The effects of literacy instruction on primary students' reading and writing achievement

Abstract

This study examined the reading and writing achievement of students in primary classrooms in which teachers implemented recommended literacy instruction to varying degrees and described teachers’ practices within these varying classrooms. The reading and writing achievement of 21 students from four classrooms in which teachers adhered to recommended literacy practices to high degrees was compared with the achievement of 19 students from four classrooms in which teachers implemented recommended practices to low degrees. Findings revealed that the group of students taught by teachers who adhered to recommended practices to high degrees outperformed the group of students taught by teachers who adhered to these practices to low degrees on every measure of literacy achievement, with significant differences in comprehension, fluency, quality of writing, and use of language mechanics. The teachers of the higher achieving students implemented practices such as using high‐quality children's literature, engaging students in extensive reading and writing, and teaching skills in the context of meaningful reading and writing experiences. The teachers of the lower achieving students were less likely to employ these practices and were more apt to provide isolated skill instruction.