Promoting English Language Arts Achievement Growth: Profiles of Hawaiʻi Teachers’ Instructional Practices (Poster 28)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

We examine the instructional profiles of a set of Hawaiʻi public school teachers who prompted high levels of English Language Arts (ELA) achievement growth during the 2022-23 academic year. To do this, we link student ELA achievement data with detailed survey data on the specific type and frequency of teachers’ evidence-based literacy practices (EBLPs). We find that teachers who prompted high levels of ELA growth were more likely to use foundational and disciplinary literacy EBLPs at least once a week, modify their lesson plans to provide remediation activities for students who had not yet mastered the material, and to be more seasoned teachers. These findings provide novel evidence pertaining to the types of literacy practices that can support student learning.

Authors

• Erin D'Amelio, University of Hawai‘i at Manoa

• Mark Murphy, University of Hawai‘i at Manoa