Effective reading comprehension instruction: Examining child x instruction interactions
Effective reading comprehension instruction: Examining child x instruction interactions
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DOI：
10.1037/0022-0663.96.4.682
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发表时间：
2004-12-01
影响因子：
4.9
通讯作者：
Petrella, JN
中科院分区：
文献类型：
--
作者：
Connor, CM;Morrison, FJ;Petrella, JN
本研究旨在探讨三年级语言艺术教学对儿童阅读理解能力成长的影响，以及教学的影响在多大程度上取决于儿童带到课堂的语言和阅读技能。在秋季，冬季和春季观察教室，并使用多个维度的教学语言艺术活动进行编码。总的来说，指导的效果取决于儿童的秋季阅读理解分数。在教师管理的阅读理解教学活动上花费更多时间的课堂上，秋季阅读理解分数平均到低的儿童取得了更大的增长，但在儿童管理的阅读理解活动上花费更多时间的课堂上，增长较少。研究和课堂教学的影响进行了讨论。
This study examined the effect of 3rd-grade language arts instruction on growth in children's reading comprehension skills and the degree to which the impact of instruction depended on the language and reading skills children brought to the classroom. Classrooms were observed in the fall, winter, and spring, and language arts activities were coded using multiple dimensions of instruction. Overall, the effect of instruction depended on children's fall reading comprehension scores. Children with average to low fall reading comprehension scores achieved greater growth in classrooms with more time spent on teacher-managed reading comprehension instructional activities but demonstrated less growth in classrooms with more time spent on child-managed reading comprehension activities. Research and classroom instruction implications are discussed.