发布求助
文献互助 智能选刊 最新文献

Reading research and instruction : the journal of the College Reading Association最新文献

筛选
英文 中文
Helping preservice teachers develop habits of inquiry: Can it be done? 帮助职前教师培养探究的习惯:能做到吗?
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-09-01 DOI: 10.1080/19388070509558441
Michael S. Smith
{"title":"Helping preservice teachers develop habits of inquiry: Can it be done?","authors":"Michael S. Smith","doi":"10.1080/19388070509558441","DOIUrl":"https://doi.org/10.1080/19388070509558441","url":null,"abstract":"Abstract This exploratory study examined the feasibility of (a) a reading methods course promoting habits of inquiry in preservice teachers and (b) using “video cases” as a means of both promoting habits of inquiry and measuring the extent to which a preservice teacher has developed the dimensions of inquiry‐based teaching. Three dimensions of inquiry were identified: the ability to describe the pertinent facts of a situation, the ability to analyze and synthesize the facts, and the ability to demonstrate intelligent action and further experimentation. Prior to a methods course in reading and then again after completing the methods course, preservice teachers were shown a video case of a struggling reader and asked to rate the reader's ability, explain why they rated her as they did, and tell what they would do if they were to work with this reader in the future. Both quantitative and qualitative data indicated that preservice teachers made significant improvement in all three dimensions of inquiry upon completing the reading methods course. Lastly, video cases proved to be an excellent way of measuring the dimensions of inquiry as well as showing curricular potential at promoting inquiry.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"45 1","pages":"39 - 68"},"PeriodicalIF":0.0,"publicationDate":"2005-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558441","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994137","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: 22
Orchestrating success for African American readers: The case of an effective third‐grade teacher 为非裔美国读者策划成功:一位有效的三年级教师的案例
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-06-01 DOI: 10.1080/19388070509558435
Jennifer D. Turner
{"title":"Orchestrating success for African American readers: The case of an effective third‐grade teacher","authors":"Jennifer D. Turner","doi":"10.1080/19388070509558435","DOIUrl":"https://doi.org/10.1080/19388070509558435","url":null,"abstract":"Abstract Through building on and extending the metaphor of “orchestration,” forwarded by reading scholars, this case study research describes and examines how an effective third‐grade teacher organizes and facilitates high‐quality reading instruction for African American students. Findings suggested that the teacher used three pedagogical strategies to meet African American students’ social and literacy needs: (a) enacting a “border crossing curriculum” (b) making the strategies and skills of good readers “transparent” and (c) making cross‐cultural connections to students through literature. Implications for classroom reading instruction and reading research are discussed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"27 - 48"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994019","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: 28
Sociocultural influences in content area teachers' selection and use of multiple texts 社会文化对内容领域教师选择和使用多种文本的影响
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-06-01 DOI: 10.1080/19388070509558437
Nancy T. Walker, Thomas W. Bean
{"title":"Sociocultural influences in content area teachers' selection and use of multiple texts","authors":"Nancy T. Walker, Thomas W. Bean","doi":"10.1080/19388070509558437","DOIUrl":"https://doi.org/10.1080/19388070509558437","url":null,"abstract":"Abstract The purpose of this study was to explore how three secondary content area teachers used and viewed multiple texts in their classrooms. A sociocultural perspective guided data collection, including: observation, interviews, and collection of text‐related school documents, such as assignments and evidence of texts used during instruction. The data were analyzed in order to answer the following question: How do secondary content area teachers use and view multiple texts in their classrooms? Findings suggest that while the three teachers used multiple texts in the classroom, they had different levels of use and purposes in their instruction that can be identified in terms of a continuum. Furthermore, use of multiple texts is complex. Each teacher hoped to enhance student interest and engagement, which is difficult while attending to standards and assessment.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"61 - 77"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994372","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: 21
Seventh‐graders' self‐regulatory note‐taking from text: Perceptions, preferences, and practices 七年级学生从课文中自我调节笔记:感知、偏好和实践
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-06-01 DOI: 10.1080/19388070509558434
R. Brown
{"title":"Seventh‐graders' self‐regulatory note‐taking from text: Perceptions, preferences, and practices","authors":"R. Brown","doi":"10.1080/19388070509558434","DOIUrl":"https://doi.org/10.1080/19388070509558434","url":null,"abstract":"Abstract Sixty‐six students in a middle school in England were administered a questionnaire that tapped their metacognitive awareness of note‐taking preferences and abilities. Students then were asked to provide a note‐taking sample from a core history text so that their practices could be examined in relation to their claims. The results indicate that even though students verbalized their metacognitive understandings with a fair degree of sophistication, they were far less proficient in their self‐regulated note‐taking practices.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"1 - 26"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993898","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: 10
Kindergarten literacy achievement: The effects of the Plato integrated learning system 幼儿园素养成就:柏拉图综合学习体系的影响
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-06-01 DOI: 10.1080/19388070509558436
Kathryn L. Bauserman, J. Cassady, Lawrence L. Smith, J. Stroud
{"title":"Kindergarten literacy achievement: The effects of the Plato integrated learning system","authors":"Kathryn L. Bauserman, J. Cassady, Lawrence L. Smith, J. Stroud","doi":"10.1080/19388070509558436","DOIUrl":"https://doi.org/10.1080/19388070509558436","url":null,"abstract":"Abstract This study examined the efficacy of using an integrated learning system (ILS) to augment kindergarten emergent reading skills. This quasi‐experimental design used repeated measures. Change scores were calculated to run analyses. Effect sizes were calculated using Cohen, with large effect sizes noted for phonological awareness and knowledge of print concepts and a moderate effect size for listening comprehension. Conclusions from this study indicate that an ILS can positively impact kindergarten emergent reading skills.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"49 - 60"},"PeriodicalIF":0.0,"publicationDate":"2005-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993659","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: 24
