Student Literacy Skills and Teacher Literacy Practices: Effects on Reading Achievement Growth from First to Third Grade

Abstract

A large body of research has established associations between self-regulated behaviors and students' academic achievement. The present study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, to examine teacher-reported literacy behaviors of 18,135 (N = 18,135) first-grade children, and the longitudinal associations with reading achievement. Students' reading achievement was assessed at three data points: first, second, and third grades. Additionally, the study also examined the relationship between teachers' instructional practices in reading comprehension during first grade and their association with students' reading achievement across three waves. Using two-way hierarchical linear modeling, results indicated that first-grade students' self-regulated academic behaviors, such as participating in reading discussions, interpreting stories read, reading fluently, and writing clear stories, were positively associated with first-grade reading achievement, but these associations diminished over time. Female students scored higher than male students at the initial data point. Additionally, students whose home language was English scored significantly higher than students whose home language was not English at the initial data point. However, non-English students demonstrated greater growth in reading achievement over time. Parent education level was also associated with students' reading achievement. Teachers' instructional practices in reading comprehension during first grade were not significantly associated with students' reading achievement beyond first grade. The findings indicate that early self-regulated literacy behaviors in first grade were positively associated with reading achievement initially, but that this association diminished over time.