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An Analysis of the Impact of Anchored Instruction on Teaching and Learning Activities in Two Ninth-Grade Language Arts Classes

Department of Special Education at the University of Texas at Austin

Diane P. Bryant

Department of Special Education at the University of Texas at Austin

Charles K. Kinzer

Teachers College, Columbia University

Linda K. Colburn

Vanderbilt University

Suhng-June Hur

Department of Education at Gwangju National University of Education in Korea

Paula Hartman

Department of Special Education at the University of Texas at Austin

Hye Sung Choi

This study employed classroom observations and teacher and student interviews to examine the impact of anchored instruction on student and teacher behaviors in two inclusive ninth-grade language arts classes. Specifically, the investigators examined the effect of anchored instruction on (a) the length (long or short) and level (factual or interpretive) of questions asked by, and responses to student questions by, the classroom teacher; (b) the length and level of questions asked by, and responses made by, ninth-grade students; and (c) student participation in classroom instructional activities. Overall, the results of this study supported the use of anchored instruction as a promising intervention for high school students with high-incidence disabilities. The results indicated that as teachers increased the level and length of their questions, students reciprocated by providing higher level and longer responses to questions and asked longer and higher level questions. Students were observed to be more actively involved in classroom instructional activities, and they increased their school attendance. The data collected in this study support the idea that technology combined with effective instruction can yield positive results for students and teachers. However, although the data are promising, they are preliminary. They underscore the importance of conducting additional research examining the impact of anchored instruction and its component parts on the academic outcomes attained by middle and high school students with high-incidence disabilities.

Remedial and Special Education, Vol. 24, No. 3, 173-184 (2003)
DOI: 10.1177/07419325030240030601


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