Abstract
Policies increasing the amount of time allocated to reading instruction are popular initiatives to meet the demands of accountability testing. Research suggests that time on instruction and children’s approaches to learning (ATL), which generally includes measures of attention, persistence, motivation, and flexibility, are positively associated with measures of reading achievement. Using data from the Early Childhood Longitudinal Study–Kindergarten cohort, this study simultaneously examines the degree to which time on reading instruction and children’s ATL are related to reading growth during kindergarten and first grade, while also examining whether time on instruction contributes to reading achievement differentially for children with varying ATL. Results indicate that time on reading instruction and children’s ATL were positively associated with children’s reading achievement. Overall, time on instruction was equally beneficial for children regardless of their ATL. Findings highlight the importance of using teaching practices to support children’s ATL.