Instructional Approaches That Significantly Increase Reading Comprehension
Instructional Approaches That Significantly Increase Reading Comprehension
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DOI：
10.1037/a0014319
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发表时间：
2009-05-01
影响因子：
4.9
通讯作者：
Cleveland, Maggie D.
中科院分区：
文献类型：
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作者：
Block, Cathy Collins;Parris, Sheri R.;Cleveland, Maggie D.
本研究的目的是分析最广泛使用的识字教学方法对2-6年级学生阅读理解的影响。参与者(N=660)在美国4个区登记：53%是男性(n=348)，47%是女性(n=312)；51%是高加索人(n=338)，23%是非裔美国人(n=149)，21%是西班牙裔(n=138)，5%代表其他种族背景(n=35)。62%的人来自社会经济地位低到中等的学校，38%的人来自社会经济地位中等到高的学校。这项研究是量化的试验组与控制组的比较。使用方差分析来确定识字分数之间的差异。采用两水平分层线性模型分析，考察学校变量对学业成绩的影响。所有人群的最高理解分数是通过三种方法实现的。当困难读者接受这三种方法中的一种20分钟的指导时，他们的识字增长与他们的同龄人相当或更高。其含义是，使用课堂课本的治疗方法产生的理解分数明显高于练习本练习或延长基础治疗方法。
The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States: 53% were male (n = 348) and 47% were female (n = 312); 51% were Caucasian (n = 338), 23% were African American (n = 149), 21% were Hispanic (n = 138), and 5% represented other ethnic backgrounds (n = 35). Sixty-two percent came from low to low-middle socioeconomic status schools, and 38% came from middle to high socioeconomic status schools. The study was a quantified experimental versus controlled group comparison. Analyses of variance were used to determine the differences between literacy scores. Two-level hierarchical linear modeling analyses were used to examine the effects of school variables on academic achievement. The highest comprehension scores for all populations occurred through three approaches. When struggling readers received 20 min of instruction with I of these 3 approaches, their literacy growth was equal to or greater than that of their peers. Implications are that treatments using classroom books produced significantly higher comprehension scores than workbook practice or extending basal treatments.