Exploratory study of instructional practices in prekindergarten through grade 3 in Title I schools¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

A study commissioned by the Institute of Education Sciences that "collected extensive information about instructional practices in prekindergarten through grade 3 within Title I schools and examined the relationships between these practices and student growth in a range of language and comprehension outcomes." It used an exploratory design to identify potentially promising practices for large-scale evaluation, motivated by the "modest and inconsistent effects of existing large-scale early literacy interventions."

Design Implications¶

Context¶

Requirements¶

• Extensive information about instructional practices collected in prekindergarten through grade 3 Title I school classrooms
• A range of language and comprehension outcome measures to examine relationships with practices

Constraints¶

• Exploratory design; findings identify practices that ought to be studied further and evaluated on a large scale rather than establishing causal effects

Target Learners¶

• Students in prekindergarten through grade 3 in Title I schools

Target Learning Goals¶

• Language development
• Reading comprehension

Claims¶

• Promoting higher-order thinking through questions requiring analysis, explanation, and idea development is among the practices most consistently related to student growth [+W]
• Focusing students' attention on the meaning of a text before reading, such as introducing the topic and encouraging predictions, is among the practices most consistently related to student growth [+W]
• Helping students make connections between prior knowledge and the texts they read is among the practices most consistently related to student growth [+W]
• Engaging students in defining new words during or after reading a text is among the practices most consistently related to student growth in language and comprehension [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Hanley Chiang, Elias Walsh, Timothy Shanahan, Claudia Gentile, Alyssa Maccarone, Tiffany Waits, Barbara Carlson, Samuel Rikoon. (2017). An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee