Effects of classroom organization on letter-word reading in first grade
Effects of classroom organization on letter-word reading in first grade
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DOI：
10.1016/j.jsp.2007.03.002
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发表时间：
2008-04-01
影响因子：
5
通讯作者：
Jewkes, Abigail M.
中科院分区：
文献类型：
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作者：
Cameron, Claire E.;Connor, Carol McDonald;Jewkes, Abigail M.
教师组织是课堂运作的一个重要组成部分，然而，它与学生成绩的关系并没有像教学那样得到广泛的研究。在本研究中，组织被定义为教师花费在解释学习活动和日常生活的目的和程序上的时间。从一年级教室（N=44）观察三次在学年（秋季，冬季和春季）的数据进行了分析，随着学生（N= 108）在秋季和春季的识字技能沿着。分层线性模型显示，控制学生的秋季单词阅读和词汇技能，以及他们接受的语言艺术指导的数量，无论是数量和数量随时间的变化，在课堂组织显着预测春季单词阅读技能。具体来说，在学年开始时，教室里的孩子在组织方面的课堂时间较多，随后在学年中急剧减少，到春季时，他们表现出更强的字母和单词阅读技能，这是一个主要影响（p
Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N=44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N= 108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p