Abstract
This study aimed to describe 2nd-grade teachers’ use of different forms of praise during English Language Arts (ELA) instruction and examine if teacher characteristics were associated with differences in the use of different types of praise. Investigators recorded 2nd-grade teachers’ language use during randomly selected, 15-min excerpts (n = 912) of ELA instruction in 53 classes across 21 schools and coded for total praise, general praise, behavior-specific praise (BSP), classroom conduct praise, and academic praise. In addition, this study explored how teacher education, experience, and age were related to the frequency and type of praise used in the classroom. Results indicated that rates of both total praise and BSP were regularly low. Teachers praised academic work more often than they praised appropriate classroom behavior. Furthermore, there was a significant relation between teacher age and teacher use of BSP and classroom conduct praise. Post-hoc mediation analyses were also conducted. Findings suggest that whereas 2nd-grade teachers provide low levels of total praise, they provided especially low rates of specific, contingent forms of praise that have been proven to promote child behavioral outcomes.
Similar content being viewed by others
References
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462–473. https://doi.org/10.1037/a0012883
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51(1), 5–32. https://doi.org/10.2307/1170249
Burnett, P. C., & Mandel, V. (2010). Praise and feedback in the primary classroom: Teachers’ and students’ perspectives. Australian Journal of Educational & Developmental Psychology, 10, 145–154.
Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43(5), 357–365. https://doi.org/10.1353/etc.2019.0021
Caldarella, P., Wills, H. P., Anderson, D. H., & Williams, L. (2019). Managing student behavior in the middle grades using class-wide function-related intervention teams. RMLE Online, 42(7), 1–15. https://doi.org/10.1080/19404476.2019.1654799
Caldarella, P., Larsen, R. A. A., Williams, L., Downs, K. R., Wills, H. P., & Wehby, J. H. (2020). Effects of teachers’ praise-to reprimand ratios on elementary students’ on-task behavior. Educational Psychology, 40(10), 1306–1322. https://doi.org/10.1080/01443410.2020.1711872
Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., Clifford, R. M., Early, D. M., & Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81, 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x
Conroy, M. A., Sutherland, K. S., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), 18–26.
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children’s kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–886. https://doi.org/10.1111/j.1467-8624.2011.01576.x
Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children’s vocabulary and story comprehension. Reading Research Quarterly, 29(2), 105–122. https://doi.org/10.2307/747807
Dufrene, B. A., Lestremau, L., & Zoder-Martell, K. (2014). Direct behavioral consultation: Effects on teachers’ praise and student disruptive behavior. Psychology in the Schools, 51, 567–580. https://doi.org/10.1002/pits.21768
Ennis, R. P., Royer, D. J., Lane, K. L., Menzies, H. M., Oakes, W. P., & Schellman, L. E. (2018). Behavior-specific praise: An effective, efficient, low-Intensity strategy to support student success. Beyond Behavior, 27(3), 134–139. https://doi.org/10.1177/1074295618798587
Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2020). Behavior-specific praise in pre-K12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45(3), 131–147. https://doi.org/10.1177/0198742919843075
Fey, M. E., Catts, H. W., Proctor-Williams, K., Tomblin, J. B., & Zhang, X. (2004). Oral and written story composition skills of children with language impairment. Journal of Speech, Language, & Hearing Research., 47(6), 1301–1318. https://doi.org/10.1044/1092-4388(2004/098)
Flora, S. R. (2000). Praise’s magic reinforcement ratio: Five to one gets the job done. Behavior Analyst Today, 1(4), 64–69. https://doi.org/10.1037/h0099898
Floress, M. T., & Jenkins, L. N. (2015). A preliminary investigation of kindergarten teachers’ use of praise in general education classrooms. Preventing School Failure: Alternative Education for Children & Youth, 59(4), 253–262. https://doi.org/10.1080/1045988X.2014.942834
Floress, M. T., Beschta, S. L., Meyer, K. L., & Reinke, W. M. (2017). Praise research trends and future directions: Characteristics and teacher training. Behavioral Disorders, 43, 227–243. https://doi.org/10.1177/0198742917704648
