教师对词语召唤者的认知与相关素养概念。

IF 3 3区心理学 Q1 Social Sciences

School Psychology Review Pub Date : 2010-01-01

Elizabeth B Meisinger, Barbara A Bradley, Paula J Schwanenflugel, Melanie R Kuhn

{"title":"教师对词语召唤者的认知与相关素养概念。","authors":"Elizabeth B Meisinger, Barbara A Bradley, Paula J Schwanenflugel, Melanie R Kuhn","doi":"","DOIUrl":null,"url":null,"abstract":"The purpose of the study was to investigate teachers' perceptions of word callers as they relate to the concepts of reading fluency and reading comprehension. To this end, second grade students (N = 408) completed a series of reading fluency and reading comprehension assessments, and their teachers (N = 31) completed word caller nominations and a questionnaire regarding their concepts surrounding these issues. Our findings suggested that teachers often over nominated children as word callers. Further, questionnaire data indicated a great deal of ambiguity and inconsistency exists regarding teachers' understanding and use of the term word caller. By contrast, teachers seemed to possess a veridical understanding of the related terms reading fluency and reading comprehension.","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":"39 1","pages":"54-68"},"PeriodicalIF":3.0000,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2910920/pdf/nihms154230.pdf","citationCount":"0","resultStr":"{\"title\":\"Teachers' Perceptions of Word Callers and Related Literacy Concepts.\",\"authors\":\"Elizabeth B Meisinger, Barbara A Bradley, Paula J Schwanenflugel, Melanie R Kuhn\",\"doi\":\"\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The purpose of the study was to investigate teachers' perceptions of word callers as they relate to the concepts of reading fluency and reading comprehension. To this end, second grade students (N = 408) completed a series of reading fluency and reading comprehension assessments, and their teachers (N = 31) completed word caller nominations and a questionnaire regarding their concepts surrounding these issues. Our findings suggested that teachers often over nominated children as word callers. Further, questionnaire data indicated a great deal of ambiguity and inconsistency exists regarding teachers' understanding and use of the term word caller. By contrast, teachers seemed to possess a veridical understanding of the related terms reading fluency and reading comprehension.\",\"PeriodicalId\":21555,\"journal\":{\"name\":\"School Psychology Review\",\"volume\":\"39 1\",\"pages\":\"54-68\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2010-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2910920/pdf/nihms154230.pdf\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Psychology Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Psychology Review","FirstCategoryId":"102","ListUrlMain":"","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 0

摘要

本研究的目的是调查教师对单词叫叫者的看法，因为它们与阅读流畅性和阅读理解的概念有关。为此，二年级学生(N = 408)完成了一系列阅读流畅性和阅读理解评估，他们的老师(N = 31)完成了单词调用者提名和关于他们对这些问题的概念的问卷调查。我们的研究结果表明，老师们通常会过多地提名孩子们来喊单词。此外，问卷调查数据显示，教师对“叫叫者”一词的理解和使用存在大量的歧义和不一致。相比之下，教师似乎对阅读流畅性和阅读理解的相关术语有着真实的理解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

本刊更多论文

Teachers' Perceptions of Word Callers and Related Literacy Concepts.

The purpose of the study was to investigate teachers' perceptions of word callers as they relate to the concepts of reading fluency and reading comprehension. To this end, second grade students (N = 408) completed a series of reading fluency and reading comprehension assessments, and their teachers (N = 31) completed word caller nominations and a questionnaire regarding their concepts surrounding these issues. Our findings suggested that teachers often over nominated children as word callers. Further, questionnaire data indicated a great deal of ambiguity and inconsistency exists regarding teachers' understanding and use of the term word caller. By contrast, teachers seemed to possess a veridical understanding of the related terms reading fluency and reading comprehension.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

School Psychology Review Social Sciences-Education

CiteScore

6.90

自引率

20.00%

发文量

期刊介绍： School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.