文本资源,阅读教学的源头活水

文本是链接教师、学生、编者的桥梁与纽带。文本中字词、语段、修辞等资源的合理开发与运用是决定阅读教学内容、提升阅读教学效益的重要保障。在教学中,我们要关注文辞,开掘语言资源;关注文体,开掘规律资源;关注语脉,开掘思路资源;关注结构,开掘谋篇资源,从而提升阅读教学的整体效益。     

关注文本元素 提升言语智慧

传统的阅读教学教师过度关注文本的内容信息,忽视文本的言语特点,造成了阅读教学资源的严重浪费。因此,在教学中,教师要引导学生关注文本体裁,让学生感知文本结构,启发学生提炼言语价值,从而提升学生的言语智慧,全面提高学生的语文素养。     

言语思辨:阅读教学的应然归宿

阅读教学的核心是促进学生言语生命的有效发展。只有紧扣语言,促进学生思辨能力的发展,阅读教学才能真正提高学生的语文素养。在教学中,教师要为学生提供各种资源、紧扣文本细节,引导学生深入对比探究,以培养学生的思辨能力,从而促进学生语文素养的不断发展。     

关于微课在小学语文阅读教学中的应用

新课改背景下的学生观要求教学"以学生为主体,教师为主导"。教师在教学过程中需要从学生的实际情况入手,寻找适合学生并且学生喜爱的教学方式,从而激发学生的学习潜能。随着当代教育的不断改革,人们越来越看重教学质量,互联网技术的发展给提高教学质量提供了良好的资源条件,微课应运而生。本文通过阐述在小学语文阅读教学中运用微课资源的重要性、在小学语文阅读教学中运用微课资源的优势以及如何在小学语文阅读教学中运用微课资源等三个方面的问题,为今后微课资源在小学语文阅读课堂教学中的运用提供参考。     

关注阅读教学中的语言训练——余映潮老师语言教学艺术刍议

教学的文本不只是用来提问的,它应该成为学生学习的课程资源。关注阅读教学中的语言训练,借以进行语感培养、语言积累、语言表达和情操陶冶,这样阅读教学才能实现从低位化向高效转变,从而全面发展学生的语文能力和提高学生的语文素养。     

关于整本书阅读的策略和方法

随着高中语文阅读教学改革的不断深入,"整本书阅读"已成为课程优化的重要内容。在整本书阅读中,教师需要有整体、有规划,提高阅读教学的序列化特点,整合多种阅读资源,从而使阅读教学更具体系性、效率性和逻辑性。本文将结合当前高中语文整本书阅读教学的现状,探索如何提高学生整本书阅读效率,培养学生的自主阅读和合作探究能力,为提高高中语文阅读教学质量不断实践。     

打通学生与文本隔阂的通道

阅读教学中存在着一些典型的文本误读现象。教师应分析原因,通过拓展视阈,丰实认知资源;理性辨析,弥补认知断层;真诚表达,促成实效多元,从而打通学生与文本隔阂的通道,提升阅读教学的整体效益。     

发掘沙地文化资源，推进小学语文主题阅读

正阅读教学是语文教学的重中之重,而主题阅读又是阅读教学的重要组成部分。主题阅读,能拓宽学生的阅读视界,深化学生的认知,从而提升学生的语文阅读力,发展学生的语文核心素养。下面,以我校沙地文化资源的发掘为例,试谈如何运用地方文化资源,推进小学语文主题阅读。一、沙地文化,创生主题启东地处东海、黄海、长江三水交汇之处,     

提高阅读教学效率的尝试

阅读教学贯穿整个语文的学习。所以我们要基于课堂教学,调动学生各种生活积累,提高阅读教学的效率。
　　1．阅读教学要以学生原有知识积累和生活经验为教学切入点,促进新知识的建构。
　　在我们的阅读教学活动中,学生似乎很少产生与文本对话的愉悦。这是因为长期以来,阅读教学忽视了学生的生活经验和情感经历,把阅读教学局限在课堂、课文和各类语文知识点上。其实,教师在阅读教学中应把学生的个人知识、直接经验、生活世界当作重要的课程资源,尽可能以学生原有的知识积累和生活经验作为教学的切入点,使学生产生阅读期待,从而激发学生主动学习与探究的兴趣,更有效地促进学生新知识的建构。     

