The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools
The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools
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DOI：
10.1016/j.cedpsych.2004.11.003
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发表时间：
2006-01-01
影响因子：
10.3
通讯作者：
Francis, DJ
中科院分区：
文献类型：
--
作者：
Foorman, BR;Schatschneider, C;Francis, DJ
这项调查的目的是研究如何在107个一年级和二年级的教室在17个高度贫困学校的教学实践中温和的识字相关技能的学生带到课堂上的识字成果的影响。获得了教学效果和扫盲活动时间分配的评级。20个时间分配变量被缩减为7种扫盲活动模式，作为阅读和拼写结果的预测因素。学生的初始阅读能力和教学效果的交互作用，通过时间分配组件预测阅读和拼写的结果。讨论集中在阅读发展的不变与灵活的观点和检查教学实践的分析方法。(c)2004年爱思唯尔公司All rights reserved.
The objective of this investigation was to examine how instructional practices in 107 first-and second-grade classrooms in 17 high poverty schools moderate the impact on literacy outcomes of literacy-related skills students bring to the classroom. Ratings of teaching effectiveness and time allocation to literacy activities were obtained. Twenty time allocation variables were reduced into seven patterns of literacy activities that were examined as predictors of reading and spelling outcomes. Students' initial reading ability and interactions of teaching effectiveness ratings by time allocation components predicted reading and spelling outcomes. Discussion centers on immutable versus flexible views of reading development and analytic approaches to examining instructional practices. (c) 2004 Elsevier Inc. All rights reserved.