Colleague in the Classroom

描述(由申请者提供)：本项目的总体目标是开发高质量、低成本、以研究为基础的有效策略，使用语言知识、结构、明确、顺序、系统、引人入胜和多感官技术进行开始阅读教学。该项目将制作100集教学视频光盘(DVD)，其中包括一位专家教师，他模拟开始阅读的教学，就像她在教室里教一群学生一样。在拟议项目的第一阶段，我们将把现有的25节课重新录制下来，使内容符合更好的范围和顺序，并更充分地展示语音意识、字母发音联想、单词阅读、拼写、词汇和写作之间的关系。然后，我们将在三个月的时间里，在几个一年级教室里实地测试这种教师指导/学生指导工具对教学实践和学生结果的影响。这些课程将制作为基于DVD的演示文稿，旨在说明教师通过建模和演示学习的特定技能。我们向教师展示了在教学过程中，他们如何区分音素和字素，注意语音的特点，使用“亲身实践”的声音合成技术，教授拼写模式，引导学生养成解码习惯，使用不规则单词的记忆策略，跟随阅读和写作，探索单词的含义，即使在解码技能已经形成的情况下。这种方法是对任何全面的、核心的阅读教学计划的补充，符合阅读优先的规定。节目指南还将强调根据学生的教学需求做出基于数据的决策的重要性。同事将为教师提供明确的技能建设，这是出版商资助的、特定于计划的专业发展的非典型。

DESCRIPTION (provided by applicant): The overall goal of this project is to develop high quality, low cost, research-based demonstrations of effective strategies for teaching beginning reading instruction using linguistically informed, structured, explicit, sequential, systematic, engaging, and multi-sensory techniques. The project will produce 100 episodes of instruction on videodisks (DVD) that feature an expert teacher who models beginning reading instruction as if she were teaching a group of students in a classroom. In Phase I of the proposed project, we will re-tape our existing 25 lessons to align the content with an improved scope and sequence and to demonstrate more fully the relationship between speech sound awareness, letter-sound association, word reading, spelling, vocabulary and writing. We will then field test the impact of this teacher mentoring/student instruction tool on teaching practices and student outcomes in several first grade classrooms over a three month period. The lessons will be produced as DVD-based presentations designed to illustrate the specific skills that teachers will learn best through modeling and demonstration. We show the teachers how, during instruction, they must differentiate between phonemes and graphemes, call attention to the features of speech sounds, use "hands-on" sound blending techniques, teach orthographic patterns, guide students into a decoding habit, use memory strategies for irregular words, follow reading with writing, and explore word meanings even while decoding skill is being established. This approach complements any comprehensive, core reading instruction program that meets the stipulations of Reading First. The program guide will also emphasize the importance of data-based decision making about students' instructional needs. Colleague will provide explicit skill-building for teachers that is atypical of publisher-funded, program-specific professional development..