Class size, reading instruction, and commercial materials

Patrick Willard Shannon

Research output: Contribution to journalArticle

Abstract

On the average, low class size (below a 20 to 1 student/teacher ratio) has significant effects on students’ academic achievement, if teachers will alter the regular instructional routines accordingly. Twenty primary‐grade teachers and forty primary‐aged students were observed for two hours each in such classrooms in order to see if reduced class size altered the typical organization and procedures of elementary school reading programs. Overall, 83 percent of teachers’ time was spent talking about, explaining, or monitoring students’ use of commercial reading materials. Student time was divided unequally among learning centers (6 percent), writing (1 percent), workbooks and worksheets (70 percent), reading books (10 percent), and reading group (13 percent). Reasons for the lack of change are explored through teachers’ and principals’ beliefs about commercial reading materials. Implication for schools and classrooms are discussed in terms of helping school personnel clairfy their beliefs about reading and instruction, and then, assisting them to act on their beliefs.

Original languageEnglish (US)
Pages (from-to)18-29
Number of pages12
JournalReading Research and Instruction
Volume28
Issue number3
DOIs
StatePublished - Jan 1 1989

Fingerprint

reading instruction
Reading
Students
teacher
student
classroom
lower class
academic achievement
school
student teacher
elementary school
personnel
Learning
Organizations
monitoring
instruction
organization
lack
learning
Group

All Science Journal Classification (ASJC) codes

  • Education
  • Psychology (miscellaneous)

Cite this

Shannon, Patrick Willard. / Class size, reading instruction, and commercial materials. In: Reading Research and Instruction. 1989 ; Vol. 28, No. 3. pp. 18-29.
@article{db0a23b9f90a4d4bb54879b44dcee446,
title = "Class size, reading instruction, and commercial materials",
abstract = "On the average, low class size (below a 20 to 1 student/teacher ratio) has significant effects on students’ academic achievement, if teachers will alter the regular instructional routines accordingly. Twenty primary‐grade teachers and forty primary‐aged students were observed for two hours each in such classrooms in order to see if reduced class size altered the typical organization and procedures of elementary school reading programs. Overall, 83 percent of teachers’ time was spent talking about, explaining, or monitoring students’ use of commercial reading materials. Student time was divided unequally among learning centers (6 percent), writing (1 percent), workbooks and worksheets (70 percent), reading books (10 percent), and reading group (13 percent). Reasons for the lack of change are explored through teachers’ and principals’ beliefs about commercial reading materials. Implication for schools and classrooms are discussed in terms of helping school personnel clairfy their beliefs about reading and instruction, and then, assisting them to act on their beliefs.",
author = "Shannon, {Patrick Willard}",
year = "1989",
month = "1",
day = "1",
doi = "10.1080/19388078709557973",
language = "English (US)",
volume = "28",
pages = "18--29",
journal = "Literacy Research and Instruction",
issn = "1938-8071",
publisher = "Routledge",
number = "3",

}

Class size, reading instruction, and commercial materials. / Shannon, Patrick Willard.

In: Reading Research and Instruction, Vol. 28, No. 3, 01.01.1989, p. 18-29.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Class size, reading instruction, and commercial materials

AU - Shannon, Patrick Willard

PY - 1989/1/1

Y1 - 1989/1/1

N2 - On the average, low class size (below a 20 to 1 student/teacher ratio) has significant effects on students’ academic achievement, if teachers will alter the regular instructional routines accordingly. Twenty primary‐grade teachers and forty primary‐aged students were observed for two hours each in such classrooms in order to see if reduced class size altered the typical organization and procedures of elementary school reading programs. Overall, 83 percent of teachers’ time was spent talking about, explaining, or monitoring students’ use of commercial reading materials. Student time was divided unequally among learning centers (6 percent), writing (1 percent), workbooks and worksheets (70 percent), reading books (10 percent), and reading group (13 percent). Reasons for the lack of change are explored through teachers’ and principals’ beliefs about commercial reading materials. Implication for schools and classrooms are discussed in terms of helping school personnel clairfy their beliefs about reading and instruction, and then, assisting them to act on their beliefs.

AB - On the average, low class size (below a 20 to 1 student/teacher ratio) has significant effects on students’ academic achievement, if teachers will alter the regular instructional routines accordingly. Twenty primary‐grade teachers and forty primary‐aged students were observed for two hours each in such classrooms in order to see if reduced class size altered the typical organization and procedures of elementary school reading programs. Overall, 83 percent of teachers’ time was spent talking about, explaining, or monitoring students’ use of commercial reading materials. Student time was divided unequally among learning centers (6 percent), writing (1 percent), workbooks and worksheets (70 percent), reading books (10 percent), and reading group (13 percent). Reasons for the lack of change are explored through teachers’ and principals’ beliefs about commercial reading materials. Implication for schools and classrooms are discussed in terms of helping school personnel clairfy their beliefs about reading and instruction, and then, assisting them to act on their beliefs.

UR - http://www.scopus.com/inward/record.url?scp=84952489132&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84952489132&partnerID=8YFLogxK

U2 - 10.1080/19388078709557973

DO - 10.1080/19388078709557973

M3 - Article

VL - 28

SP - 18

EP - 29

JO - Literacy Research and Instruction

JF - Literacy Research and Instruction

SN - 1938-8071

IS - 3

ER -