Classroom Socioeconomic Status as a Predictor of Literature-Based Analytic Writing Instruction

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-8 - New Directions in Literacy Research

Abstract

We used data from language arts logs collected in the Study of Instructional Improvement to investigate the quantity and quality of literature instruction to examine how it varies for different groups of students. We found that classroom average SES is not predictive of the quantity of instruction in each of three scales of quantity of comprehension, writing or word analysis instruction. However, classroom average SES did predict the proportion of time students spent in literature-based analytic writing instruction. The findings have implications because most states have retained standards similar to the CCSS-ELA. Furthermore, by contrasting low cognitive demand and high cognitive demand literacy content we demonstrate one possible way to develop large-scale proxy measures of the quality of literacy instruction.

Authors

• Richard James Correnti, University of Pittsburgh

• Zahid Kisa, Florida State University