Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency
Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency
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DOI：
10.1016/j.jsp.2007.06.002
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发表时间：
2008-06-01
影响因子：
5
通讯作者：
Wright, Tyran L.
中科院分区：
文献类型：
--
作者：
Al Otaiba, Stephanie;Connor, Carol;Wright, Tyran L.
本研究调查了八所阅读第一小学的 17 名幼儿园教师提供的阅读教学的数量、内容和实施的作用，因为它与学生（n = 286 名学生）在语音意识和字母命名解码流畅性的早期阅读评估方面的进展有关。从秋天到春天，孩子们的语音意识和字母命名解码的流畅性显着提高。平均而言，在 3 个 60 分钟的观察中，教师每天提供超过 30 分钟的语音意识和语音教学，以及每天 15 分钟的词汇和理解教学。教学质量的全球评级揭示了两个实施因素：明确和个性化的实施以及围绕文本的有意义的互动。分层线性模型显示，具体教学内容的数量以及教学的实施方式与学生的字母知识和语音意识技能的增长有关。 (c) 2007 年学校心理学研究会。由爱思唯尔有限公司出版。保留所有权利。
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth. (c) 2007 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.