This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Xue, Y. Articles by Meisels, S. J. Search for Related Content Social Bookmarking                         What's this?

Early Literacy Instruction and Learning in Kindergarten: Evidence From the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999

University of Michigan

Samuel J. Meisels

Erikson Institute

Using a nationally representative sample of 13,609 kindergarten children in 2,690 classrooms and 788 schools from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, along with three-level hierarchical linear models, this study investigates the impact of early literacy instruction on kindergarten children’s learning, as measured by direct cognitive test scores, indirect teacher ratings of children’s achievement in language and literacy, and indirect teacher ratings of children’s approaches to learning. Two composite measures of phonics and integrated language arts are constructed from teachers’ reports of their instructional practices. Findings show that classroom mean outcomes were significantly higher when classroom teachers reported using both integrated language arts and phonics more often. However, children with low initial performance benefited less from integrated language arts instruction, as measured by direct measures of achievement; such differential effects of instruction were not observed for teacher ratings of children’s achievement and learning style. Policy implications of the findings are discussed.

Key Words: ECLS-K • kindergarten • literacy instruction • phonics • whole language

American Educational Research Journal, Vol. 41, No. 1, 191-229 (2004)
DOI: 10.3102/00028312041001191


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. Q. Cabell, L. M. Justice, T. A. Zucker, and C. R. Kilday Validity of Teacher Report for Assessing the Emergent Literacy Skills of At-Risk Preschoolers Lang Speech Hear Serv Sch, April 1, 2009; 40(2): 161 - 173. [Abstract] [Full Text] [PDF]

				S. Warnock Methods and Results of an Accreditation-Driven Writing Assessment in a Business College Journal of Business and Technical Communication, January 1, 2009; 23(1): 83 - 107. [Abstract] [PDF]

				G. J. Palardy and R. W. Rumberger Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning Educational Evaluation and Policy Analysis, June 1, 2008; 30(2): 111 - 140. [Abstract] [Full Text] [PDF]

				K. Bodovski and G. Farkas do instructional practices contribute to inequality in achievement?: the case of mathematics instruction in kindergarten Journal of Early Childhood Research, October 1, 2007; 5(3): 301 - 322. [Abstract] [PDF]

				C. Mayer What Really Matters in the Early Literacy Development of Deaf Children J. Deaf Stud. Deaf Educ., October 1, 2007; 12(4): 411 - 431. [Abstract] [Full Text] [PDF]