ArticleJournal of educational psychology2014
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.
Article in Journal of educational psychology, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
11 citing papers in PubMed.
- The effect of stimulant medication on the learning of academic curricula in children with ADHD: A randomized crossover study.Journal of consulting and clinical psychology · 2022Trial
- SCB-YOLO: a lightweight adaptive attention-enhanced network for student behavior detection in complex classroom settings.Scientific reports · 2026Article
- Early maternal language input and classroom instructional quality in relation to children's literacy trajectories from pre-kindergarten through fifth grade.Developmental psychology · 2022Article
- Profiles of Foundational Learning Components among First Graders.Learning and individual differences · 2019Article
- Relations between third grade teachers' depressive symptoms and their feedback to students, with implications for student mathematics achievement.School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association · 2018Article
- Complex Systems Research in Educational Psychology: Aligning Theory and Method.Educational psychologist · 2018Article
- Complex Systems Research and Evaluation in Engineering Education.Annual Conference & Exposition : final program and proceedings. American Society for Engineering Education · 2017Article
- Commentary on two classroom observation systems: moving toward a shared understanding of effective teaching.School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association · 2013Article
- Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders.Early childhood research quarterly · 2013Article
- Observing individual children in early childhood classrooms using Optimizing Learning Opportunities for Students (OLOS): A feasibility study.Early childhood research quarterlyArticle
- Depressive symptoms in third-grade teachers: relations to classroom quality and student achievement.Child developmentArticle
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.