共查询到20条相似文献，搜索用时 15 毫秒
1.
Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
2.
Kathy G. Short 《English in Education》1999,33(3):43-53
The issue of ‘balance’ in literacy instruction is the focus of many current debates and criticisms of literature-based curriculum. These criticisms can be challenged by examining our histories as educators and developing curricular frameworks that provide alternative views of ‘balance’. This article presents one possible framework based on the work of Halliday (1985) and then uses this framework to examine the role of guided reading and literature discussion groups in children's lives as readers. Several scenarios for the future of literature in classroom instruction and life are also discussed. 相似文献
3.
Principles of Integrated Instruction for Engagement in Reading 总被引：1，自引：0，他引：1
John T. Guthrie Kathleen E. Cox Emily Anderson Kelly Harris Susan Mazzoni Leslie Rach 《Educational Psychology Review》1998,10(2):177-199
Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual themes, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time for engaged reading, and coherence. We present empirical support from the educational psychology literature for each principle. For illustration, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphasize that each principle is dependent on several others, and we describe how the functioning of each principle is contingent on the occurrence of several affiliated principles in the vignettes of CORI. 相似文献
4.
“读图时代”语文阅读教学的危机与走向 总被引：3，自引：0，他引：3
在以数字化媒体的出现与繁荣为主要特征的“读图时代”,人们的阅读方式发生了巨大的变化,这种方式上的变革以及由此引发的社会生活和个体生命方式等诸方面的深刻变化,给学校的语文阅读教学带来观念、取向、内容、方法上的一系列挑战,尤其在学生层面上,对学生的阅读取向、阅读方式、阅读趣味等产生较大的影响。新的阅读内容与方式需要中小学阅读教学在阅读取向、课程与教材内容研制、阅读教学方法等各个层面做出相应的变革。 相似文献
5.
Emma Phillips 《Education 3-13》2013,41(1):110-120
This case study explored how a teacher's questioning during guided reading scaffolded six children's understanding of reading. Observations and interview data conveyed that questioning statements and the teacher's involvement as a respondent prompted children's engagement and understanding of the text. Insufficient wait time and open questions with a closed intent seemed to stifle children's understanding of reading. Conclusions suggest teachers' relaxation of questioning to a conversational manner may enable guided reading to be an opportunity to develop children's comprehension on all levels. 相似文献
6.
本研究以小学五年级学生为被试,经过12周的快速阅读训练,使学生初步掌握快速阅读训练的技能,据此探索快速阅读训练和阅读方式(先看文章再回答问题、先看问题再读文章)对小学生阅读效果的影响。结果发现:第一,快速阅读训练可显著减少学生的总阅读时间、提高阅读速度,但不影响阅读理解率;第二,先看问题再读文章的阅读方式在主旨题目的理解率上有其独特优势;第三,阅读方式和快速阅读训练在学生阅读效果上不存在交互作用,即两者不存在相互影响的问题。 相似文献
7.
WANG Xiao-ming 《课程.教材.教法》2008,(9)
阅读是一项复杂的认知过程,涉及整合、组织、精加工、监控等过程。阅读教学要培养学生调节和控制上述认知过程的能力,而不能仅仅停留在促进学生对课文内容的理解上。区分阅读与阅读教学,对明确阅读教学的目标至关重要。 相似文献
8.
路文军 《四川教育学院学报》2007,23(9):62-64
本文重点讨论了国外英语阅读研究的新进展,英语教师应懂得如何对阅读过程和阅读结果进行科学评价。近年,阅读策略教学已成为英语阅读教学的一个趋势,英语教师应懂得科研方法,在阅读教学中要了解学生的需求、兴趣和能力。 相似文献
9.
This study investigated the associations among reading strategy instruction, student motivational factors (i.e., attitudes toward reading, reading self‐concept, and motivation to read), gender, and reading achievement. The analyses were conducted using the Hong Kong sample (students at Level 1, n = 3,875 and teachers at Level 2, n = 133) from the Progress in International Reading Literacy Study 2011 through multilevel structural equation modeling. The results showed that, first, the relation between the frequency of reading strategy instruction and student reading achievement was mediated by student attitudes toward reading. Second, the frequency of reading strategy instruction was significantly related to student attitudes toward reading and motivation to read and student attitudes toward reading was significantly associated with reading achievement. Finally, girls had more positive attitudes toward reading, more positive reading self‐concept, higher motivation to read, and higher reading achievement than boys. These findings may shed light on how teachers should arrange their reading strategy instruction to interplay with student attitudes toward reading and motivation to read and to help improve reading achievement. 相似文献
10.
唐华林 《湖北广播电视大学学报》2007,27(10):51-52
阅读是学习知识、获取信息的主要途径之一,对大学生的成长、发展以及实现终身学习显得十分重要。本文分析了大学生中存在不良阅读倾向之主要原因,为指导学生学会阅读、领引其正确阅读走向进行了思考。 相似文献
11.
