Grouping for reading instruction: does one size fit all?

Twenty-nine third-grade teachers and selected students from their classes participated. Study 1 used teacher interviews and classroom observations to examine teachers' perceptions and practices for grouping for reading instruction; Study 2 examined the impact of these grouping practices on the academic progress, social progress, and attitudes about reading of students representing a range of achievement levels, including students with learning disabilities. Results indicated that, overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time.     

师生的双主体性——大学英语阅读教学探析

在大学英语课堂教学实践中,一直存在着教师对阅读教学的本质理解不够深刻和学生英语阅读成效低下的问题。因此,在阅读教学过程中一定要体现师生的双主体性,即明确师生两个主体的辨证关系,把教师的"教"和学生的"学"统一起来,注重师生间的交往互动,教师不但要教会学生独立的阅读方法和技巧,也要培养学生对阅读的兴趣,调动学生阅读的积极性,最终提高英语阅读的水平和效率。     

Teachers’ scaffolding science reading comprehension in low-income schools: how to improve achievement in science

ABSTRACT

Reading is a tool that promotes the learning of science across schooling. Scientific texts are conceptually and linguistically complex, especially for students from low-income contexts because they have neither the experience with the language nor the literacy skills to face the challenges of scientific knowledge. This study used a mix method approach to compare the cognitive scaffolding practiced by teachers during science reading activities in high- and low-performing schools. Three teachers and 141 fourth grade students from low socioeconomic background schools participated in 48 class sessions. Classes were video-recorded and transcribed. The data were analyzed using Sanchez’ Pedagogic Practice Analysis System. The results show that teachers from both types of schools continuously use reading as a tool for learning. The effective teacher uses reading with non-invasive scaffolding and varied verbal participation to elaborate knowledge, promoting literal and inferential comprehension and more opportunities for the students to construct knowledge. By contrast, less effective teachers use reading with invasive scaffolding and little verbal participation of the students to consolidate knowledge, promoting mainly literal comprehension. This study shed light on different approaches teachers use to foster reading comprehension for science learning.     

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.     

The role of teacher trust in segregated elementary schools: a multilevel repeated measures examination

This study aims to investigate how teachers’ trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students in the class, and teachers’ trust in their students relate to reading comprehension achievement and learning growth. A 3-level multivariate repeated measures analysis was conducted. At 2 measurement occasions, reading tests and questionnaires were administered to a sample (n = 417) of 7- and 8-year-old students in 32 classes. Teachers’ trust in their students was found to be a key factor relating to learning growth in reading comprehension, and mediated the relationship between the level of ethnic diversity in the class and learning growth. Teachers with a higher level of trust in their students seem to foster more learning growth in reading comprehension.     

Classroom management: Approaches of regular education teachers and learning disability resource teachers

The approaches to classroom management of classroom teachers and learning disability resource teachers were examined. Significant differences in overall approach to classroom management were indicated, with classroom teachers displaying a more sensitizing (punitive) approach to classroom management. Classroom teachers pursuing graduate training in learning disabilities, as compared to elementary education or reading, displayed a significantly less sensitizing approach to classroom management.     

中高级汉语阅读教学中的自然阅读概括训练

在中高级汉语阅读教学中进行自然阅读概括训练,能够更好地扩展学生的阅读视域,促进篇章概括分析能力的提高,弥补课堂阅读活动中的缺失,有助于解决中高级汉语学习的瓶颈问题,提升留学生阅读认知能力,实现汉语教学的整体目标。在训练过程中,教师应在以下几个方面对学生进行引导和训练：其一,教师应为学生的阅读提供一些选择与参考;其二,教师应培养学生全面阅读的意识;其三,教师应鼓励学生进行与课堂阅读文本的相关性阅读;其四,教师应根据不同学生的认知特点对学生的阅读进行调控;其五,对学生阅读概括策略进行训练;其六,重视学生阅读成果的展示、总结与评估。     

高中语文群文阅读选题定点的六个维度探索

打破当前群文阅读凄清单薄局面是高中语文群文阅读教学所必须完成的任务。大部分语文教师都会因找不到群文阅读里面知识点之间的联系而深受其扰。文章通过对著名作家、人文内容、思维路径、文章观点、学习方式、读写结合六个联结点的分析,探究如何把握好群文阅读的全面选题和准确定点,以此帮助教师和学生学好语文群文阅读课程。     

阅读,成功英语学习的必由之路

阅读是正规环境下课堂学习的必要补充，是关系到英语学习成败的关键。本文试着从阅读被忽视的原因入手．分析阅读对外语学习的帮助．以及对语言能力提高的影响．提出阅读作为外语教学和学习的必要补充的必要性。以期引起外语界的重视．并对学习者有所帮助。     

What kind of role should English teachers play in the intensive reading class

The traditional teaching mode of intensive reading has so many shortcomings. So many college students have difficulties in reading foreign books and communicating with foreigners directly after 8 or 12 years of foreign language learning. English teachers can help students to learn more effectively in intensive reading class through three parts, these parts are before reading, in reading and after reading. Using the right teaching methods, teachers can effectively improve the students' reading abilities.     

