Empowering Teachers with Effective Instruction: Research on Interventions, Routines, and Texts in the Elementary Classroom

Session Submission Type: Symposium

Abstract

This symposium brings together research from five universities about a summer reading intervention, small-group reading instruction, and the use of complex texts. The research––conducted to establish instructional effectiveness (Papers 1 & 3) and to examine teachers’ practices and beliefs (Paper 2)–– furthers our understanding of elementary instruction. Following the paper presentations, we invite a robust discussion of how to interpret and make use of these findings in an era when legislation, at times, constrains allowable practices.

Content Area

• AREA 5. Early and Elementary Literacy Processes

Chair

• David Anthony Fronczak, University at Buffalo

Discussant

• Seth Parsons, George Mason University

Individual Presentations

• Effects of a Small-Group Summer Reading Intervention on K-2 Students’ Foundational Skills and Vocabulary - Blythe Anderson, University at Buffalo, SUNY; John Strong, University at Buffalo; David Anthony Fronczak, University at Buffalo

• Worth It or a Waste of Time? Examining Teachers’ Beliefs about Small- Group Reading Instruction - Kristin Conradi Smith, William & Mary; Lauren Hubbard Bales, William & Mary; Steve Amendum, University of Delaware

• Too Much Stretch? Advanced First Grade Readers in Above Grade Level Text Purpose and Theoretical Framework - Jake Downs, Utah State University; Katie Martz, University of Mississippi