Cited by 198Reading and Literacy DevelopmentTeacher Education and Leadership StudiesEducational Assessment and Improvement

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Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms

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Gersten, Russell, Dimino, Joseph, Jayanthi, Madhavi, Kim, James S., Santoro, Lana Edwards·2010·American Educational Research Journal

DOI 10.3102/0002831209361208

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Abstract

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers’ reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large urban school districts from three states. A total of 81 first grade teachers and their 468 students from 19 Reading First schools formed the analytic sample in the study. Classroom observations of teaching practice showed significant improvements in TSG schools. TSG teachers also significantly outperformed control teachers on the teacher knowledge measure of vocabulary instruction. Confirmatory analysis of student outcomes indicated marginally significant effects in oral vocabulary.

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Authors: Gersten, R., Dimino, J., Jayanthi, M., Kim, J. S., & Santoro, L. E.
Affiliations: Instructional Research Group (US)
Harvard University (US)
ORCID: Gersten, Russell
Jayanthi, Madhavi
Kim, James S.
Venue: American Educational Research Journal
Publisher: American Educational Research Association (AERA)
Published: 2010-09
Volume: 47
Issue: 3
Pages: 694-739
ISSN: 0002-8312 (ISSN-L)
1935-1011
DOI: 10.3102/0002831209361208
OpenAlex: W2171017027
Cited by: 198
References: 117
Citations by year: 2026: 7 · 2025: 9 · 2024: 11 · 2023: 10 · 2022: 20 · 2021: 13 · 2020: 15 · 2019: 26 · 2018: 6 · 2017: 19 · 2016: 12 · 2015: 14 · 2014: 8 · 2013: 15 · 2012: 5
FWCI: 16.58
Type: journal article
Language: en
Open access: green
nrs.harvard.edu
Licence: cc-by
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: American Educational Research Journal (publishedVersion)
Digital Access to Scholarship at Harvard (DASH) (Harvard University) (submittedVersion, cc-by)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Education › Teacher Education and Leadership Studies
Social Sciences › Education › Educational Assessment and Improvement
Keywords: teacher study groups, professional development, first grade teachers, reading comprehension instruction, vocabulary teaching, teacher knowledge, academic performance, oral vocabulary, Reading First, urban schools, teaching practice

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Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms

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