Effects of Developmentally Appropriate Practices on Children's Reading Development from Kindergarten Through Third Grade

This study was an attempt to investigate the effects of developmentally appropriate classroom practices (DAP) on children's reading achievement from kindergarten through third grade. Considering the limitations of previous research methodology, an appropriate multilevel analysis approach was employed. Furthermore, the differential effects of DAP as a function of children's age, gender, family SES, ethnicity, and school sector was examined. The results of multilevel analyses illustrated a consistent pattern in assessing the effects of DAP. Whereas DAP did not have any significant effects on a standardized direct measure of reading, there were significant and positive effects detected at all three grades on an indirect non-standardized indirect measure of reading. The findings contribute to the existing literature in understanding the relationship between DAP and student outcomes by differentiating the effects of DAP on two measures that are different in nature. Therefore, decisions about the success of developmentally appropriate practices must consider multiple indicators of student achievement. Furthermore, evidence for differential effects of DAP was not enough to conclude that DAP was more beneficial for certain groups of children. In particular, there were no systematic patterns of racial differences in children's reading development as a function of DAP. The implications for early childhood assessment and classroom practices are presented in addition to suggestions for future research efforts.