Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement.
Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement.
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DOI：
10.1080/19345747.2010.510179
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发表时间：
2011-07
影响因子：
1.8
通讯作者：
Fishman B
中科院分区：
文献类型：
--
作者：
Connor CM;Morrison FJ;Schatschneider C;Toste J;Lundblom E;Crowe EC;Fishman B
太多的孩子没有学会如何熟练地阅读，这对他们的整体健康和在学校的长期成功造成了严重的后果。这可能是因为提供有效的教学比当前许多阅读教学模式所描述的要复杂得多；有儿童特征的教学（CXI）互动。在此，我们介绍了个性化学生指导（ISI）干预的随机对照试验的效果结果，该干预依赖于动态系统预测干预模型来推荐每个学生的阅读指导量，同时考虑到考虑他或她的词汇量和阅读技能的CXI交互。这项研究在7所学校进行，共有25名教师和396名一年级学生。研究显示，到春季，ISI干预班的学生比对照组的学生在阅读技能上有了显著提高。此外，与对照组的学生相比，他们更有可能接受基于CXI互动指导推荐量的差异化阅读指导。学生接受每一种识字教学的推荐量的准确性，以及与推荐量的距离，也预测了阅读结果。
Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.
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