Evidence-based literacy practices
Complex-level component of effective trigger-level decision making in tri-level HIDOE system
This project focuses on understanding the relationship between teacher use of EBLPs (evidence-based literacy practices) in six complex areas and how those practices correlate with ELA (English Language Arts) student achievement. Data for this study includes survey responses about teachers’ use of EBLPs, ELA student achievement scores on the Smarter Balanced Assessment, and other student and teacher demographic characteristics.
Research Questions
1
Which EBLPs were used by teachers in CLSD elementary and secondary schools in academic years 2022-23 and 2023-24?
2
How frequently did teachers use these EBLPs in academic years 2022-23 and 2023-24?
3
How did teacher use of EBLP during these academic years correlate with ELA student achievement?
Report
D’Amelio, E. (2023, September). Understanding patterns of literacy instruction within six Hawaiʻi Complex Areas. Roundtable presentation at the annual meeting of the Hawaiʻi-Pacific Evaluation Association, Kāneʻohe, Hawaiʻi.
Presentation
D’Amelio, E. (2024, April). Exploring patterns of literacy instruction and student achievement in Hawaiʻi. Poster presentation at the annual meeting of the American Educational Research Association, Philadelphia, Pennsylvania.
Partners
DOE Partner
Petra Schatz
Comprehensive Literacy State Development Grant Coordinator
Office of Curriculum and Instructional Design
COE Faculty Partner
Mark Murphy
Assistant Professor
Educational Psychology
HERN Fellow
Erin D’Amelio
Doctoral student
Educational Psychology