Children identified in kindergarten as being at risk for reading disability were taught in grades one and two using one of two methods of reading instruction, a structured phonics code-emphasis approach or an approach emphasizing use of context. At the end of first and second grade, children were tested on measures of achievement in word identification, word attack, passage comprehension and spelling. Those in the Code group earned uniformly higher scores on all achievement measures at the end of first and second grades. At the end of first grade, statistically significant differences between groups were found on nonword reading and spelling of phonetically regular words. At the end of second grade, significant differences were found in reading of polysyllabic real words and decoding of monosyllabic and polysyllabic nonsense words. It was concluded that reading instruction does have an important impact on acquisition of early reading skills, and that structured, systematic phonics instruction results in more favorable outcome than does a context emphasis approach.This research was supported by PHS Grant HD21887 to Bowman Gray School of Medicine and by PHS Grant NS19413 to UNC-Greensboro, Subcontract to Bowman Gray School of Medicine. Request for reprints should be addressed to Dr. Idalyn S. Brown, Section of Neuropsychology, Department of Neurology, Bowman Gray School of Medicine, 300 South Hawthorne Road, Winston-Salem, North Carolina, 27103, USA. 相似文献
12.
Therese D. Pigott 《Educational Research and Evaluation》2013,19(4):353-383
This paper reviews methods for handling missing data in a research study. Many researchers use ad hoc methods such as complete case analysis, available case analysis (pairwise deletion), or single-value imputation. Though these methods are easily implemented, they require assumptions about the data that rarely hold in practice. Model-based methods such as maximum likelihood using the EM algorithm and multiple imputation hold more promise for dealing with difficulties caused by missing data. While model-based methods require specialized computer programs and assumptions about the nature of the missing data, these methods are appropriate for a wider range of situations than the more commonly used ad hoc methods. The paper provides an illustration of the methods using data from an intervention study designed to increase students’ ability to control their asthma symptoms. 相似文献
13.
阅读理解模式与大学英语阅读教学 总被引：7，自引：0，他引：7
陈虹 《青海师范大学学报(哲学社会科学版)》2004,(2):138-140
阅读是辨认和理解书面语言并领会其内容的心理言语活动过程,它是人脑中各种知识共同作用的结果,阅读理解模式可归纳为:"自上而下"、"自下而上"与"相互作用"(interactive)模式。在阅读教学过程中,应激发学生的学习兴趣,激励其学习主动性,培养其良好的阅读习惯,将不同的阅读理解过程有机地结合起来,以有效地提高学生的阅读能力。 相似文献
14.
在大学英语阅读教学中建构学生的语篇分析能力 总被引：1，自引：0，他引：1
语篇分析是大学英语阅读教学中不可缺少的方法和手段。在阅读教学中重视文章的体裁、辨别篇章组织模式、识别衔接手段、了解文中修辞手法、找段落主题句、得出结论与推断出隐含意义等是建构学生语篇分析能力的有效途径。 相似文献
15.
《Journal of research on educational effectiveness》2013,6(3):173-207
Abstract Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long-term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are Child Characteristic × Instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. 相似文献
16.
In this article, we describe the reading practices in a public and high-achieving 6th grade English classroom in the Philippines. By utilizing a four resources model, we discuss the different roles that students assume in this classroom. Students in this class are mainly code breakers and text users and have limited opportunities to assume the other two roles of the four resources model. This case study provides a different view of reading, specifically a view of a culture of reading wherein higher status is given to oral reading performance rather than comprehension. We describe the way a high-achieving 6th grade Philippine classroom perceives reading. Through this article, we would like to contribute to the research literature on Philippine education and increase our knowledge of reading practices as they are conceived and practised in this particular classroom. 相似文献
17.
陆恩 《武汉职业技术学院学报》2006,5(4):100-103
高职英语阅读教学存在课时少、班级大和教学方法的单一等等问题,针对这些问题,尝试将自主学习的学习理论引入阅读教学中,旨在培养学生的阅读自主性,提高他们自主阅读的能力。 相似文献
18.
徐忠宪 《天津师范大学学报(基础教育版)》2007,8(2):56-60
教材、学生、教师三方各以自己的方式决定着语文阅读课堂的生成。课文是一个相对完整的语文教材基本单位。学生的阅读思维可分为两种:原形阅读——顺着文思流动的方向而流动的阅读思维;超原形阅读——先触摸作者文思,然后跳出作者文思,根据自己的知识经验对课文某一局部或某一方面作思考的阅读思维。教师掌握“原形阅读理论”对于设计阅读教学,提高课堂效率会有直接的帮助。 相似文献
19.
Barbara Wasik 《Early Childhood Education Journal》2008,35(6):515-521
Small group instruction is important yet it is one of the most underused strategies in early childhood classrooms. This paper
presents guidelines based on research-based best practices for using small groups in early childhood. In addition, the benefits
of small group instruction for both children and teachers are described. Specific suggestions for managing small groups in
classrooms are presented. 相似文献
20.
阅读能力是中小学语文教师的一种职业能力。语文教师自身的阅读能力,是教学生阅读取得成效的先决条件。因此,对于中小学语文教师而言,其阅读能力的内涵比一般人的要丰富得多,要求也会更高一些:掌握科学的阅读方法,具有较强的文本解读能力,具备阅读资源开发利用能力,练就科学的阅读指导能力。 相似文献