Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In 10 observed resource rooms, teachers spent less than 10% of instructional time on logistical tasks and students' overall engagement averaged 2.76 on a 3-point scale. → Swanson 2010

Evidence¶

Swanson 2010¶

Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484

q2 · i? · associational · r1

Observational study of 10 special education resource-room teachers, with 2,178 minutes of reading instruction coded using the ICE-R over three consecutive observation days. The discussion reports "students remained on task, with an overall student engagement rating across all observations of 2.76 on a 3-point scale" and less than 10% of time on logistical tasks.

"students remained on task, with an overall student engagement rating across all observations of 2.76 on a 3-point scale (range = 2.43–3.0)"

Discussion¶

Related Claims¶

• Phonological awareness instruction closely tied to word reading (blending and segmenting phonemes) comprised less than 1% of observed resource-room reading time — related
• Phonics/word study occupied the largest share of observed resource-room reading instruction (32%) at high-average quality, but a quarter was rated weak — related
• Comprehension instruction in resource rooms consisted mostly of teacher question-and-answer monitoring rather than explicit comprehension-strategy instruction — related
• Non-instructional time averages 23 percent in observed Chicago elementary classrooms, with half of teachers at 14 percent and half at 30 percent — related
• Whole-group instruction was the most common grouping structure in elementary resource-room reading instruction despite small class sizes — related