Reading research and instruction : the journal of the College Reading Association最新文献_第10页

Personal journeys: Teaching teachers to teach literacy 个人旅程:教老师教识字

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-12-01 DOI: 10.1080/19388070209558361

Dixie D. Massey

引用次数: 17

Teachers’ use of new standards, frameworks, and assessments: Local cases of NYS elementary grade teachers 教师对新标准、框架和评估的使用:纽约州小学教师的本地案例

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-12-01 DOI: 10.1080/19388070209558362

Anne Mcgill-Franzen, Naomi Ward, Virginia J. Goatley, V. Machado

{"title":"Teachers’ use of new standards, frameworks, and assessments: Local cases of NYS elementary grade teachers","authors":"Anne Mcgill-Franzen, Naomi Ward, Virginia J. Goatley, V. Machado","doi":"10.1080/19388070209558362","DOIUrl":"https://doi.org/10.1080/19388070209558362","url":null,"abstract":"Abstract The authors investigated how primary grade teachers in four upstate New York districts used the state standards in a summer cross‐district curriculum development institute funded in part with federal initiatives. Using document and interview analyses, the authors interpreted teachers’ perceptions of the standards and described the teachers’ curriculum products in light of the four district contexts in which the teachers worked. Next, a cross‐case comparison of teachers from two of the districts with similar demographics but differing expectations for teachers’ work further illustrated the influence of district context in determining what teachers understood to be their responsibility. The study also reported that teachers held a more narrow view of learning than that set forth in the state standards, a view that the authors attributed to teachers’ real‐life experiences with the subject matter of beginning reading instruction, an area not adequately addressed by the standards.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"127 - 148"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading 准教师反思:学习阅读教学的策略、品质与认知

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-12-01 DOI: 10.1080/19388070209558363

Victoria J. Risko, K. Roskos, Carol Vukelich

引用次数: 54

“More than just reading”: The human factor in reaching resistant readers “不仅仅是阅读”:接触抗拒读者的人为因素

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-12-01 DOI: 10.1080/19388070209558364

J. Worthy, Elizabeth Patterson, Rachel Salas, Sheryl Prater, M. Turner

{"title":"“More than just reading”: The human factor in reaching resistant readers","authors":"J. Worthy, Elizabeth Patterson, Rachel Salas, Sheryl Prater, M. Turner","doi":"10.1080/19388070209558364","DOIUrl":"https://doi.org/10.1080/19388070209558364","url":null,"abstract":"Abstract This study included 24 struggling, resistant readers in grades 3 through 5 who were tutored for one to two semesters by university graduate and undergraduate students. All of the young students made great strides in reading achievement and most greatly increased their voluntary reading motivation. Through lesson plans, tutor reflections, interviews with the students and their parents and observations during tutoring, book discussions, and book choices, we examined factors that influenced their reading engagement. Factors such as social interaction around literacy and access to appropriate, relevant and interesting reading materials appeared necessary but not sufficient to inspire voluntary reading. The most salient factor in increasing reading motivation was the tutor's willingness to take personal responsibility for their students’ progress. Effective tutors went well beyond the standard tutoring guidelines to tailor instruction to students’ unique needs and interests, persist in finding just the right materials to reach their students, and spend whatever extra time and effort it took to inspire their students to read.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"177 - 201"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 90

Beginning in English: The growth of linguistic and literate abilities in Spanish‐speaking first graders 从英语开始:西班牙语一年级学生的语言和读写能力的增长

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-09-01 DOI: 10.1080/19388070109558357

R. Weber, Theresa Longhi‐Chirlin

引用次数: 30

Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges 如何教挣扎(和非挣扎)的小学读者:职前教师知识分析

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-09-01 DOI: 10.1080/19388070109558359

