outcome. The not occur in the four most effective schools.
greater time allotted for small-group instruc-To the contrary, students in the lower in-
tion did not just happen. It was made pos-structional-level groups spent as much time
sible by the collaborative model used in allon higher-order activities as did average
four of the most effective schools. In that achievers. Also, the teachers thought that it
collaborative model, the classroom teacher, was necessary to make sure that most stu-
a resource teacher, an ESL teacher, and/ordents spent most of their time interacting
a special education teacher worked to-with books that were at their instructional
gether, often simultaneously in a single
level. It is important to note that this prac-
classroom, to enable every child, but espe-
tice is another example of the interaction of
NOVEMBER 2000
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READING INSTRUCTION 157
Higher-
Level (Aes- Students
Text-Based thetic-Re- Write in
Oral sponse) Oral Response
Questions Questions to Reading
Number of
Teacher Rating Teachers N % N % N %
Least accomplished 17 4 24 0 0 3 18
Moderately accomplished 24 11 46 2 8 10 42
Most accomplished 29 14 48 9 31 14 48
3> 1:
X2 6.56 4.32
p <.05 <.05
3 > 2:
X2 4.11
p <.05
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158 THE ELEMENTARY SCHOOL JOURNAL
NOVEMBER 2000
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READING INSTRUCTION 159
Corefor
activity. This finding Knowledge,
theAmerica's
mostChoice accom- and
other New
plished teachers did not America's Schools
extend to the models,teach-
and
ers in the most effective
so on. schools, who, as a
group, did not differ from the teachersand
Teacher Accomplishment in th
the other schools in this study in maintain-
Possibilities for Mentoring
ing on-task activity. This lack of consistency
Although the argument is adm
between the two teacher analyses (teachers
speculative, we want to suggest that
in schools varying in effectiveness versus
sistencies between our findings for
teachers of different levels
in the of
most effective accomplish-
schools and those for
ment) suggests that maintaining high levels
the most accomplished teachers may pro-
of time on-task is a teaching practice that is
vide encouraging news for those who re-
less amenable to school-level influence than
gard professional development as the core
other teaching practices, such as encourag-
of any reform movement. Even though
ing all students to engage in independentmany of the practices of the most accom-
reading.
plished teachers in this study, such as
Local versus national reform models.
coaching in word recognition during actual
Even though we included both national and
reading and asking higher-level, aesthetic-
local reform models in our sample, our response questions, were mirrored in our
data do not permit a definitive comparison analyses of teachers in the most effective
between the two. However, it is worth not- schools, this does not mean that all of the
ing that none of the schools in our most most accomplished teachers worked in the
effective category used national reform most effective schools. As reported earlier,
models; all were homegrown. Further- only 52% of the teachers in grades 1-3 in
more, we found no regional variations in the most effective schools were identified as
this pattern; the local reform models that the most accomplished teachers (as com-
proved most effective came from very dif- pared to 36% in the least effective schools
ferent regions of the country. We are not and 34% in the moderately effective
alone in finding support for local models of schools). It is plausible, however, that these
school reform. For example, in the Hope teachers were serving as models or coaches
for Urban Education Study (Charles A. who brought particular areas of expertise to
Dana Center, 1999), seven of the nine high- interactions with their colleagues. Our in-
performing schools had not adopted an terviews provided rich examples of this
off-the-shelf reform program. The common possibility. As the principal at Hilltop School
denominator seems to be that whatever the
explained, she had "worked to help people
model, national or local, it must privilege begin to appreciate the experts emerging
school and classroom practices that have within the building by bringing staff to the
proven effective in carefully designed and point where they acknowledged their exper-
implemented research efforts. We mention tise and by bringing teachers together to
the efficacy of local models in the face of share their expertise and learn together."
increasing pressure for schools to adopt Whatever the relationships among teach-
"research-proven" national models (Amer- ers (and more information is desperately
ican Federation of Teachers, 1997; Herman, needed about how these relationships play
1999; Herman & Stringfield, 1997; Slavin & themselves out and how to help skeptical
Fashola, 1998; Wang, Haertel, & Walberg, teachers accept the belief that even the
1998). Perhaps the "approved" lists ofpoorest children in their classes can learn),
research-proven programs should always the fact that not every teacher in the most
include "Home-Grown" (with a capital H effective schools is classified as a most ac-
and capital G) programs as a research-complished teacher should be heartening to
based option along side of Success for All, reformers who want to increase learning
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160 THE ELEMENTARY SCHOOL JOURNAL
of achievement
and achievement in the and reform did better than
poorest-performing
our information
schools. What it suggests is that would have
a led us to be-
minimum
number of highly accomplished teachers,
lieve. What this suggests is that the static
which by our definition
assumptions means teachers
about school status that we
who possess more ofused the attributes
to select of the
schools were inappropriate.
