EFFECTIVE READING COMPREHENSION INSTRUCTION: EXAMINING CHILD X INSTRUCTION INTERACTIONS

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The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, background): “This finding was inconsistent with the view that as teachers spend more time on academic activities, students are more likely to have higher scores in reading outcome (Connor et al., 2004, 2005).”
Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils (2010, background): “New concepts are introduced by providing high levels of instructional talk and checking pupil understanding (Connor, Morrison, & Petrella, 2004 ; Sylva, Hurry, Mirelman, Burrell, & Riley, 1999 ), and effective teachers ask far more questions that require pupils to reason and engage in higher level”
Making the right connections: Differential effects of reading intervention for subgroups of comprehenders (2012, unknown): “As Faggella-Luby and Deshler (2008) and others (e.g., Connor et al., 2004; McKeown et al., 2009) have emphasized, it is likely not appropriate to assume that an intervention that yields promising effects will work for all students.”
Student- and instruction-level predictors of narrative writing in third-grade students (2008, background): “This study provides only initial evidence that student by instruction interactions should be considered; however, it is consistent with similar work done in reading ( Connor et al., 2004; Juel & Minden-Cupp, 2000).”