The Effective Elementary Classroom Literacy Environment: Examining the Validity of the TEX-IN3 Observation System

Hoffman, James V.; Sailors, Misty; Duffy, Gerald R.; Beretvas, S. Natasha

doi:10.1207/s15548430jlr3603_3

Cited by 34 publications

(15 citation statements)

References 13 publications

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“…Assessments currently being designed by the Smarter Balanced Assessment Consortium (SBAC, ) and the Partnership for Assessment of Readiness for College and Careers (PARCC, ) also promise to measure students' comprehension and analysis of texts of varied genres. This emphasis on reading and writing different kinds of texts aligns well with research suggesting that the breadth and quality of texts teachers use in their classrooms strongly relates to children's reading comprehension (Hoffman, Sailors, Duffy, & Beretvas, ). In one study, simply diversifying the types of text read and displayed in the classroom better supported first graders' writing of informational text (Duke, Martineau, Frank, Stebbe, & Bennett‐Armistead, ).…”

supporting

confidence: 77%

Expanding the Range of Text Types Used in the Primary Grades

Strachan¹

2014

Read Teach

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supporting

confidence: 77%

Expanding the Range of Text Types Used in the Primary Grades

Strachan¹

2014

Read Teach

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“…We used a previously validated (Hoffman, Sailors, Duffy, & Beretvas, 2004 ) observation instrument that documented what the students and teacher were doing in the classroom. The instrument documented engagement with texts, using a framework close to an on-task perspective following the work of Stallings ( 1975 ) in the Follow Through studies.…”

Section: Observations Of Student Engagement and Active Teachingmentioning

confidence: 99%

Supporting Change in Literacy Instruction in Malawi

et al. 2014

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In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five‐month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.

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“…Research has never shown that the program is more important than the teacher. Rather, we know that good teachers mold and modify the use of reading programs to their beliefs (Baumann & Heubach, ;Hoffman Sailors, Duffy, & Beretvas, ), and the most knowledgeable teachers can improve instruction even in the most scripted programs (Piasta et al, ). Excellent teachers must make moment‐by‐moment decisions to scaffold for their students.…”

Section: Closing Thoughtsmentioning

confidence: 99%

Using Basal Readers: From Dutiful Fidelity to Intelligent Decision Making

Dewitz¹,

Jones²

2013

The Reading Teacher

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When schools and teachers adopt core reading programs they can use them with fidelity or make intelligent decisions about the texts, lessons and components they select to use. The evidence suggests that these programs are not research‐based documents, but rather compromises between what the research suggests about effective reading instruction and what the market wants. Given these compromises and complexity of core reading programs teachers should make decisions about what texts their students will read, what skills and strategies they will teach, and what program components they will use. Teachers should have the prerogative to move students beyond the core program into the wider world of children's literature and informational books. The article outlines eight key decisions that teachers should make.

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The Effective Elementary Classroom Literacy Environment: Examining the Validity of the TEX-IN3 Observation System

Abstract: Here we report on the development and validation of an instrument that meets these two important criteria: a strong theoretical framework and a documented connection to student achievement growth. This instrument

Cited by 34 publications

References 13 publications

Expanding the Range of Text Types Used in the Primary Grades

Expanding the Range of Text Types Used in the Primary Grades

Supporting Change in Literacy Instruction in Malawi

Using Basal Readers: From Dutiful Fidelity to Intelligent Decision Making

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