Ann M. Duffy, T. Atkinson

{"title":"Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges","authors":"Ann M. Duffy, T. Atkinson","doi":"10.1080/19388070109558359","DOIUrl":"https://doi.org/10.1080/19388070109558359","url":null,"abstract":"Abstract The purpose of this research was to describe elementary school preservice teachers* beliefs, understandings, and instruction of struggling and non‐struggling readers as they evolved over time in two university reading education courses with a field component. Using a qualitative content analysis, we analyzed the assignments of 22 preservice teachers across one year of their teacher education program. We found that, throughout the year, preservice teachers improved in their abilities to integrate their personal, practical, and professional knowledges to inform their reading instruction. Their misunderstandings surrounding reading instruction decreased while their abilities to examine reading instruction critically and estimations of their preparedness to teach struggling readers increased. Preservice teachers’ views about the value of assessing students’ reading proficiency became increasingly more positive as did perceptions about the importance of tutoring struggling readers. Finally, implications are made to suggest how university reading education courses may support the learning and development of future preservice teachers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"102 - 83"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 44

Dissention and distress in a cognitive apprenticeship in reading 阅读认知学徒期的纠纷与苦恼

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-09-01 DOI: 10.1080/19388070109558358

Kit Tisdale

引用次数: 5

Collaboration, competition and violence in eighth‐grade students’ classroom writing 八年级学生课堂写作中的合作、竞争和暴力

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-09-01 DOI: 10.1080/19388070109558356

S. Peterson, Mary Ladky

引用次数: 2

The effects of computer software for developing phonological awareness in low‐progress readers 计算机软件对发展低进步阅读者语音意识的影响

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-06-01 DOI: 10.1080/19388070109558353

M. J. Mitchell, B. Fox

{"title":"The effects of computer software for developing phonological awareness in low‐progress readers","authors":"M. J. Mitchell, B. Fox","doi":"10.1080/19388070109558353","DOIUrl":"https://doi.org/10.1080/19388070109558353","url":null,"abstract":"Abstract This study examined the effectiveness of two computer programs designed to increase phonological awareness in young children. The programs, DaisyQuest and Daisy's Castle, provide instruction and practice in rhyme identification, phonological analysis (segmenting), and phonological synthesis (blending). Thirty‐six kindergarten and 36 first grade students, who demonstrated below grade level performance in reading, were randomly assigned to one of three experimental conditions, and participated in daily, 20 minute, small‐group training sessions, over a period of four weeks. Pre‐and posttests of rhyming, segmentation, phoneme isolation and blending were administered, and the effects of computer‐administered phonological awareness instruction were compared with teacher‐delivered phonological awareness instruction and an instructional technology control group. After five hours of instruction, children who received computer‐administered phonological awareness instruction and children who received teacher‐delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"40 1","pages":"315 - 332"},"PeriodicalIF":0.0,"publicationDate":"2001-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 97

Pondering the significance of big and little or saving the whales: Discussions of narrative and expository text in fourth‐ and fifth‐grade classrooms 思考大与小或拯救鲸鱼的意义:四年级和五年级课堂中叙述性和说明性文本的讨论

Reading research and instruction : the journal of the College Reading Association Pub Date : 2001-06-01 DOI: 10.1080/19388070109558352

P. Scharer, Barbara A. Lehman, Donna Peters

{"title":"Pondering the significance of big and little or saving the whales: Discussions of narrative and expository text in fourth‐ and fifth‐grade classrooms","authors":"P. Scharer, Barbara A. Lehman, Donna Peters","doi":"10.1080/19388070109558352","DOIUrl":"https://doi.org/10.1080/19388070109558352","url":null,"abstract":"Abstract This study investigated the nature of book discussions about expository and narrative texts in fourth‐ and fifth‐grade classrooms. Eight teachers discussed one narrative (Amos & Boris, Steig, 1971) and one expository (Whales, Simon, 1989) picture book for a total of 16 small group discussions, which were audiotaped and transcribed. Literary and informational topics were discussed most and were more evenly balanced during the eight discussions of Amos & Boris while informational topics emerged nearly twice as often during Whales discussions. Illustrations and intertextual connections appeared as topics on a much smaller scale. Analysis of talk patterns revealed teacher dominance during discussion through a high percentage of questions asked, consistent initiation and control of the topics, and teacher repetitions of student responses or teacher questions. Teachers’ questions posed during the expository discussion were more literal than for the narrative text. Student initiations tended to occur when provided the opportunity to write responses to their reading and share during discussions.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"40 1","pages":"297 - 314"},"PeriodicalIF":0.0,"publicationDate":"2001-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3