Correlates of Teacher Practices Influencing Student Outcomes in Reading Instruction for Advanced Readers

Abstract

In a professional development project, six teaching practices were posited as necessary for improving affective and cognitive outcomes for identified advanced readers. These practices were identification, organization for instruction, content, instructional strategies, continuous improvement assessment, and ambassadorship. Sixty-one teachers received training in these practices and were evaluated on their implementation, with usable data from 37. Implementation ratings were correlated with measure of reading attitude and literary analysis. Several correlations were discovered that have implications for understanding teaching style and the influence of teacher practice on student outcomes