重新考虑大辩论，着眼于挣扎的初读者

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-05-21 DOI:10.1080/02702711.2023.2200110

Darrell Morris

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引用次数: 0

摘要

摘要在这篇文章中，我（a）概述了1950年至今美国学校使用的两种开始阅读方法（代码强调和平衡教学）的兴衰；（b）对两种教学方法进行比较和对比；以及（c）提出一些可用于衡量学生学习情况的简单评估程序。最后，我建议继续使用和研究这两种方法（以及可能的混合方法），包括在一年级的中点和结束时对有风险的读者记录它们的有效性。

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The Great Debate Reconsidered, with an Eye toward Struggling Beginning Readers

Abstract In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods (and possible hybrids), including the documentation of their effectiveness with at-risk readers at the mid-point and end of first grade.

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.