Floress, M. T., Jenkins, L. N., Reinke, W. M., & McKown, L. (2018). General education teachers’ natural rates of praise: A preliminary investigation. Behavioral Disorders, 43(4), 411–422. https://doi.org/10.1177/0198742917709472
Floress, M. T., Beaudoin, M. M., & Bernas, R. S. (2022a). Exploring secondary teachers’ actual and perceived praise and reprimand use. Journal of Positive Behavior Interventions, 24(1), 46–57. https://doi.org/10.1177/10983007211000381
Floress, M. T., Briesch, A. M., Jenkins, L. N., & Hampton, K. A. (2022b). Teacher praise and reprimand: Examining the generalizability and dependability of observational estimates. Behavioral Disorders, 47(3), 196–206. https://doi.org/10.1177/01987429211012020
Gámez, P. B. (2020). High quality language environments promote reading development in young children and older learners. Handbook of Reading Research, 5, 365–383. https://doi.org/10.4324/9781315676302-19
Gámez, P. B., & Lesaux, N. K. (2015). Early-adolescents’ reading comprehension and the stability of the middle school classroom-language environment. Developmental Psychology, 51(4), 447–458. https://doi.org/10.1037/a0038868
Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Oller, D. K., & Hansen, J. H. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology, 26(2), 248–265. https://doi.org/10.1044/2016_AJSLP-15-0169
Gilkerson, J., Richards, J. A., Warren, S. F., Oller, D. K., Russo, R., & Vohr, B. (2018). Language experience in the second year of life and language outcomes in late childhood. Pediatrics, 142(4), e20174276. https://doi.org/10.1542/peds.2017-4276
Gillam, R. B., & Johnston, J. R. (1992). Spoken and written language relationships in language/learning-impaired and normally achieving school-age children. Journal of Speech, Language, & Hearing Research, 35(6), 1303–1315. https://doi.org/10.1044/jshr.3506.1303
Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, & Hearing Services in Schools, 33(4), 268–281. https://doi.org/10.1044/0161-1461(2002/022)
Goodwin, A. P., Cho, S. J., Reynolds, D., Nunn, S., & Silverman, R. (2020). Explorations of classroom talk and links to reading achievement in upper elementary classrooms. Journal of Educational Psychology, 113(1), 27–48. https://doi.org/10.1037/edu0000462
Greenwood, C. R., Schnitz, A. G., Irvin, D., Tsai, S. F., & Carta, J. J. (2018). Automated language environment analysis: A research synthesis. American Journal of Speech Language Pathology, 27(2), 853–867. https://doi.org/10.1044/2017_AJSLP-17-0033
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis. Guilford Press.
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337–374. https://doi.org/10.1016/s0010-0285(02)00500-5
Jenkins, L. N., Floress, M. T., & Reinke, W. (2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools, 52(5), 463–476. https://doi.org/10.1002/pits.21835
Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood ResearchQuarterly, 42, 79–92. https://doi.org/10.1016/j.ecresq.2017.09.003
Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627. https://doi.org/10.1037/0012-1649.42.4.627
Leff, S. S., Thomas, D. E., Shapiro, E. S., Paskewich, B., Wilson, K., Necowitz-Hoffman, B., & Jawad, A. F. (2011). Developing and validating a new classroom climate observation assessment tool. Journal of School Violence, 10(2), 165–184. https://doi.org/10.1080/15388220.2010.539167
Markelz, A., Riden, B., Floress, M. T., Balint-Langel, K., Heath, J., & Pavelka, S. (2022). Teachers’ use of specific, contingent, and varied praise. Journal of Positive Behavior Interventions, 24(2), 110–121. https://doi.org/10.1177/1098300720988250
Michener, C. J., Proctor, C. P., & Silverman, R. D. (2018). Features of instructional talk predictive of reading comprehension. Reading and Writing, 31, 725–756. https://doi.org/10.1007/s11145-017-9807-4
Miller, J. F., Andriacchi, K., & Nockerts, A. (2016). Using language sample analysis to assess spoken language production in adolescents. Language, Speech, & Hearing Services in Schools, 47(2), 99–112. https://doi.org/10.1044/2015_LSHSS-15-0051
Myers, D. M., Simonsen, B., & Sugai, G. (2011). Increasing teachers’ use of praise with a response-to-intervention approach. Education & Treatment of Children, 34(1), 35–59. https://doi.org/10.1353/etc.2011.0004
Neugebauer, S., Sandilos, L., Coyne, M., McCoach, D. B., & Ware, S. (2020). Highly potent and vastly conditional instructional practices: Variations in use and utility of language interactions for kindergarten. Early Education & Development, 31(4), 541–560. https://doi.org/10.1080/10409289.2019.1686928
O’leary, K. D., & O’leary, S. G. (1977). Classroom management: The successful use of behavior modification. Pergamon.
