Longitudinal Relations Between Literacy Instruction and Early Reading Achievement (Poster 19)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session Two

Abstract

The current study examined the relation between the amount of literacy instruction and student reading achievement (word reading and reading comprehension), using data from 1679 students and their teachers from Grade 1 to 3. We categorized literacy instruction into two types by content: 1) code-based instruction that focuses on phonics and decoding skills; 2) meaning-based instruction that focuses on vocabulary, oral language, and comprehension skills. We used multilevel multivariate models to separate classroom-level effects from student-level effects and accounted for cumulative effects across grades. Overall, we detected positive longitudinal relations of meaning-based instruction to students’ reading comprehension and negative relations of code-based instruction in Grade 2 to students’ word reading achievement.
Keywords: literacy instruction, reading development, multilevel modeling

Authors

• Yucheng Cao, University of California - Irvine
  Presenting Author

• Young-Suk Kim, University of California - Irvine
  Non-Presenting Author