Reading Instruction Time and Homogeneous Grouping in Kindergarten: An Application of Marginal Mean Weighting Through Stratification
Reading Instruction Time and Homogeneous Grouping in Kindergarten: An Application of Marginal Mean Weighting Through Stratification
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DOI：
10.3102/0162373708328259
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发表时间：
2009-03-01
影响因子：
3.4
通讯作者：
Hong, Yihua
中科院分区：
文献类型：
--
作者：
Hong, Guanglei;Hong, Yihua
一个初学者发展阅读和语言艺术技能的机会受到分配给阅读教学的时间的限制。与此同时，如果通过同质分组使教学适应学生先前的能力，学生对学习任务的参与可能会增加。本研究探讨了分组教学对小学生阅读发展的影响是否取决于阅读教学时间的长短和分组教学的强度。要回答这项研究的研究问题，需要因果推理并行多值教学治疗。本文提出了一种将分层边际平均加权法应用于多层次教育数据的方法。幼儿纵向研究幼儿园队列数据集的结果支持的理论假设，当教师分配大量的时间阅读教学，同质分组有助于学生获得更多的阅读。作者发现，当总的阅读时间有限时，同质分组没有效果。他们还发现，只有幼儿园教师通过同质分组来适应教学，增加阅读教学时间的好处才变得明显。
A kindergartner's opportunities to develop reading and language arts skills are constrained by the amount of time allocated to reading instruction. In the meantime, the student's engagement in learning tasks may increase if the instruction has been adapted to his or her prior ability through homogeneous grouping. This study investigates whether the grouping effects on kindergartners' reading growth depend on the amount of reading instruction time and the intensity of grouping. To answer the study's research questions requires causal inferences about concurrent multivalued instructional treatments. The authors develop a procedure of applying the method of marginal mean weighting through stratification to multilevel educational data. Results from the Early Childhood Longitudinal Study Kindergarten cohort data set lend support to the theoretical hypothesis that when teachers allocate a substantial amount of time to reading instruction, homogeneous grouping helps kindergartners to gain more in reading. The authors find no effect of homogeneous grouping when the total amount of reading time is limited. They also find that the benefit of increasing reading instruction time becomes evident only if kindergarten teachers adapt instruction through homogeneous grouping.