Evaluating Which Classroom and Student Variables Are Predictive of Children’s Early Language and Literacy Outcomes: A Follow-Up Study

• In Event: Investigating Impact of Literacy Interventions

Abstract

Research has identified teacher, classroom, and student variables that correlate with students’ academic progress in language and literacy. This study aims to expand on existing research by analyzing the relationships between teacher and peer characteristics and language and literacy achievement for students participating in a federally funded Early Reading First program in the northeast. Using data from the 2009-10 school year (SY), two-level hierarchical linear modeling (HLM) was conducted with students nested in classrooms. Results indicated peer and teacher characteristics helped predict students' language and literacy achievement. The current study will analyze data from SY2010-11 using HLM, to compare HLM findings between program years and determine which student and teacher characteristics, if any, predict student achievement across both school years.

Authors

• Lydia Janeva Carlis, AppleTree Institute for Education Innovation

• Chavaughn Brown