Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
复制标题
谁可以读什么？
DOI：
10.1002/rrq.237
复制
发表时间：
2018
影响因子：
4.2
通讯作者：
Kelly, Sean
中科院分区：
文献类型：
--
作者：
Northrop, Laura;Kelly, Sean
在这项研究中，作者使用了 1998-99 年幼儿园班级的早期儿童纵向研究来检查八年级英语语言艺术课上阅读困难的教学时间分配和教学实践，并按轨迹水平进行衡量。作者还分析了最后分配给学生的三本书的标题和文本复杂性。作者发现，赛道水平仍然是课堂教学情况的重要预测因素。与年级班级的学生相比，低年级班级的阅读困难学生花费了更多的课堂时间进行技能和策略指导、完成工作表、观看视频和朗读。高班学生比低年级学生花更多的时间在文献分析、理解指导和小组项目上，并且更频繁地布置家庭作业。尽管文本复杂性和每个级别分配的书籍文本标题有相当大的重叠，但低级别班级的学生阅读的文本挑战性低于年级或年级以上班级的学生。控制各种学生、教师和学校变量（包括学生成绩）的回归模型表明，课堂时间分配、教学实践和文本复杂性的这些调整超出了仅基于学生成绩的预期。
In this study, the authors used the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 to examine the instructional time allocation and instructional practices in eighth‐grade English language arts classes for struggling readers, as measured by track level. The authors also analyze the titles and text complexity of the last three books assigned to students. The authors found that track level continues to be a significant predictor of what happens instructionally in the classroom. Struggling readers placed in low‐track classes spent a larger portion of class time on skills and strategy instruction, completing worksheets, watching videos, and reading aloud than students in grade‐level classes. Students in high‐track classes spent more time on literature analysis, comprehension instruction, and group projects and were more frequently assigned homework than students in grade‐level classes. Although there was considerable overlap in the text complexity and the text titles of books assigned at each track level, students in low‐track classes read less challenging texts than students in grade‐level or above‐grade‐level classes. Regression models controlling for a variety of student, teacher, and school variables, including student achievement, show that these adjustments in class time allocation, instructional practices, and text complexity go above and beyond what would be expected based on student achievement alone.
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DOI：
--
发表时间：
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