INVESTIGATING THE EFFECTIVENESS OF INQUIRY-BASED INSTRUCTION ON STUDENTS WITH DIFFERENT PRIOR KNOWLEDGE AND READING ABILITIES

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and effect size analyses indicated that students from all subgroups demonstrated substantial gains on weather concepts, students from the low prior conceptual knowledge group demonstrated greater gains in conceptual knowledge than subgroups with more prior knowledge; and these gains remained stable 3 weeks after the instruction ceased. However, students from the low language proficiency group showed the least gains in conceptual knowledge. Students’ prior knowledge and reading ability were found to be positively and significantly associated to conceptual development. Recent perspectives on the role of language in science education and suggestions that support learning during instruction are briefly described.     

COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT

In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result.     

一例大学生完美主义倾向的辅导案例报告

大二学生小辛,女,20周岁。因为思维“神游”,无法集中注意力学习。真实的自己和现实的自己完全不同,无法统一,怀疑自己人格分裂,特别痛苦,抱着最后的希望来求助。通过访谈了解到,小辛的情绪情感长期压抑,有很强的完美主义倾向,始终在追求认可,其思维模式中存在不合理信念。通过三次心理分析和认知治疗。让小辛明白自己性格、认知中的偏颇是其问题的核心原因所在,从而调整认识,促其心理行为的改善。     

THE EFFECTS OF INSTRUCTION AND PRACTICE IN CONTENT-INDEPENDENT TEST-TAKING TECHNIQUES UPON THE STANDARDIZED READING TEST SCORES OF SELECTED SECOND-GRADE STUDENTS

Twenty-four relatively test-naive second-grade students received eight 30-minute periods of deliberate instruction and practice in content-independent standardized test-taking techniques over a four-week period. Immediate and delayed effects of treatment were assessed through an analysis of improvement in standardized reading test scores as measured by the difference between experimental and control groups in the Stanford Reading Test. The results showed that students who received instruction and practice in test-taking techniques achieved significantly higher scores on both the immediate posttest administered the week following treatment and the delayed posttest administered four months after treatment. Mean differences were about a quarter of a standard deviation.     

READING

(A) A mother fly(苍蝇) had a travel with her children. They flew from one shop to another and they flew from one restaurant to another. They had much nice food and drink. They were very happy.     

READING PASSAGES

在日常生活中，我们在很多场所会发现具有标识和警示作用的揭示语，尤其是随着中国对外开放的不断深入，到我国的外国人不断增多，许多揭示语牌是双语的，即除用汉语书写外，还用英语书写。这也为英语爱好提供了一个很好的学习平台。     

READING PRACTICE

(A)Joan: Today is mybirthday. I have got a newwatch.Mary: 1__ me have a look.2__ a nice watch it is!     

READING PASSAGES

His father wants to go there, too.Li Ming was going to visit an island in summer holi-days. He was talking with his father.Dad, we are going to visit anisland next Monday. Do you agree with us?