Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement
Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement
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一年级九个课堂的识字教学：教师特征与学生成绩
DOI：
10.1086/461918
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
Jennifer Mistretta Hampston
中科院分区：
文献类型：
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作者：
Ruth Wharton;M. Pressley;Jennifer Mistretta Hampston
课堂观察和深入访谈的方法被用来研究9名一年级教师从4个地区谁已被提名为优秀（N = 5）或典型（N = 4），在他们的能力，以帮助学生发展识字技能的语言协调员。基于对学生阅读和写作成绩以及学生参与度的观察，从最初的9组教师中选出了3组。以下的实践和信念区分了三位教师的教学（2名被提名为优秀，1名被提名为典型），其学生在这些措施中表现出最高水平：（a）将技能与高质量的阅读和写作经验连贯而彻底地结合起来，（B）高密度的教学（在一节课中整合多个目标），（c）广泛使用支架，（d）鼓励学生自我调节，（e）阅读和写作活动的彻底整合，（f）对所有学生的高期望，（g）熟练的课堂管理，以及（h）了解他们的做法及其背后的目标。还讨论了在9个教室中的7个教室中观察到的教学实践。这里报告的数据突出说明了初级扫盲教学的复杂性，并支持这样一个结论，即有效的初级扫盲教学是高质量阅读和写作经验与基本识字技能的明确教学的平衡结合。
Classroom observations and in-depth interviews were used to study 9 first-grade teachers from 4 districts who had been nominated by languagearts coordinators as outstanding (N = 5) or typical (N = 4) in their ability to help students develop literacy skills. Based on observational measures of student reading and writing achievement and student engagement, 3 groups of teachers emerged from the original 9. The following practices and beliefs distinguished the instruction of the 3 teachers (2 nominated as outstanding, 1 as typical) whose students demonstrated the highest levels on these measures: (a) coherent and thorough integration of skills with high-quality reading and writing experiences, (b) a high density of instruction (integration of multiple goals in a single lesson), (c) extensive use of scaffolding, (d) encouragement of student self-regulation, (e) a thorough integration of reading and writing activities, (f) high expectations for all students, (g) masterful classroom management, and (h) an awareness of their practices and the goals underlying them. Teaching practices observed in 7 of the 9 classrooms are also discussed. The data reported here high-light the complexity of primary literacy instruction and support the conclusion that effective primary-level literacy instruction is a balanced integration of high-quality reading and writing experiences and explicit instruction of basic literacy skills.