Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based

Abstract

The goal of the current study was to gain insight into what elements encompass business-as-usual (BAU) reading instruction and to what extent BAU reading instruction includes elements that have been found to positively impact reading competence. In addition, we examined whether and how these evidence-based elements are incorporated and how they cluster. In total, in 52 2nd grade classrooms from 30 schools, reading instruction was systematically observed by a trained student assistant. In 24 of these classrooms, a second co-observer rated the lesson to assess inter-rater reliability. In addition, teachers were asked about content-related aspects of their reading instruction using a questionnaire. The observations showed that BAU reading instruction was predominantly teacher centered and characterized by many phases in which students worked independently. Evidence-based elements of reading instruction were rarely observed. Further, teachers rated their instruction as more differentiated than did observers. Our cluster analysis of evidence-based elements of reading instruction revealed that in BAU reading instruction, various aspects of strategy instruction are primarily implemented together.