An Analysis of PIRLS Data: Efficacy of Balanced Literacy Instruction on Elementary Students' Reading Performances

• In Event: AERA Poster Session 5

Session Type: Poster Session

Abstract

This study investigated on the overall effects of balanced literacy (BL) instruction and influence of each component of BL instruction on English Language Learners (ELLs) and native-speaking students’ reading outcomes. We used Progress in International Reading Literacy Study (PIRLS) to examine the relationship between 4th grade teachers’ using of BL instruction and their students’ reading scores. We focused on students’ reading performance in their ability in retrieving direct information from texts and their reading skills in interpreting and analyzing. The hierarchical linear modeling (HLM) methods indicated that BL instruction benefits to both English Language Leaners (ELLs) and native-speaking students’ reading performance. For components of BL instruction, teachers’ teaching class as whole-pattern, guided reading was positively associated with students’ reading outcomes.

Sub Unit

• SIG-Large-Scale Assessment

Papers

• An Analysis of PIRLS Data: Efficacy of Balanced Literacy Instruction on Elementary Students' Reading Performances - Lu Guo, Sam Houston State University; Jian Wang, Texas Tech University; Zhanxia Yang, Texas Tech University

Discussant

• Robert Rothman, National Center on Education and the Economy