Parental Participation in Paired Reading: a controlled study

Abstract A double‐blind controlled study of the effects of Paired Reading was carried out with 33 failing readers and their parents. The children were aged 8 to 11 and had reading delays of at least 18 months. After a mean time of 7.6 hours of Paired Reading at home, spread over six weeks, the children made gains of 2.43 months for reading accuracy and 4.36 months for reading comprehension compared with a control group which experienced respective gains of 0.81 months and 1.69 months. The differences were statistically significant for accuracy but not for comprehension. The conclusions of previous Paired Reading studies are discussed in the light of these results and suggestions are made for the evaluation of future, similar projects.     

Peer tutoring in reading in Scotland: thinking big

A large‐scale randomised‐controlled trial of reading tutoring in 80 schools in Scotland used the Paired Reading (PR) technique. On long‐term evaluation, cross‐age PR was significantly better than regular teaching, but same‐age was not. On short‐term evaluation, PR pupils did significantly better than control pupils in both years, and cross‐age and same‐age were similarly effective. Low socio‐economic pupils, lower reading ability pupils, girls and reading with maths tutoring groups did significantly better. Implementation was good in parts, but some important aspects of technique were rare. Reading gains were significantly greater for those with mistakes about every 2 minutes and those who stopped reading to talk every 5 to 7 minutes. Significant gains in self‐esteem were seen in same‐age and cross‐age groups, and for tutees and tutors, but not for controls. The relationship of achievement gain to quality of technique and socio‐emotional gains is discussed, with implications for practice.     

Paired Reading – and Parent Power

Keith Topping, educational psychologist and leader of the Kirklees Paired Reading Project, Gill McKnight, teacher with special responsibility for reading and language at Lydgate School, New Mills, Huddersfield, describe a new reading project     

Developing a Collegial Approach to Initial Teacher Education: the Westminster B.Ed Primary Internship Project

This paper describes Hong Kong research into peer tutored instruction in reading. Tutors were trained to use Paired Reading, a technique appropriate for use across a range of ability levels, and adaptable for reading instruction in languages and orthographies other than English.

The Hong Kong research confirms that peer tutors can successfully deliver reading instruction, with both tutors and tutees benefiting in terms of enhanced reading proficiency, intrinsic motivation to learn, and self‐concept. It also suggests some factors which may enhance the effects of peer tutoring upon achievement. For tutees these are content coverage, peer self‐concept and intrinsic motivation to study. For tutors the predominant factor is locus‐of‐control.

Interestingly, tutors’ instructional behaviours during tutoring sessions appear not to have any effect on tutoring outcomes, except in so far as they might slow down coverage of the material being read.

     

Parental involvement in reading remediation with young children

In an era of increasing educational need and decreasing resources, school psychologists must be aware of alternatives to school-based learning. This article reviews research on the effectiveness of parental involvement in improving elementary school-aged children's reading skills. Studies have shown that parents can contribute to the remediation and maintenance of children's reading ability, but that parents want and need training in specific methods of reading with their children. Direct Instruction and Paired Reading are presented as viable methods to teach parents of poor readers. The authors issue a call for further research comparing various home reading methods. © 1996 John Wiley & Sons, Inc.     

Reading in a root–based–morphology language: the case of Arabic

The reading process in Arabic as a function of vowels and sentence context is reviewed. Reading accuracy and reading comprehension results are reviewed in the light of cross–cultural reading, in order to develop a more comprehensive reading theory. Phonology, morphology and sentence context are considered key variables in explaining the reading process in Arabic orthography. Phonology (in the form of short vowels) affects reading accuracy as well as reading comprehension, regardless of reading level, age, material and reading conditions. Initial visual–orthographic processing identifies the morphology (i.e. the triliteral/quadriliteral roots of Arabic words) which then enables access to the mental lexicon. Sentence context is also essential in reading Arabic orthography regardless of the reader’s level, age, material and reading condition. The phonology, morphology and sentence context of Arabic are presented in two suggested reading models for poor/beginner Arabic readers and for skilled Arabic readers.     

Scottish education: Beyond devolution

ABSTRACT

Reading Recovery is a highly successful and widely used intervention for children with reading difficulties. However, it is an intensive intervention and some have argued that it is for this reason alone that it is effective. This argument is examined but found to be unsound. The central features of Reading Recovery are then described under the headings of assessment, curriculum and instruction, and the empirical evidence of their value reviewed. Using this method to analyse Reading Recovery as a case‐study of successful intervention certain key elements are revealed. The intensity of the intervention is identified as a necessary but not sufficient ingredient for effective remediation. Other factors of importance are the rigour and focus of assessment, the breadth of the curriculum which includes writing as well as reading, and the quality of instruction.     

BOOK REVIEWS

Book reviewed in this article:
The Development of Reading. The Evaluation of Reading , Frank A. Spooncer
The Nature of Dance , Roderyk Lange
Health Education in Secondary Schools
For the Classroom: Concept Cards and Language Materials
For the Classroom: Pros and Cons , Cliff Parfitt
For the Classroom: Don't Forget Tom; Sally Can't See; , Claire and Emma
Class Studies in Classroom Management , David Galloway
The Hyperactive Child in the Classroom , F. P. Alabiso, J. C. Hansen
Reading, Writing and Relevance , Mary Hoffman
Reading and the Consumer , Alma Williams     

The effectiveness of classroom-based instructional assessments for progress monitoring purposes in Texas Reading First schools

The purpose of this article was twofold. First, the assessment materials from four core reading programs were informally reviewed for their adherence to Texas Reading First progress monitoring guidelines for kindergarten and the beginning of Grade 1. Conclusions support existing concerns regarding the variability in the quality and quantity of assessment materials within and across programs as well as concerns about whether the materials lend themselves to progress monitoring purposes at 2-week intervals for students who are struggling readers. Second, recommendations are made for the development of progress monitoring tools that are concise, easy for teachers to use, and that provide clear guidelines regarding the use of progress monitoring data to drive instruction. Accordingly the recent development of a progress monitoring tool that parallels the Texas Primary Reading Inventory (TPRI), which is an assessment tool used in approximately 95% of Texas Reading First schools was discussed.     

