Exploring How Reading and Writing Instruction Relates to Reading Development Across Grades 3 to 5

• In Event: Marriott Roundtable Session 2
  In Roundtable Session: Considerations in Early Childhood and Elementary Literacy

Abstract

This study aims to explore teacher-level factors to reading and writing instruction and examine how these factors relate to reading development across grades 3 to 5. Teachers responded to several questionnaires about reading and writing practices during instruction. Students Reading Inventory (RI) scores were used to measure reading comprehension across three years. Results showed that engaging students in the writing process and reading aloud and teaching reading and writing strategies were the factors that accelerated reading development. Engaging students with audio assisted reading, direct instruction in planning and revising or vocabulary were not significantly related to reading development. However, teaching background knowledge, decoding, sentence and text-level writing, and text-based discussions appeared to share a slightly decelerative effect on reading development.

Authors

• Ye Shen, University of Delaware

• Adrian Pasquarella

• Nefetaria A. Yates, University of Delaware

• Andrew Potter, University of Delaware