Are Observed Classroom Practices Related to Student Language/Literacy Achievement?

In this study, we examined the relation of observed classroom practices to language and literacy achievement moderation for students from pre-K sixth grade. A total 136 studies (N = 107,882 participants) met inclusion criteria, which 108 were included meta-analysis other 28 narratively synthesized. The average zero-order (r .12) partial correlations p .04) statistically significant but weak in magnitude. was slightly weaker upper than lower grade levels, stronger observations capturing macro quality instructional dimension those micro measurement emotional or structural dimension, respectively. did not vary by observation duration, frequency, adopted statistical approach, type covariates. Taken together with narrative synthesis, results highlight complex nature a need more research, particularly on higher levels.