Treatment of gender in basal readers 基础阅读者的性别处理
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-03-01 DOI: 10.1080/19388070509558432
Maxwell W. Hunter, Kay A. Chick
{"title":"Treatment of gender in basal readers","authors":"Maxwell W. Hunter, Kay A. Chick","doi":"10.1080/19388070509558432","DOIUrl":"https://doi.org/10.1080/19388070509558432","url":null,"abstract":"Abstract Nominal level gender and gender‐related information in four, well‐known basal reading series was gathered and analyzed. For each of 746 stories, the number of male and female main characters in text and illustrations was determined. Employment status, job title and estimated yearly salary were obtained for employed adult, human, main characters. The total number of male main characters in text and illustrations was significantly greater than the total number of female main characters. The proportion of adult, human, male main characters who were employed was significantly greater than the analogous proportion of female main characters. It is asserted that given the developmental status of children who use basal readers, and in the absence of explanation, it remains objectionable for significantly more basal reader main characters to be male. The finding in the current data that adult male characters, beyond their greater number, were also disproportionately more likely to be employed is seen to present an additional basis for objection.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"65 - 76"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558432","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993734","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: 12
The usefulness of an online platform for capturing literacy field experiences: Four lessons learned 获取扫盲实地经验的在线平台的用处:得到的四个教训
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-03-01 DOI: 10.1080/19388070509558430
Rebecca Anderson, J. Puckett
{"title":"The usefulness of an online platform for capturing literacy field experiences: Four lessons learned","authors":"Rebecca Anderson, J. Puckett","doi":"10.1080/19388070509558430","DOIUrl":"https://doi.org/10.1080/19388070509558430","url":null,"abstract":"Abstract This study explores the usefulness of an online platform for capturing field experiences of inservice teachers enrolled in a graduate level literacy course. Four lessons related to the online field experience are offered: (1) instructors cannot adequately assess teachers without visual examples; (2) teachers and instructors need detailed guidelines on how and when to provide effective feedback; (3) teachers naturally make connections between theory and practice; and (4) teachers and instructors may feel overwhelmed with the complexities associated with the course.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"22 - 46"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558430","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993868","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: 4
Voices in the park, voices in the classroom: Readers responding to postmodern picture books 公园里的声音，教室里的声音:读者对后现代绘本的回应
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-03-01 DOI: 10.1080/19388070509558431
Frank Serafini
{"title":"Voices in the park, voices in the classroom: Readers responding to postmodern picture books","authors":"Frank Serafini","doi":"10.1080/19388070509558431","DOIUrl":"https://doi.org/10.1080/19388070509558431","url":null,"abstract":"Abstract As the publication of picture books that contain meta‐fictive or postmodern elements increases, research concerning how intermediate grade readers respond and construct meaning in transaction with these texts is important. This study explores readers’ responses and discussions focusing on the picture book Voices in the Park by Anthony Browne. Utilizing discussion transcripts and response journal entries, this article focuses on how readers deal with the non‐linear aspects of the picture book, the interplay between written text and illustrations, and how these readers construct symbolic connections to their own world and experiences.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"47 - 64"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558431","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993987","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: 47
Literacy practices among different ethnic groups: The role of socioeconomic and cultural factors 不同族群的扫盲实践:社会经济和文化因素的作用
Reading research and instruction : the journal of the College Reading Association Pub Date : 2005-03-01 DOI: 10.1080/19388070509558429
Janet Holt, M. C. Smith
{"title":"Literacy practices among different ethnic groups: The role of socioeconomic and cultural factors","authors":"Janet Holt, M. C. Smith","doi":"10.1080/19388070509558429","DOIUrl":"https://doi.org/10.1080/19388070509558429","url":null,"abstract":"Abstract This study investigated socioeconomic and cultural factors that interplay with racial differences in adult literacy. African‐American adults were shown to have statistically significantly higher book and periodical reading practices than European‐Americans when income was controlled, demonstrating the important relationship between socioeconomic factors and African‐Americans’ literacy. African‐Americans and other racial minorities obtained more information from television, magazines, and books than European‐Americans, but these activities were not sufficient to overcome the gap in literacy skills between minority and majority groups. Results are discussed from Ogbu's (1990) cultural identity perspective.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"1 - 21"},"PeriodicalIF":0.0,"publicationDate":"2005-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070509558429","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993809","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: 12
Tutoring struggling adolescent readers: A program investigation 辅导挣扎的青少年读者:一个项目调查
Reading research and instruction : the journal of the College Reading Association Pub Date : 2004-12-01 DOI: 10.1080/19388070409558426
Janis Harmon, S. Keehn, Michelle S. Kenney
{"title":"Tutoring struggling adolescent readers: A program investigation","authors":"Janis Harmon, S. Keehn, Michelle S. Kenney","doi":"10.1080/19388070409558426","DOIUrl":"https://doi.org/10.1080/19388070409558426","url":null,"abstract":"Abstract This study examined a reading tutoring program for struggling adolescent readers. The major objectives of the tutoring program were to help struggling adolescent readers develop an understanding of the strategic nature of reading and to encourage these reluctant readers to take control of their reading. The results of the study hold implications for the implementation of strategy instruction. The results also indicate critical program features for working with struggling adolescent readers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"44 1","pages":"46 - 74"},"PeriodicalIF":0.0,"publicationDate":"2004-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070409558426","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59993280","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: 11
首页 上一页 下一页 尾页
0
×
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
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
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