Teacher Effects on Reading Comprehension

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The Ohio State University

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Background: Reading comprehension has a critical connection to effective reading and thus is of importance to learning outcomes. Studies have indicated that aspects of the teacher and classroom environment have a significant impact on learning, especially in regard to reading comprehension. Objective: The purpose of this study was to examine the effects of teachers and their attitudes on school environment on children's reading comprehension. Methods: The study was based on a sample of 200 pairs of monozygotic, (MZ; N = 83), and same-sex dizygotic, (DZ; N = 117), twins taking part in the Western Reserve Reading Project. Twins were assessed via annual home visits during early elementary school. Assessments included subtests of the Woodcock Reading Mastery Test (WJ Passage Comprehension and WJ Word ID) and the Peabody Individual Achievement Test (PIAT Reading Comprehension). Measures were examined using correlation between aspects of the teacher regarding opinions on school environment and reading comprehension scores between twins located in same versus different classrooms. Results: Although teacher attitudes did affect test performance, twin correlations were significant even when twins were located in different classrooms. It is essential to note that these relationships were also tempered by familial relationships that extend beyond the classroom. Conclusions: The results suggested that teacher-rated aspects of the classroom and larger school environment had an impact on twins' reading scores. This research not only aids in expanding the understanding of teacher effects on reading comprehension, but it also highlights the significance of improving instructional approaches that will increase reading ability and help decrease the onset of early reading problems.



Reading, Twin, Teacher, Environment