Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Children whose teachers were more responsive in their instruction had higher substantive quality scores (p = .009) after accounting for other instructional quality variables and child-level language, reading, and attention variables. → Kim 2013

Evidence¶

Kim 2013¶

Kim, Y.-S., Al Otaiba, S., Sidler Folsom, J., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461–469. https://doi.org/10.1016/j.ecresq.2013.01.001

q3 · i? · associational · r2

Multilevel model result from the same 527-child sample: teacher responsiveness, rated from winter classroom observations on a 0–3 scale, was uniquely related to substantive quality of written composition. Other instructional quality variables were not uniquely related (ps ≥ .06).

"in the substantive quality of written composition, children whose teachers were more responsive in their instruction had higher scores (p = .009) after accounting for the other instructional quality variables and children's language, reading, and attention variables."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Approximately 13–14% of total variance in first-grade written composition is attributable to differences among classrooms — related
• Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition — related
• No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension — related
• Spelling and attentiveness are uniquely related to writing conventions of first-grade written composition, but instructional quality is not — related
• Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
• Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language — related
• Teacher-student interaction quality may reflect pre-existing student characteristics rather than teacher skill unless prior achievement is accounted for — reports the opposite
• Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later — related
• Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre — related