Class size effects on literacy skills and literacy interest in first grade: A large-scale investigation

Journal of School Psychology

Volumn 44, Issue 3, 2006, Pages 191-209

  Ecalle, Jean ^a   Magnan, Annie ^a   Gibert, Fabienne ^b  

^a Institut des Sciences de l'Homme   (France)

^b Ministère de l'Education Nationale et de la Recherche DPD C3   (France)

Author keywords

Class size; Literacy interest; Literacy skills; Reading; Spelling

Indexed keywords

EID: 33747196663     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2006.03.002     Document Type: Article

References (55)

1. Adams M.J. Beginning to read. Thinking and learning about print (1990), MIT Press, Cambridge, MA
2. Baker L., and Wigfield A. Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly 34 4 (1999) 452-477
3. Bennett N. Annotation: Class size and the quality of educational outcomes. Journal of Child Psychology and Psychiatry 39 (1998) 797-804
4. Blatchford P., Bassett P., Goldstein H., and Martin C. Are class size differences related to pupils' educational progress and classroom processes? Findings from the Institute of Education Class Size Study of children aged 5-7 years. British Educational Research Journal 29 5 (2003) 709-730
5. Blatchford P., Edmonds S., and Martin C. Class size, pupil attentiveness and peer relations. British Journal of Educational Psychology 73 (2003) 15-36
6. Blatchford P., Goldstein H., Martin C., and Browne W. A study of class size effects in English school reception year classes. British Educational Research Journal 28 2 (2002) 169-185
7. Blatchford P., Goldstein H., and Mortimore P. Research on class size effects: A critique of methods and a way forward. International Journal of Educational Research 29 (1998) 691-710
8. Blatchford P., Moriarty V., Edmonds S., and Martin C. Relationships between class size and teaching: A multi-method analysis of English infant schools. American Educational Research Journal 39 1 (2002) 101-132
9. Bowey J.A. Socio-economic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology 87 (1995) 476-487
10. Bradley L., and Bryant P.E. Categorizing sounds and learning to read: A causal connection. Nature 301 (1983) 419-421
11. Castles A., and Coltheart M. Is there a causal link from phonological awareness to success in learning to read?. Cognition 91 (2004) 77-111
12. Chera P., and Wood C. Animated multimedia "talking books" can promote phonological awareness in children beginning to read. Learning and Instruction 13 (2003) 33-52
13. Davie R., Butler N., and Goldstein H. From birth to seven: A report of the national child development study (1972), Longman, London
14. Duncan L.G., and Seymour P.H.K. Socio-economic differences in foundation-level literacy. British Journal of Psychology 91 (2000) 145-166
15. Ehrenberg R.G., Brewer D.J., Gamoran A., and Willms J.D. Class size and student achievement. Psychological Science in the Public Interest 2 (2001) 1-30
16. Finn J.D., and Achilles C.M. Tennessee's class size study: Findings, implications, misconceptions. Educational Evaluation and Policy Analysis 21 2 (1999) 97-109
17. Finn J.D., Pannozzo G.M., and Achilles C.M. The "whys" of class size: Student behavior in small classes. Review of Educational Research 73 3 (2003) 321-368
18. Florin A. La scolarisation à deux ans et autres modes d'accueil [Schooling of 2 y-o children in kindergarten and others types of children reception] (2000), Editions INRP, Paris
19. Florin A., Cosnefroy O., and Guimard P. Trimestre de naissance et parcours scolaire [Quarter of birth and scholastic trajectory]. Revue Européenne de Psychologie Appliquée/European Review of applied Psychology 54 4 (2004) 237-246
20. Folger J. Lessons for class size policy and research. Peabody Journal of Education 67 1 (1989) 123-132
21. Fritjers J.C., Barron R.W., and Brunello M. Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill. Journal of Educational Psychology 92 3 (2000) 466-477
22. Goldstein H., and Blatchford P. Class size and educational achievement: A review of methodology with particular reference to study design. British Educational Research Journal 24 3 (1998) 255-268
23. Goldstein H., Yang M., Omar R., Turner R., and Thompson S. Meta-analysis using multilevel models with an application to the study of class size effects. Journal of the Royal Statistical Society, Series C 49 (2000) 399-412
24. Hanushek E.A. The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature 24 (1986) 1141-1177
25. Hanushek E.A. Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size effects. Educational Evaluation and Policy Analysis 21 2 (1999) 143-164
26. Harm M.W., and Seidenberg M.S. Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review 106 3 (1999) 491-528
27. Haughey M., Snart F., and da Costa J. Teachers' instructional practices in small classes. Alberta Journal of Educational Research 49 2 (2003) 182-197
28. Jones I., Gullo D.F., Burton-Maxwell C., and Stoiber K. Social and academic effects of varying types of early schooling experiences. Early Child Development and Care 146 (1998) 1-11
29. Krueger A.B. Experimental estimates of education production functions. Quarterly Journal of Economics 114 (1999) 497-532
30. Krueger A.B. Economic considerations and class size. The Economic Journal 113 483 (2003) 34-63
31. Krueger A.B., and Whitmore D.M. The effect of attending a small class in the early grades on college-taking and middle school results: Evidence from the Project STAR. The Economic Journal 112 (2001) 1-28
32. Lambert E., and Chesnet D. Novlex: une base de données lexicales pour les élèves de primaire [NovLex: a lexical database for French elementary-school readers]. L'Année Psychologique 101 (2001) 277-288
33. Lepola J., Salonen P., and Vauras M. The development orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction 10 (2000) 153-177
34. Lonigan C.J., Burgess S.R., Anthony J.L., and Barker T.A. Development of phonological sensitivity in 2- to 5-year old children. Journal of Educational Psychology 90 (1998) 294-311
35. Magnan A., and Ecalle J. Audio-visual training in children with reading disabilities. Computers and Education 46 4 (2006) 407-425
36. Magnan A., Ecalle J., Veuillet E., and Collet L. The effects of an audio-visual training program in dyslexic children. Dyslexia 10 2 (2004) 131-140
37. Mishel L., and Rothstein R. The class size debate (2002), Economy Policy Institute, Washington, DC. http://www.epinet.org (Available at http://www.epinet.org)
38. Molnar A., Smith P., Zahorik J., Palmer A., Halbach A., and Ehrle K. Evaluating the SAGE program: A pilot program in targeted pupil-teacher reduction in Wisconsin. Educational Evaluation and Policy Analysis 21 2 (1999) 165-177
39. Morais J. Levels of phonological representation in skilled reading and in learning to read. Reading and Writing 16 (2003) 123-151
40. Morais J., Bertelson P., Cary L., and Alegria J. Literacy training of speech segmentation. Cognition 24 (1986) 45-64
41. Morais J., Cary L., Alegria J., and Bertelson P. Does awareness of speech as a sequence of phones arise spontaneously?. Cognition 7 (1979) 323-331
42. Mosteller F. The Tennessee study of class size in the early school grades. Critical Issues for Children and Youths 5 2 (1995) 113-127
43. NICHD. Does class size in first grade relate to children's academic and social performance or observed classroom processes?. Developmental Psychology 40 5 (2004) 651-664
44. Nye B., Hedges L.V., and Konstantopoulos S. The long-term effects of small classes: A five-year follow-up of the Tennessee class size experiment. Educational Evaluation and Policy Analysis 21 2 (1999) 127-142
45. Nye B., Hedges L.V., and Konstantopoulos S. The effects of small classes on academic achievement: The results of the Tennessee class size experiment. American Educational Research Journal 37 (2000) 123-151
46. Nye B., Hedges L.V., and Konstantopoulos S. Do low-achieving students benefit more small class: Evidence from the Tennessee class size experiment. Educational Evaluation and Policy Analysis 24 3 (2002) 201-221
47. Podmore V.N. Class size in the first years at school: A New Zealand perspective on the international literature. Journal of Educational Research 29 (1998) 711-721
48. Read C., Zhang Y., Nie H., and Ding B. The ability to manipulate speech sounds on knowing alphabetic spelling. Cognition 24 (1986) 31-44
49. Rees N.S., and Johnson K. A lesson in smaller class sizes. Heritage Views (2000). http:www.heritage.org/views/2000 [www.heritage.org/views/2000]
50. Rutter M., and Maugham B. School effectiveness findings 1979-2002. Journal of School Psychology 40 (2002) 451-475
51. Salonen P., Lepola J., and Niemi P. The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness. European Journal of Psychology of Education 13 2 (1998) 155-174
52. Torgesen J.K. The prevention of reading difficulties. Journal of School Psychology 40 1 (2002) 7-26
53. Tracey D.H., and Morrow L.M. Motivating contexts for young children's literacy development: Implications for word recognition. In: Metsala J.L., and Ehri L.C. (Eds). Word recognition in beginning literacy (1998), Erlbaum Ass, London 341-356
54. Wagner R.K., and Torgesen J.K. The nature of phonological processing and its causal role in the acquisition of reading skill. Psychological Bulletin 101 (1987) 192-212
55. Wigfield A., and Guthrie J.T. Relations of children's motivation for reading to the amount and breath of their reading. Journal of Educational Psychology 89 3 (1997) 420-432