Exploring Teacher Characteristics and Contextual Factors in Early Reading Instruction to Improve Implementation

• In Event: The Science of Teaching Reading Part 1: Educator Knowledge, Professional Development, and Student Reading Achievement

Abstract

Millions of federal dollars have been allocated to the development and testing of reading programs, resulting in a plethora of evidence-based reading interventions (e.g., Denton et al., 2022; Fien et al., 2021; Gersten et al., 2020; Wanzek et al., 2015), yet large proportions of students continue to struggle with reading (NAEP, 2022). Implementation of evidence-based reading practices is highly variable, particularly during Tier 1 instruction (Al Otaiba et al., 2023; Connor et al., 2020; Kretlow & Helf, 2013). Researchers have called for advances in the SoTR, citing gaps in the field’s understanding of how reading is actually taught in classrooms and barriers to implementation of evidence-based reading practices. Research studies that involve direct observations of classroom instructional practices may provide insights into how best to support schools as they aim to implement evidence-based reading practices (Kim & Snow, 2021).

The current study examined teacher characteristics and contextual factors associated with Tier 1 instructional practices through the lens of the Exploration, Preparation, Implementation and Sustainment implementation science model (EPIS; Aarons et al., 2011). Data were drawn from 142 Grade 1 classroom teachers in forty-four elementary schools across Massachusetts and Oregon who participated in a cluster-randomized controlled trial of a multitiered reading approach aligned with the SoR (Enhanced Core Reading Instruction [ECRI], Fien et al., 2021; Smith et al., 2016). Schools were randomly assigned to receive either the ECRI multitiered approach or business-as-usual multitiered system of support in reading (MTSS-R). In this context, using data from teacher surveys, student assessments, and administrative datasets, we explored whether individual teacher characteristics (i.e., years teaching, level of education, teacher knowledge, and classroom management skill) and contextual factors (i.e., class size, average classroom reading skill, percent of class eligible for special education, provision of professional development, and coaching supports) were associated with teacher use of explicit instructional practices. Direct classroom observations to document implementation of evidence-based instructional practices were conducted in the fall, winter, and spring.

We computed bivariate Pearson and point-biserial correlation coefficients to measure the strength and direction of the associations between continuous-continuous, and continuous-binary variables, respectively. Results indicate that days of professional development, receipt of coaching supports, reading content knowledge, classroom management skills, and class size were significantly and positively associated with use of explicit foundational skills instruction. Reading content knowledge and classroom management skills were significantly and positively associated with use of explicit instruction in reading connected text. Classroom management skill was significantly and positively associated with use of explicit instruction in higher order skills. Average classroom reading score was significantly and negatively associated with use of explicit instruction in foundational skills and reading connected text. Study results provide insight into malleable and fixed factors that may be related to teachers’ delivery of instruction aligned with the SoR. Implications for approaches to professional development and coaching to increase teacher use of evidence-based reading practices will be discussed. Future directions for implementation research building upon this work will also be shared.

Authors

• Marissa Pilger Suhr, University of Washington

• Nancy J. Nelson, Boston University

• Jessica Markham Anderson, Boston University

• Derek Kosty, Oregon Research Institute