A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth
A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth
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二年级的第二次机会：一年级和二年级阅读教学与学生字母单词阅读技能发展的独立和累积影响
DOI：
10.1080/10888430701344314
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发表时间：
2007
影响因子：
3.7
通讯作者：
Phyllis S. Underwood
中科院分区：
文献类型：
--
作者：
C. Connor;F. Morrison;Phyllis S. Underwood
本研究采用交叉分类随机效应模型，考察了从一年级开始到二年级末，语言艺术教学与学生字母词阅读技能发展的关系。在一年级和二年级，教师管理的、以代码为中心的教学数量分别独特地预测了学生字母单词阅读技能的增长；此外，还有儿童与教学的互动。一年级秋季字母词阅读成绩较差的学生在二年级末表现出较强的字母词阅读能力，他们在一年级和二年级教师管理的以代码为中心的教学中花费了更多的时间。初始阅读技能较强的学生在一年级花费较少的时间，但在二年级老师管理的、以代码为中心的教学中花费更多时间时，他们在二年级的阅读成绩更高。从一年级开始到二年级结束，参加最有效的一年级和二年级课堂教学的学生比参加一年级和/或二年级效率较低的课堂教学的学生表现出更大的字母词阅读增长。尽管如此，对于阅读技能较弱的一年级儿童来说，结果表明，有效的二年级教学可能会提供第二次机会，以达到与年级相适应的阅读技能。
This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that effective 2nd-grade instruction might offer a 2nd chance to achieve grade appropriate reading skills.
课堂上的自然-教养：入学年龄、入学准备和儿童学习。
DOI：
10.1037//0012-1649.33.2.254
发表时间：
1997
期刊：
Developmental psychology.
影响因子：
--
作者：
Morrison,FJ;Griffith,EM;Alberts,DM
通讯作者：
Alberts,DM
证据之声。
影响因子：
7.7
作者：
Marder,Eve
通讯作者：
Marder,Eve