Teachers reported increased confidence reading aloud and willingness to choose more difficult books as proxy indicators of improved reading¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: tool and model accuracy changes quickly

Subclaims¶

q2 i? Teachers used proxy indicators — increased confidence in reading aloud, wider vocabulary and willingness to choose more difficult books — to evidence perceptions of improved reading ability. → Cockerill et al. 2018 q2 i? 62% of teachers reported moderate to high impact on students' reading attainment in the online survey. → Cockerill et al. 2018 (2)

Evidence¶

Cockerill et al. 2018¶

Maria Cockerill, Nicole Craig, Allen Thurston. (2018). TEACHER PERCEPTIONS OF THE IMPACT OF PEER LEARNING IN THEIR CLASSROOMS: USING SOCIAL INTERDEPENDENCE THEORY AS A MODEL FOR DATA ANALYSIS AND PRESENTATION. International Journal of Education and Practice, 6(1): 14-27. https://doi.org/10.18488/journal.61.2018.61.14.27

q2 · i? · qualitative · r3

Qualitative survey and case study data on reading behaviours. Teachers reported obvious gains in confidence with reading aloud over the weeks and that students opted for more challenging books as the course continued.

"Although teachers were generally hesitant to comment on students‟ reading attainment qualitatively they used proxy indicators to evidence their perceptions of improved reading ability based on the changes they saw in reading behaviours between students. These reading behaviours were an increased confidence in reading aloud, wider vocabulary and a willingness to choose more difficult books to read."

Cockerill et al. 2018 (2)¶

Maria Cockerill, Nicole Craig, Allen Thurston. (2018). TEACHER PERCEPTIONS OF THE IMPACT OF PEER LEARNING IN THEIR CLASSROOMS: USING SOCIAL INTERDEPENDENCE THEORY AS A MODEL FOR DATA ANALYSIS AND PRESENTATION. International Journal of Education and Practice, 6(1): 14-27. https://doi.org/10.18488/journal.61.2018.61.14.27

q2 · i? · qualitative · r3

Quantitative item from the online survey of 61 teachers using a six-point impact scale. 62% reported moderate to high impact on reading attainment; teachers often did not feel qualified to comment without test results.

"Nevertheless, in the online survey 62% of teachers reported moderate to high impact on students‟ reading attainment when asked to quantify their views."

Discussion¶

Learner Variables¶

• Self-Efficacy — outcome: instruction changes it

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