Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading

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How researchers see this paper

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Knowledge foundations for teaching reading and spelling (2009, background): “In an important study by Connor et al. (2004), the matches among content emphasis (e.g., more or less explicit decoding instruction), instructional activities (e.g., more or less student independence), and student characteristics were associated with the pace of student gain in reading.”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, methodology): “…the growing literature demonstrating the positive impact of providing primary-grade students with explicit reading instruction and learning opportunities (Connor, Jakobsons, et al., 2009; Connor et al., 2004; Foorman et al., 2006; McCutchen, Harry, et al., 2002; National Reading Panel, 2000).”
Home and Instruction Effects on Emergent Literacy in a Sample of Chilean Kindergarten Children (2009, background): “With regards to the teacher- versus child-managed dimension, Connor, Morrison, and Katch (2004) describe this dimension as the degree to which “instructional activities are primarily under the direction of the teacher or primarily controlled by the child” (p. 309).”