多途径寻找阅读教学中课外资源的拓展点

新课程倡导开放而富有活力的语文课程.笔者在多年的阅读教学实践中,立足文本,并超越文本,在充分使用文本的基础上,创造性地进行行之有效的课外拓展,挖掘学生的学习潜力,开拓学生的思维空间,从而大大提高了阅读教学的效果.下面,笔者就如何寻找阅读教学中课外资源的拓展点谈谈自己的做法.     

Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading

The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.     

Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At‐risk for Reading Difficulties?

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at‐risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high‐risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at‐risk for reading difficulties or disabilities are presented.     

Knowledge, writing, and language outcomes for a reading comprehension and writing intervention

Many students struggle with gaining knowledge and writing about content text material and therefore require effective intervention. In a randomized controlled trial study, 77 low-achieving fourth-grade students received reading comprehension instruction or reading comprehension plus writing instruction or were assigned to a no-treatment control. Knowledge outcomes were evaluated through students’ retelling and performance on a standardized reading test. Written language-based outcomes were analyzed using a computer software program for semantic and syntactic measures. Analyses indicated that students in reading comprehension instruction and reading comprehension plus writing instruction outperformed the control group on oral and written retelling, a standardized reading test, and semantic measures. Syntactic measures, however, did not show statistically significant differences by treatment or control group. Implications for including language instruction and assessments within multi-component instruction are suggested.     

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that effective 2nd-grade instruction might offer a 2nd chance to achieve grade appropriate reading skills.     

Effects of caption modification and instructor intervention on comprehension of a technical film

Two versions of a technical film, captioned at approximately 8th- and 11th-grade reading levels, were shown to 32 hearing-impaired college students. Fifteen of these students also received supplementary instruction from a teacher. Data from a comprehension test were analyzed with a four-factor experimental design to determine effects of instruction, level of captioning, test type (recall or recognition), and subject reading ability. Significant effects were found for instruction, test type, and reading ability. In addition, there was a significant three-way interaction between instruction, caption level, and reading ability. While both high and low reading groups benefited from instruction when students viewed 8th-grade level, modified captions, only the high reading group benefited from instruction when they viewed the 11th-grade level, original captions.This research was conducted in the course of an agreement with the U.S. Office of Education.     

Relationships between different instructional approaches and students' Classical Chinese reading comprehension and motivation

Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject.     

Classroom Observations of Task-Attending Behaviors of Good and Poor Readers

Abstract

The purpose of this observational research was to investigate the task-attending behaviors of good and poor readers during reading instruction. Three aspects of reading instruction were identified for investigation 1) working with the teacher versus working independently ; 2) the nature of the reading task; and 3) the difficulty level of the reading material used for instruction. No difference was found in the task-attending behavior of good and poor readers when engaged in teacher-directed reading instruction and when reading independently. Good readers spent significantly more on-task time involved in contextual reading then poor readers. It is also suggested that good readers are placed in "easy" materials while many poor readers are placed in "difficult" materials for reading instruction, the result being that students in "easy" materials are on-task more often than those in "difficult" materials. Limitations and implications of the study are discussed and recommendations for instructional practice are presented.     

Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.     

Language abilities and progress in a direct instruction reading program for students with learning disabilities

Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities.     

A Theoretical Framework and Approach for Fostering Metacognitive Development

Three explicit instructional alternatives to whole-language instruction are reviewed. Each is targeted at children with high risk for reading failure, and each enjoys more empirical support than whole language. The case is made that whole language is obsolescent relative to reading instruction developed and validated in the 2.5 years since whole language was conceived. Notably, however, experiencing more explicit instruction of reading skills and strategies in no way precludes the authentic reading and writing experiences emphasized in whole language. Rather, explicit instruction enables at-risk students to participate more fully in such literacy experiences.