Improving Reading through the Use of Multiple Intelligences.
Improving Reading through the Use of Multiple Intelligences.
复制标题
通过使用多元智能来提高阅读能力。
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
Jan Wind
中科院分区：
文献类型：
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作者：
P. Albero;Ann Brown;Susan K. Eliason;Jan Wind
这份报告描述了一个提高阅读考试成绩的计划。目标人群包括一个二年级，一个三年级，两个四年级的教室在一个不断增长的中产阶级社区位于遥远的西部郊区的芝加哥，伊利诺伊州。阅读考试分数低的问题通过1995年IGAP分数记录在案，目标学校在该地区所有学校中得分最低。对可能原因数据的分析表明：（1）阅读者在家里和学校与老师和学生一起练习阅读的时间不足;（2）考试焦虑程度高的儿童的成绩明显较低;（3）由于识字学习是个体发展的，并经历了许多可预测的阶段，因此可能会出现发展滞后;（4）低社会经济群体的学生可能表现出较低的成绩，但可以通过修改来提高成绩;（5）学生如何使用他们的先前知识和经验来帮助他们理解文本影响他们从测试中回忆起的内容;（6）学生无法理解并将阅读与他们的生活联系起来;（7）解码和理解能力差导致考试成绩较低;（8）儿童考试成绩差。专家建议的解决策略，结合问题设置的分析，导致选择以下干预措施：改变课程教学的多元智能，创建学生和教师评价的投资组合，并实施学生阅读日志。干预后的数据表明阅读测试分数增加。学生们还展示了将他们阅读的内容与自己的生活联系起来的能力。因为学生们花了更多的时间阅读和反思他们所读到的内容，理解和更高层次的思维能力得到了提高。（包含41个参考文献和16个数据表，未按顺序编号。手册包含调查工具、课程计划、评估表格、检查表和图形组织器。）（作者/RS）* ******************************************************************************** 通过使用多种智能来提高阅读能力Paula Albero Ann Brown Susan Eliason Jeanne Wind提交给部分教育学院研究生院的行动研究项目履行教学和领导艺术硕士学位的要求圣泽维尔大学& IRI/天窗实地硕士课程芝加哥，伊利诺伊州5月，1997年美国教育部教育研究与改进办公室教育资源信息中心（ERIC）本文件系按原始个人或组织提供的原样复制，为提高复制质量作了一些小的改动。本文件所述的观点或意见不一定代表OERI的官方立场或政策。T COPY AVA 1 E3 LE 2“ak-kg_k已向教育资源信息中心（ERIC）授予复制本材料的许可。"
This report describes a program for increasing reading test scores. The targeted population consisted of one second-grade, one third-grade, and two fourth-grade classrooms in a growing middle class community located in a far western suburb of Chicago, Illinois. The problem of low reading test scores was documented though the 1995 IGAP scores on which the targeted school scored the lowest of all schools in the district. Analysis of probable cause data revealed: (1) readers lacked quality time spent practicing reading at home and in school with teachers and students; (2) children with high test anxiety had significantly lower scores; (3) since literacy learning is individually developmental and proceeds through a number of predictable stages, developmental lag can occur; (4) students in low socioeconomic communities may demonstrate lower achievement, but can raise it with modifications; (5) how students use their prior knowledge and experience to help them understand text influences what they recall from a test; (6) students are unable to comprehend and connect reading to their life; (7) poor decoding and comprehension skills result in lower test scores; and (8) children are poor test takers. A review of solution strategies suggested by experts, combined with an analysis of the problem setting, resulted in the selection of the following intervention: altering curricula by teaching to the multiple intelligences, creation of portfolios for students and teacher evaluation, and the implementation of student reading logs. Post intervention data indicated an increase in reading test scores. Students also demonstrated the ability to make connections with what they were reading to their own lives. Because students spent more time reading and reflecting on what they had read, comprehension and higher level thinking skills increased. (Contains 41 references and 16 tables of data, which are not sequentially numbered. Appendixes contain survey instruments, lesson plans, assessment forms, checklists, and graphic organizers.) (Author/RS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** IMPROVING READING THROUGH THE USE OF MULTIPLE INTELLIGENCES Paula Albero Ann Brown Susan Eliason Jeanne Wind An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & IRI/Skylight Field-Based Master's Program Chicago, Illinois May,1997 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) tiThis document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. T COPY AVA1 E3LE 2 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY ak-kg_k TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."