Individualizing student instruction precisely: effects of Child x Instruction interactions on first graders' literacy development.
Individualizing student instruction precisely: effects of Child x Instruction interactions on first graders' literacy development.
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DOI：
10.1111/j.1467-8624.2008.01247.x
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发表时间：
2009-01
影响因子：
4.6
通讯作者：
Morrison FJ
中科院分区：
文献类型：
--
作者：
Connor CM;Piasta SB;Fishman B;Glasney S;Schatschneider C;Crowe E;Underwood P;Morrison FJ
最近的研究结果表明，最有效的阅读教学可能会因儿童的语言和识字技能而异。这些儿童X教学互动意味着个性化教学将是一个有效的策略，提高学生的识字。在10所高中贫困学校进行的一项随机分组对照现场试验，研究了个性化识字教学的效果。每个一年级学生收到的指令（n=461在47间教室，平均年龄= 6.7岁），秋季，冬季和春季，记录。比较干预建议的教学量与观察到的量显示，干预教师个性化的教学更准确地比比较教师。重要的是，孩子们接受的建议指导量越精确，他们的识字技能增长就越强劲。结果提供了强有力的证据，儿童X指令的识字成果的相互作用的影响。
Recent findings demonstrate that the most effective reading instruction may vary with children’s language and literacy skills. These child X instruction interactions imply that individualizing instruction would be a potent strategy for improving students’ literacy. A cluster-randomized control field trial, conducted in 10 high-moderate poverty schools, examined effects of individualizing literacy instruction. The instruction each first grader received (n=461 in 47 classrooms, mean age = 6.7 years), fall, winter and spring, was recorded. Comparing intervention-recommended amounts of instruction with observed amounts revealed that intervention teachers individualized instruction more precisely than did comparison teachers. Importantly, the more precisely children received recommended amounts of instruction, the stronger was their literacy skill growth. Results provide strong evidence of child X instruction interaction effects on literacy outcomes.