The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg
{"title":"The Complex Relationship between Teachers' Instructional Practices and Students' Reading Amount","authors":"Mats Tegmark, Monika Vinterek, Tarja Alatalo, Mikael Winberg","doi":"10.1002/rrq.561","DOIUrl":null,"url":null,"abstract":"The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.","PeriodicalId":48160,"journal":{"name":"Reading Research Quarterly","volume":null,"pages":null},"PeriodicalIF":3.9000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/rrq.561","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

The purpose of this study is to develop understanding of the relation between instructional practices and students' reading amount. As part of a larger mixed‐methods study of reading practices across the curriculum in Swedish compulsory school, a selection of 14 classes from Grades 6 and 9 were observed over a total of 59 lessons. The data generated were coded and analyzed using both quantitative and qualitative methods. The results reveal a great variation in teachers' instructional practices which is shown to have both direct and more indirect consequences for students' reading amount. By combining the results from quantitative and qualitative analyses in the light of Self‐Determination Theory, the study shows that most reading is done in classrooms where teachers manage to fulfill students' need for competence, relatedness, and autonomy while maintaining classroom structure and ensuring lesson time for reading. The findings are discussed considering previous research on instructional practices in relation to students' reading motivation and reading amount, adding to our understanding of what makes students read in everyday classrooms. Limitations of the study, directions for further research, and implications for practice are also discussed.
教师教学实践与学生阅读量之间的复杂关系
本研究旨在了解教学实践与学生阅读量之间的关系。作为瑞典义务教育学校跨课程阅读实践大型混合方法研究的一部分,本研究选取了六年级和九年级的 14 个班级,观察了总共 59 节课。我们采用定量和定性方法对所生成的数据进行了编码和分析。结果显示,教师的教学方法存在很大差异,这对学生的阅读量产生了直接和间接的影响。根据 "自我决定理论",结合定量和定性分析的结果,研究表明,大多数阅读是在教师设法满足学生对能力、相关性和自主性的需求,同时维持课堂结构和确保阅读课时间的课堂上完成的。在讨论研究结果时,我们考虑到了以往有关学生阅读动机和阅读量的教学实践研究,从而加深了我们对日常课堂中学生阅读的理解。此外,还讨论了研究的局限性、进一步研究的方向以及对实践的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信