Instructional Contexts for Engagement and Achievement in Reading
Instructional Contexts for Engagement and Achievement in Reading
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DOI：
10.1007/978-1-4614-2018-7_29
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发表时间：
2012-01-01
期刊：
影响因子：
--
通讯作者：
You, Wei
中科院分区：
文献类型：
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作者：
Guthrie, John T.;Wigfield, Allan;You, Wei
在本章中，我们回顾了有关学生参与阅读活动的研究，以及课堂教学实践如何影响学生参与阅读和其他学术活动。我们将沉浸式读者定义为阅读的动机，阅读方法的策略，对文本意义的构建的知识，以及阅读时的社会互动。我们提出了一个阅读参与的概念模型，将课堂实践直接或间接地与学生的阅读动机、阅读行为参与和阅读成就联系起来。该模型的一个主要前提是，阅读中的行为参与介导了课堂实践对阅读结果的影响。我们提供了来自各种实验和相关研究的证据，这些研究记录了课堂实践、动机、行为参与和成就结果之间的直接和间接联系。我们关注的一个阅读理解教学项目是概念导向阅读教学。该课程将策略指导和教学实践相结合，以培养学生的阅读动机，并教授阅读，特别是在科学和社会研究等内容领域。
In this chapter, we review research on students' engagement in reading activities and how classroom instructional practices influence engagement in reading and other academic activities. We define engaged readers as motivated to read, strategic in their approaches to reading, knowledgeable in their construction of meaning from text, and socially interactive while reading. We present a conceptual model of reading engagement linking classroom practices directly and indirectly to students' motivation to read, behavioral engagement in reading, and reading achievement. A major premise of this model is that behavioral engagement in reading mediates the effects of classroom practices on reading outcomes. We present evidence from a variety of experimental and correlational studies documenting the direct and indirect links among classroom practices, motivation, behavioral engagement, and achievement outcomes. One reading comprehension instructional program on which we focus is Concept-Oriented Reading Instruction. This program integrates strategy instruction and instructional practices to foster students' reading motivation, and teaches reading, in particular, in content domains such as science and social studies.