Colleague in the Classroom

描述（由申请人提供）：本项目的总体目标是开发高质量、低成本、基于研究的有效策略演示，以运用语言学上的信息、结构化、明确、顺序、系统、引人入胜和多感官的技术进行初级阅读教学。该项目将制作100集视频光盘（DVD）教学，以一位专家老师为特色，她模仿初级阅读教学，就像她在教室里教一群学生一样。在拟议项目的第一阶段，我们将重新录制现有的25节课，以使内容与改进的范围和顺序保持一致，并更充分地展示语音意识、字母-语音联想、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，在几个一年级的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成绩的影响。这些课程将以dvd形式呈现，旨在说明教师将通过建模和演示学习到的最佳技能。我们向教师展示，在教学过程中，他们必须如何区分音素和字素，注意语音的特征，使用“动手”的声音混合技术，教授正字法，引导学生养成解码习惯，对不规则单词使用记忆策略，读与写并重，在解码技能建立的同时探索单词的含义。这种方法是对任何符合“阅读第一”规定的综合性核心阅读教学计划的补充。该计划指南还将强调基于数据的学生教学需求决策的重要性。同事将为教师提供明确的技能培养，这是非典型的出版商资助的，特定于项目的专业发展。

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..