Contributions of instructional practices to reading achievement in a statewide improvement program

The amount and direction of school change in reading achievement on a state wide, high-stakes performance assessment were identified, School change in reading achievement with instructional practices reported by teachers in pr imary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 area s-including reading, writing, language use, mathematics, science, and socia l studies-were conducted. In Grade 5, achievement in reading, science, math ematics, and writing increased significantly. Practices of integrated instr uction and use of abundant texts and resources were associated positively w ith change in achievement. Basal emphasis and comprehension instruction wer e associated negatively with achievement change. In Grade 3, few effects we re observed. Findings are interpreted in light of existing models of integr ated instruction and the roles of teacher knowledge in achievement and lear ning.