Rathel, J. M., Drasgow, E., Brown, W. H., & Marshall, K. J. (2014). Increasing induction-level teachers’ positive-to-negative communication ratio and use of behavior-specific praise through emailed performance feedback and its effect on students’ task engagement. Journal of Positive Behavior Interventions, 16(4), 219–233. https://doi.org/10.1177/1098300713492856
Reinke, W., Lewis-Palmer, T., & Martin, E. (2007). The effect of visual performance feedback on teacher use of behavior-specific praise. Behavior Modification, 31(3), 247–263. https://doi.org/10.1177/0145445506288967
Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A class wide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315–332. https://doi.org/10.1080/02796015.2008.12087879
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50. https://doi.org/10.1177/1098300712459079
Romeo, R., Leonard, J., Robinson, S., West, M., Mackey, A., Rowe, M., & Gabrieli, J. (2018). Beyond the 30-million-word gap: Children’s conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700–710. https://doi.org/10.1177/0956797617742725
Royer, D. J., Lane, K. L., Dunlap, K. D., & Ennis, R. P. (2019). A systematic review of teacher delivered behavior specific praise on K-12 student performance. Remedial & Special Education, 40(2), 112–128. https://doi.org/10.1177/0741932517751054
Salvano-Pardieu, V., Fontaine, R., Bouazzaoui, B., & Florer, F. (2009). Teachers’ sanction in the classroom: Effect of age, experience, gender and academic context. Teaching & Teacher Education, 25(1), 1–11. https://doi.org/10.1016/j.tate.2008.06.006
Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18(2), 92–102. https://doi.org/10.1177/019874299301800207
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31(3), 351–380. https://doi.org/10.1353/etc.0.0007
Soter, A., Wilkinson, I., Murphy, P., Rudge, L., Reninger, K., & Edwards, M. (2008). What the discourse tells us: Talk and indicators of high-level comprehension. International Journal of Educational Research, 47(6), 372–391. https://doi.org/10.1016/j.ijer.200.01.001
Stormont, M. A., Smith, S. C., & Lewis, T. J. (2007). Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support. Journal of Behavioral Education, 16(3), 280–290. https://doi.org/10.1007/s10864-007-9040-3
Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional & Behavioral Disorders, 8(1), 2–8. https://doi.org/10.1177/106342660000800101
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. Journal of Special Education, 41(4), 223–233. https://doi.org/10.1177/0022466907310372
Sweigart, C. A., Collins, L. W., Evanovich, L. L., & Cook, S. C. (2016). An evaluation of the evidence base for performance feedback to improve teacher praise using CEC’s quality indicators. Education & Treatment of Children, 39(4), 419–444. https://doi.org/10.1353/etc.2016.0019
Taber, T. A., Dufrene, B. A., Radley, K. C., Olmi, D. J., & Tingstrom, D. H. (2020). High school teachers’ maintained and generalized behavior-specific praise following in situ training. Behavior Analysis: Research & Practice, 20(4), 203. https://doi.org/10.1037/bar0000186
Thompson, M. T., Marchant, M., Anderson, D., Prater, M. A., & Gibb, G. (2012). Effects of tiered training on general educators’ use of specific praise. Education & Treatment of Children, 35(4), 521–546. https://doi.org/10.1353/etc.2012.0032
Wang, Y., Williams, R., Diley, L., & Houston, D. M. (2020). A meta-analysis of the predictability of LENA automated measures for child language development. Developmental Review, 57, 100921. https://doi.org/10.1016/j.dr.2020.100921
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143–2152. https://doi.org/10.1177/0956797613488145
White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavior Analysis, 8(4), 367–372. https://doi.org/10.1901/jaba.1975.8-367
Xu, D., Yapanel, U., Gray, S., Gilkerson, J., Richards, J., Hansen, J. (2008) Signal processing for young child speech language development. Proc. First Workshop on Child, Computer and Interaction (WOCCI 2008), paper 20
Xu, D., Yapanel, U., & Gray, S. (2009). Reliability of the LENA language environment analysis system in young children’s natural home environment. LENA Technical Report. LENA Foundation.
Yoder, P. J., & Warren, S. F. (1999). Maternal responsivity mediates the relationship between prelinguistic intentional communication and later language. Journal of Early Intervention, 22(2), 126–136. https://doi.org/10.1177/105381519902200205
Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: The importance of adult-child conversations to language development. Pediatrics, 124(1), 342–349. https://doi.org/10.1542/peds.2008-2267
Zoder-Martell, K. A., Floress, M. T., Bernas, R. S., Dufrene, B. A., & Foulks, S. L. (2019). Training teachers to increase behavior-specific praise: A meta-analysis. Journal of Applied School Psychology, 35(4), 309–338. https://doi.org/10.1080/15377903.2019.1587802
Funding
The research reported in this manuscript was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A17023 and Grant R305B200020. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors report no conflicts of interest regarding the research and authorship of this manuscript.
Rights and permissions
Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
About this article
Cite this article
Garcia-Salas, M., Wood, C., Wanzek, J. et al. Second-Grade Teachers’ Use of Praise during ELA Instruction: Frequency, Types, and Differences. Educ. Treat. Child. 46, 121–134 (2023). https://doi.org/10.1007/s43494-023-00101-0
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s43494-023-00101-0