图式理论在阅读教学中的应用价值

本文通过阐述理论的信息处理方式及其如何在阅读教学中运用图式理论，旨在说明图式理论在阅读教学中的指导意义。     

任务型教学法在英语专业外报阅读课中的应用

任务型教学法是以激发学生参与有现实意义的交际任务为目标,强调教师引导学生进行自主学习和合作学习,促使学生在完成任务的过程中学习语言的一种外语教学法。本文结合任务型教学法的理论基础和现实需要,分析任务型阅读教学的特点,探讨任务型教学模式在英语专业外报阅读课中的应用,以期为完善外报阅读课的教学模式,提高该课程的教学质量提供参考。     

Enhancing reading ability to prevent students from becoming "low-functioning deaf" as adults

Recent research on reading instruction in general and special education, collectively referred to as "scientifically based reading research," is emphasized in two new federal programs, Reading First and Early Reading First. The findings of this research, as it relates to the education of students who are deaf or hard of hearing, are reviewed. Noteworthy is the stress placed on intervening early in children's lives, focusing on active learning opportunities, teaching strategies for reading fluency, and applying teacher interventions such as miscue analysis. The urgent need for educators to identify and implement effective techniques is highlighted by the continuing problem of "low-functioning deaf" (LFD) individuals being unable to secure gainful employment absent functional reading skills.     

应重视中学英语朗读技巧教学

目前 ,在英语教学中 ,朗读这种基本的课堂教学手段没有受到足够的重视。朗读既是听 ,也是讲 ,又是说。朗读是培养学生学习自信心、提高学生对语言的欣赏能力、激发学生的学习兴趣的最好途径     

Reviews

Book reviewed in this article:
Reading the Changes (Rethinking Reading series), Eleanor Anderson
A Devon Approach to Book Provision in Primary Schools , Devon LEA
Available from: Devon Learning Resources, 21 Old Mill Road
The Making of English Teachers (English, Language and Education Series), Robert Protherough and Judith Atkinson
Writing Policy in Action , Eve Bearne and Cath Farrow     

找寻一种方式让别人懂你——浅论严歌苓小说叙事技巧的运用

严歌苓不仅注重故事内容而且注重讲法技巧.细阅她的作品,总会为她所采用的一些技巧拍案叫绝.文章就严歌苓的几个代表作品分析她在小说中所运用的一些技巧.     

对《语文课程标准》阅读教学建议的认识和思考

《语文课程标准》对阅读教学的建议中存在着概念含混的地方,导致指向不明,教学中容易造成混乱。应把握阅读“对话”与阅读教学“对话”的不同,阅读“对话”与教学“对话”的不同。真正在阅读教学中落实阅读教学“对话”的理论和实质。     

Book Reviews

Books reviewed in this article: Southgate, Vera, Arnold, Helen and Johnson, Sandra. Extending Beginning Reading. Heeks, Peggy. Choosing and Using Books in the First School Heather, Pauline Young People's Reading: A Study of the Leisure Reading of 13-15 Year Olds Pavlidis, G. Th. and Miles, T.R. Dyslexia Research and Its Application to Education Ingham, Jennie. Books and Reading Development — The Bradford Book Flood Experiment     

CRAWLING SNAIL-LIKE TO SCHOOL OR GETTING YEAR 9s INTO SHAKESPEARE JOHN CATRON MARGOT McALINDON

Book reviewed in this article:
REAL READING: The Reading for Real Handbook , edited by Colin Harrison and Martin Coles     

基于ASSURE模式的英语文学名著导读网设计

本研究以经典的教学设计理论ASSURE模式为指导,以上海外国语大学网络教育学院二年级学生为实施对象,针对其英语泛读课程的课外自主阅读小说进行英语文学名著导读网的具体设计和开发。整个教学设计过程包括网站的设计、开发、实施和评价等各个环节,按照ASSURE模式提供的主要步骤框架的引导,分别从分析学习者特征,陈述学习目标,选择方法、媒体和材料,运用媒体与材料,要求学习者参与和交互,评估和修订等六个方面对网站进行理论指导和具体设计,力求确保(assure)学生在使用网站自主学习过程中教学媒体整合与运用的良好效果,提高阅读小说的能力和学习绩效。     

Curriculum-based Measurement of Reading: A critical review

Curriculum-based measurement (CBM) represents an alternative to both standardised and teacher made reading tests. Oral Reading Fluency (ORF), a curriculumbased measure of reading, is presented as an accurate indicator of both general reading ability and reading comprehension, and as a means of monitoring reading progress towards functional literacy. The relevant literature relating to curriculum-based measurement of reading is critically reviewed, with particular reference to research supporting the use of Passage Reading Tests (PRTs) to measure ORF.