The Effects of Teaching Instructions on Reading Performance: Findings From 2016 PIRLS Data

• In Event: Poster Session 2: Teaching Strategies for Early/Elementary Readers and Writers

Abstract

This study aims to compare the impacts of three different teaching instructions regarding organizing ways: explicit instructions, cooperative instructions, and independent learning on elementary students’ reading performances. This study focused on the United States’ students’ reading outcomes on their getting direct information skills and inference making abilities by using large-scale datasets. Using hierarchical linear modeling, this study found that explicit instruction benefits ELLs' reading performance in getting direct information. In contrast, cooperative instruction promotes native-English speakers’ learning outcomes in inference making.

Authors

• Lu Guo, Sam Houston State University

• Jian Wang, Texas Tech University