All of these schools
canonical profile of pedagogically effective were, and are, on the
move, in one direction
teachers, may be sufficient to move or another.
a Curricu-
school
from the aspiring into the
lum leaders effective
and teaching cate-
staffs come and go,
and with them the energy to initiate or be
gory. Large-scale staff turnovers may not sus-
necessary. There are tain
exceptional teachers
schoolwide and classroom-level prac-in
all schools who could ticesserve
and reform. as models, peer
coaches, or demonstration Our measures were not perfect.
teachers to We help
committed teachers learn what effective in- would have liked to use more and better
struction looks like and, in the process, im-measures of a wider range of skills and
prove their teaching. strategies, including writing ability. Fur-
Limitations thermore, those who adopt a psychometric
lens would take issue with our reliance on
Although we are encouraged by our
classroom-based assessments administered
findings, this research, like all of the work in
the effective schools and effective teachingby multiple assessors in multiple sites.
tradition, comes with serious limitations. Most informal inventories, writing sam-
When all is said and done, we are examining ples, word lists, and even tests of phonemic
natural correlations between program and awareness do not possess the psychometric
teaching factors on the one hand and stu- properties of standardized multiple-choice
dent performance on the other. These cor- tests. Those who would adopt a lens of au-
relations may be useful in planning more de- thenticity would be equally disappointed
finitive research and in guiding the in our measures. Although they are class-
development of local programs and policies; room based, they are not the stuff of
however, they cannot be used to identify constructivist-based reform. Lacking is any
causes for improvements (or decrements) in appreciation of response to literature and
student achievement. For that, more system- personal engagement with text. Those who
atic experimentation is needed, including adopt a cultural lens would find both our
control groups, randomization, and careful student and our teacher measures wanting.
analyses of growth over time. It is to that They would find that our student measures
agenda that we will soon turn our attention. are not likely to be sensitive to the special
Our work carries a number of addi- skills or perspectives that children develop
tional, more specific limitations. We would in culturally rich settings. And they would
have liked to assess more students per class-that our observational lenses did not
find
room simply to improve the precisionguarantee and that observers would look di-
trustworthiness of our work. Because we rectly for culturally responsive (or cultur-
ally insensitive) instruction. In defense of
did not test the full range of students within
classrooms, we were unable to examine ap- what we did, all we can say is that, like all
titude x treatment interactions. school-based research efforts, we made
Also, our prior information about compromises motivated by cost and credi-
schools was unintentionally misleading. In bility. Because we were personally and
terms of selection, schools that we had ex- painfully aware of the problems of using
pected to rise to the top of our achievement group assessments, especially with young
scales (because of their reputations) did notreaders, and because we wanted assess-
always do so. Conversely, some schools
ments that would be credible with the
teachers in these schools, we were commit-
that were thought to be ordinary in terms
NOVEMBER 2000
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READING INSTRUCTION 161
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162 THE ELEMENTARY SCHOOL JOURNAL
Appendix A
Score:
1 2 3 4
Student offers Student relates Student relates some All major points
little or no details only. main ideas and some and appropriate
information about Student is unable supporting details. supporting details
the selection. to recall the gist Retelling is are included.
Retelling is of the selection. fairly coherent. Degree of
incomprehensible. Retelling is Sequence completeness and
Stated ideas do incomplete or ideas is logical. coherence.
not relate to are misconstrued. Student generalizes
the selection. Sequence is beyond the text.
not logical.
NOVEMBER 2000
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READING INSTRUCTION 163
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164 THE ELEMENTARY SCHOOL JOURNAL
NOVEMBER 2000
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READING INSTRUCTION 165
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