Rates of Specific Antecedent Instructional Practicesand Differences Between Title I and non-Title I Schools

摘要

The use of effective instructional strategies is clearly emphasized incurrent educational reform, especially in the area of reading. The purposes of thisstudy were to investigate the rates at which specific instructional practices (i.e.,attention signals, prior knowledge supports, previews, instructor modeling, studentmodeling, organizational prompts) were utilized during literacy time in elementaryschools, determine if there were relationships among the instructional variables, andexplore if teachers in Title I schools and teachers in non-Title I schools differed intheir use of specific practices. Participants included teachers and students from 35classrooms who were each observed for 5 hours, resulting in a total of 175observation hours. The Setting Factors Assessment Tool (SFAT) was used tomeasure the antecedent instructional variables. Main results included that teachersin non-Title I classrooms used significantly more prior knowledge references thanteachers in Title I schools; the effect size for this finding was large. Several cor-relations among the instructional variables were significant. The article concludeswith a discussion of the main findings, implications for future research and thelimitations of this study.