Investigating the Feasibility of Scaling up Effective Reading Comprehension Instruction using Innovative Video-Case-Based Hypermedia

第一阶段IERI提案的目的是研究在阅读理解有效教学的基础上扩展知识库的可行性，这种方式是可访问的，反映了这种教学的复杂性，重点是提高学生对一般和特定领域信息文本的理解，并通过与手头任务一致的学习理论来指导。尽管最近有阅读倡议，但小学高年级的学生没有充分准备解读和学习信息文本，这阻碍了阅读能力的充分实现，并干扰了他们从主题文本中学习的能力。对于贫穷的城市青年来说，情况尤其如此。对这种情况最可能的解释是学生缺乏学习如何理解文本的机会，这反映了教师对如何教授阅读理解的不确定性，特别是在具有远大教育目标的主题领域的支持学习方面。矛盾的是，关于有效的阅读理解教学有一个重要而健全的知识基础。挑战在于有效而有力地代表和传播这一知识库。我们提出的干预整合了三个具有强有力证据基础的理解研究项目（互惠教学、质疑作者和支持多元素养的引导探究）所积累的资源。具体来说，我们建议进行对照实验，比较两种专业发展模式。一种模式，根据认知灵活性理论，特点是使用基于超媒体的视频案例，而第二种模式的特点是相同的信息，通过传统的基于视频的案例来呈现。除了支持教师学习有针对性的教学技巧外，这些案例的内容将涉及评估、个体差异、教师调解以及特定文本和特定领域（科学）的理解指导。在每年的拟议项目中，参与者包括来自30所学校的60名教师（1500名学生），他们被随机分配到两个条件之一。针对目标地区的SES数据表明，有资格获得免费或降价午餐的学生比例在12%至66%之间；种族数据显示，目标学区7%、51%和75%的学生是非裔美国人，其余学生主要是白人。收集教师知识/信念/取向和实践的测量，以及学生对一般和特定领域阅读成就的测量，以回答以下研究问题：(1)使用基于超媒体的视频案例与传统视频案例对教师关于阅读理解教学的知识/信念的发展有何影响；(2)这些工具对教师阅读理解教学实践的相对影响是什么？(3)标准化评估对学生理解一般和特定主题文本的相对影响是什么？(4)教师特征（如知识、自我效能）、学生特征（人口统计学特征、成就）以及与成功参与相关的学校和政策背景特征如何影响结果。在整个研究中，一个中心焦点是确定成功的可扩展专业发展的特征。

The purpose of this Phase I IERI proposal is to investigate the feasibility of scaling the knowledge base on the effective teaching of reading comprehension in a manner that is accessible, reflective of the complex nature of this instruction, focused on advancing students understanding of general and domain-specific informational text, and informed by a theory of learning consistent with the task at hand. Despite recent reading initiatives, students in the upper elementary grades are not sufficiently prepared to interpret and learn from informational text, precluding full attainment of reading competence and interfering with their ability to learn from subject matter text. This is particularly the case for poor urban youth. The most likely explanation for this situation is the absence of opportunities for students to learn how to comprehend text, reflecting teachers uncertainty about how to teach reading comprehension, especially with respect to supporting learning in subject matter areas with ambitious educational goals.Paradoxically, there is a significant and robust knowledge base regarding effective reading comprehension instruction. The challenge is to represent and disseminate this knowledge base effectively and powerfully. The intervention we propose integrates the resources accumulated by three programs of comprehension research with strong evidentiary bases (Reciprocal Teaching, Questioning the Author, and Guided Inquiry supporting Multiple Literacies). Specifically, we propose to conduct controlled experiments in which we compare two models of professional development. One model, informed by cognitive flexibility theory, features the use of hypermedia-based videocases, while the second features the same information, presented via traditional video-based cases. In addition to supporting teachers learning of the targeted instructional techniques, the content of these cases will address assessment, individual differences, teacher mediation, and text- and domain-specific (to science) comprehension instruction.In each year of the proposed project, participants include 60 teachers from 30 schools (1500 students), randomly assigned to one of two conditions. SES data for targeted districts indicate that students qualifying for free- or reduced-cost lunch range from 12% to 66%; and ethnicity data indicate that 7%, 51%, and 75% of the students in the targeted districts are African-American, while the remainder are principally White. Measures of teacher knowledge/beliefs/orientations and practice, as well as student measures of general and domain specific reading achievement will be collected to answer the following research questions: (1) What are the effects of using hypermedia-based videocases versus traditional video-based cases on the development of teachers knowledge/beliefs regarding reading comprehension instruction; (2) What are the relative effects of these tools on teachers reading comprehension instruction practices; (3) What are the relative effects on students comprehension of general and specific subject matter text, measured by standardized assessments; And (4) How are outcomes mediated by teacher characteristics (e.g., knowledge, self-efficacy), student characteristics (demographics, achievement), and features of school and policy contexts that relate to successful buy-in. Throughout the study, a central focus is on identifying features of successful professional development that are scalable.