Using nursery rhymes to teach reading

The kindergarten class was ready. The children had learned to recite the new verse Jack Be Nimbleand were now to see it in print for the first time Beatrice Teitel is an adjunct assistant professor at Baruch College in New York City and she lectures frequently about literacy development in young children.     

Preparing special educators to teach reading and use curriculum-based assessments

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this exploratory study was to examine the effect of tutoring and using assessment to monitor the progress of struggling readers on preservice teachers’ (PSTs’) knowledge and preparedness to teach reading. Also of interest was whether reading scores of tutored students improved. PSTs (n = 18) in an undergraduate reading methods course tutored at-risk second graders using an evidence-based intervention and monitored students’ progress weekly. PSTs made significant growth on a measure of teacher knowledge about the structure of language and on a survey of their preparedness to teach reading. A qualitative analysis of PSTs’ weekly reflections and final reports revealed that the majority used curriculum-based assessment data to describe students’ response to tutoring and were beginning to use that data to make instructional decisions. On average, tutored students improved reading fluency, but did not demonstrate significant growth in reading relative to national norms. Implications and limitations of the study are described and directions for future research are discussed.     

Putting meat on the bones: factors affecting student teachers’ confidence to teach reading

Teacher training, especially in the teaching of reading, has come to the forefront in policy making and teacher training institutions are now subject to even more rigorous inspection procedures than schools, much of this inspection focusing on the preparation of teachers of reading. Yet much of this development has rested on very little research evidence. We still do not know exactly what constitutes effective teacher training for reading teaching. Gill Scrivens’ study reported here makes a significant contribution to this area in that it highlights the fact that some earlier research studies have taken too simplistic a view of the training process. It also suggests practical ways forward in this area.     

Family unity objectives of parents who teach their children: Ideological and pedagogical orientations to home schooling

This article examines parents who teach their children at home. Using the results from two qualitative studies the article suggests, while families have complex motives for teaching their children at home, an important commonality underlies their decision. Regardless of their orientation to home schooling the parents in these two studies felt that establishing a home school would allow them to maintain or further develop unity within the family. The article suggests a family's decision to home school is often made in an attempt to resist the effects on the family unit of urbanization and modernization. The policy implications of this finding are discussed.     

Preservice teachers and parents: using a reading course to change perceptions and practice

The authors sought to understand preservice teachers’ views about parents of students who struggle with reading and about their own preparedness to deal with such parents. Research, including surveys, student evaluation and tutoring intervention, indicates that before their work with parents and students, preservice teachers held strong beliefs about parents’ role and responsibilities with respect to their children who find reading daunting. After a semester‐long reading course which provided opportunities to work with struggling readers and their parents, the preservice teachers in this study expressed beliefs that were contrary to the ones they offered at the beginning of the course.     

以学生为中心,上好大班读写译课

大班读写译课是改革中的大学英语教学的主要课程之一。在80人左右的大班教授读写译课对教师来说无疑是一个挑战。本文从分析以学生为中心的教学理论和教学模式出发,提出在大班读写译课贯彻以学生为中心及提高课堂教学效果的四点设想。     

怎样提高学生英语阅读能力

阅读能力是学习活动中最为重要的一种能力。提高阅读能力首先要培养阅读兴趣,养成阅读〉-7惯,摒弃不良阅读习惯,进而达到提高阅读速度和准确率的目的。     

How to teach phonics

In some of the western countries,students learn phonics when they start to study English,but we Chinese young learners study letters and spelling.They are different.There are so many relations between the pronunciation and the form of the words.We think that phonics teaching is important to the elementary students.So I want to share some of my ideas about phonics teaching with our teachers.     

我们应该怎样教数学 --从三个案例说开去

对儿童来说,数学究竟是什么?我们究竟应该怎样来组织儿童的数学学习?长期以来,我们总是将儿童的数学学习当作是认符号、记公式、背定义、练计算、做习题的一种过程,而并不关注儿童在生活中发现了什么?对什么感兴趣?从最根本的价值追求来看,小学数学教育的最基本任务应当是发展儿童的数学素养.好奇、好探究永远是儿童主动学习的内在动力,而数学就在儿童的生活之中.因此,对儿童来说,学数学就应该是一个"做数学"的过程.显见,儿童亲历数学的发现、探究与问题解决过程的体验是小学数学教学的基本目标之一.     

开放教学活教活学

我们长期从事职校的财经类、房产类、旅游类及计算机类公共应用写作的教学.这类课程知识度不深(教师不讲,学生也能看懂);内容较枯燥,除了政策性的东西就是浅显的专业知识;形式上只讲究格式的规范化、程式化,这都是固定的"死"知识,因而缺乏一般写作课的趣味性和文学性,教师授课、学生学习难免陷入枯燥的困境.怎样教活学活应用写作呢?近几年来,我们在教学过程中从内容到形式上进行了开放式教学尝试,收到了较好的效果.     

以学生为中心,上好大班读写译课

大班读写译课是改革中的大学英语教学的主要课程之一.在80人左右的大班教授读写译课对教师来说无疑是一个挑战.本文从分析以学生为中心的教学理论和教学模式出发,提出在大班读写译课贯彻以学生为中心及提高课堂教学效果的四点设想.