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.     

如何上好二年级日语精读课程

日语精读课程对日语专业的学生来说是非常重要的课程。而大学二年级的日语精读课处于由基础日语向高级日语过渡的阶段,具有承上启下的作用,所以如何上好这门课非常关键。本文结合日语教学实践,初步论述了大学二年级日语精读的教学方法。     

Teaching low-income mothers to teach their children

The effectiveness of the Avance Parent-Child Education Program in teaching low-income, Mexican American mothers of infants to teach their own children was examined. In two program waves, 486 mother-child dyads participated in program or control groups. Significant program effects were found on Home Observation for Measurement of the Environment (HOME) scores, on view of self as teacher, and on videotaped mother-child interactions. Program participants became highly skilled teachers of their young children, and the results continued to be present at a 1-year follow-up.     

From knowing to doing: assessing the skills used to teach reading and writing

Reading and Writing - This study presents results from a project to develop and pilot a new type of performance assessment of the skills used when teaching reading and writing. To provide context...     

Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school

Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided.     

谈小学数学课堂教学中的授渔之道

近年来,"授之以渔"的教学观点在教育界内得到了普遍的认同,其"授渔"的思想与素质教育和新课程标准中要求的,方法教育和能力教育不谋而合。在此,作者以小学数学中的课堂教学为例,分析了教学方法中的授渔之道。     

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.