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

第一阶段IERI建议的目的是调查扩展知识基础的可行性，以有效的阅读理解教学的方式是可访问的，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的信息文本的理解，并通过与手头任务一致的学习理论。尽管最近的阅读倡议，在小学高年级的学生没有充分的准备，解释和学习信息文本，排除充分实现阅读能力和干扰他们的能力，从主题文本学习。城市贫困青年尤其如此。这种情况最可能的解释是学生没有机会学习如何理解文本，反映了教师对如何教授阅读理解的不确定性，特别是在支持具有雄心勃勃的教育目标的主题领域的学习方面。所面临的挑战是有效和有力地代表和传播这一知识基础。我们提出的干预措施整合了三个具有强大证据基础的理解研究项目积累的资源（互惠教学、质疑作者和支持多元素养的引导探究）。具体来说，我们建议进行对照实验，我们比较两种模式的专业发展。一个模型，认知灵活性理论的通知，功能使用超媒体为基础的视频案例，而第二个功能相同的信息，通过传统的视频为基础的情况下。除了支持教师学习有针对性的教学技巧，这些案例的内容将解决评估，个体差异，教师调解，文本和特定领域（科学）的理解instruction.In每年的拟议项目，参与者包括60名教师从30所学校（1500名学生），随机分配到两个条件之一。目标地区的SES数据表明，有资格获得免费或低价午餐的学生比例从12%到66%不等;种族数据表明，目标地区7%，51%和75%的学生是非洲裔美国人，其余主要是白色。本研究将收集教师知识/信念/取向和实践的测量数据，以及学生一般和特定领域阅读成就的测量数据，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的基于视频的案例相比，对教师阅读理解教学知识/信念的发展有什么影响;（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）通过标准化评估测量，对学生对一般和特定主题文本的理解的相对影响是什么;以及（4）教师特征（例如，知识，自我效能），学生特征（人口统计，成就），以及与成功买入相关的学校和政策环境的特征。在整个研究中，一个中心重点是确定成功的专业发展的特点是可扩展的。

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.