重视数学阅读,打造深度学习课堂

许多小学数学教师已然认识到了开展小学数学阅读活动和制定科学的教学方法,对提高学生的计算能力和思维能力的重要作用。所以,教师在教学过程中要积极探索科学的教学方法培养学生的有效阅读能力,这样学生才能够更好地理解和学习数学知识,提高学生的解题思维能力和学习有效性。以下便对数学阅读活动的开展和深度学习课堂的构建进行分析和探究。     

Teachers' attitude to and knowledge of metalinguistics in the process of learning to read

The aim of the current research was to examine pre‐service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre‐service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge.     

Vocational education and training and transitions into the labour market of persons with intellectual disabilities

The aim of the study is to deepen the understanding of teacher’s perspective on how to promote all children’s learning in reading and writing in grade 1 of primary school. Semi-structured interviews were conducted in a Swedish context with 18 primary school teachers, representing a large collective experience from working as teachers in grade 1. The result shows there is a lack of sharing information and experiences, between preschool class and grade 1, concerning reading and writing activities and instructions. The teachers’ perspectives on reading and writing instruction can be described as pluralistic, in the sense that each teacher refers to several strategies and approaches to promote learning and development related to reading and writing. The variation of children appears to give meaning to the work of the teachers in the study, though it also is associated with challenges e.g. the experience of being alone and not sufficient to support children’s different abilities, experiences and needs. According to teachers in the study, the additional support in schools is more remedial than preventive since the resources are mainly invested in older students.     

Does the gender of the teacher matter in the teaching of reading literacy? Teacher gender and pupil attainment in reading literacy in Hong Kong

A study of 148 primary school teachers and 4867 Grade 4 pupils in Hong Kong found no support for the proposal that boys learn to read better when taught by men teachers. In fact, it was found that both boys and girls learnt better when taught by women. Responses to a teacher questionnaire indicate significant differences in the preferred patterns of teaching favoured by male and female teachers. Responses from men teachers suggest they are more authoritarian, prefer to control pupils' learning, engage pupils in whole-class reading and like to read passages aloud while pupils follow the text. Responses from women teachers suggest they prefer to teach reading in groups, to group pupils according to reading ability, set tasks that suit pupils' stage of learning, allocate more time for pupils to read books and use the school library and encourage pupils to discover for themselves the meaning of new vocabulary encountered in text. The implications of these findings are discussed.     

英语阅读理解过程刍议

作为一种语言学习的手段，阅读的实践量最大。阅读不得要领，必然劳而无功。通过对阅读理解过程的探讨，文章分析了当前英语阅读课教学状况，提出改进措施，旨在加强阅读教法理论的研究，改进阅读效果不佳状态，培养学生实践阅读理解过程的“三种模式”，以此全面提高阅读能效。     

合作学习教学模式在大学英语阅读教学中的探索

合作学习是一种以小组为基本单位的学习模式,包含师生互动的合作学习,生生互动的合作学习和师师活动的合作学习。合作学习广泛用于各个学科的教学中,并取得了一定的效果。本文试图从合作学习应遵循的原则及合作学习的活动方式,进一步探索合作学习教学模式在大学英语阅读教学中的应用。     

核心素养下初中英语课外阅读训练的策略与实施

基于核心素养的初中英语课外阅读,需注重学生各方面素质的培养。所以教师要采取创新的教学模式,转变过去的教学观念,促使阅读教学围绕学生开展,强化学生的阅读能力、学习能力,也要对阅读进行一定的拓展,帮助学生获得高效的学习体验和效果。     

The microeconomics of the allocation of teachers' time and student learning

The authors use a microeconomic theory of schools and highly detailed panel data on time allocations to examine student learning curves for reading and mathematics. In addition to examining the factors that affect student achievement, they investigate the role teachers' values play in allocating scarce learning time to students, and the subsequent effects on the distribution of learning across those students. They test hypotheses about the productivity of teachers in teaching mathematics and reading, whether marginal products vary across a sample of teachers, and whether the marginal products of time in alternate types of classroom organization significantly differ. The authors' findings are consistent with the view that more time on a subject does increase learning, but suggest that the size of the effects is small and subject to diminishing returns. With respect to teacher preferences, the results show that teachers in the sample overwhelmingly employed compensating strategies in allocating resources to the students. Teachers tend to prefer narrower distributions of learning across students than wider ones.     

浅谈对初中英语阅读教学的研究

在提高初中生英语阅读学习成绩的过程中,首先要培养的就应该是对英语阅读学习的兴趣。兴趣是最好的老师,兴趣是学习任何事物的原动力,缺少了它,整个学习的机器就会失去燃料,最后只能以失败告终。因此,提高学生的英语英语阅读水平,教师不仅需要更新教学观念,认真钻研教法、学法,让学生在充分理解英语阅读的基础上提高成绩。该文将针对初中英语阅读教学的现状及存在的问题,分析初中英语阅读教学的新策略。     

窄式阅读与外语阅读教学

"窄式阅读"是指学习者通过阅读同一风格、同一主题或某位作家的多部作品来提高阅读能力的一种策略.本文介绍了窄式阅读的理论来源--克拉森的"输入假设"理论以及有关窄式理论的一些实证研究,阐述了窄式阅读有利于学习者词汇和背景知识的积累,是一项有效的二语习得策略,如果这一策略被应用到外语阅读课教学当中,也将会对教师有很大启示.