Child-Instruction Interactions Causal Effects on Reading

儿童教学互动对阅读的因果影响

• 批准号: 7283787
• 负责人: Carol McDonald Connor
• 金额: $ 46.71万
• 依托单位: FLORIDA STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-01 至 2010-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7283787
• 关键词: Child; Complex; Computer software; Computers; Control Groups; Development; Education; Experimental Designs; Goals; Growth; Instruction; Internet; Investigation; Knowledge; Language; Language Arts; Link; Methods; Network-based; Oral; Randomized; Reading; Research; Research Personnel; Rural; Schools; Services; Simulate; Students; System; Technology; Training; base; improved; literacy; programs; role model; skills; success; teacher; urban area

DESCRIPTION (provided by applicant): Recent research (Connor, Morrison, & Katch, 2004; Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Juel & Minden-Cupp, 2000) has revealed that the effects of certain types of instruction may depend on the specific oral language and early reading skills that children bring to the classroom. The proposed research seeks to examine the causal implications of these child-by-instruction interactions and their effect on children's reading development To this end, we will implement a program of individualized first grade language arts instruction, based, in part, on children's oral language and reading skills, and examine its efficacy using an experimental design in two waves, including a cluster randomized field trial. In each wave, schools are randomly assigned to treatment and control groups. Schools (n = 12 per wave) and their first grade teachers (n = approximately 22) and students (n = approximately 540) are from school districts with both rural and urban areas that are economically and culturally diverse. The proposed implementation of individualized instruction will be supported in two ways, first through intensive teacher training and, second, through computer-based networked Assessment-to-instruction and Simulated Classroom Interactive Interface (SCII, Connor, 1998) technology and teacher education software, Knowledge Networks on the Web (KNOW, Fishman, Marx, Best, & Tal, 2003). Broadly implemented, individualized instruction has the potential to maximize all students' reading skill growth, to meet the goal of all children reading at or above grade level by the end of first grade, and to improve pre-service and professional development efforts. The technology will offer researchers more sophisticated methods for modeling the role of children's early language and literacy in school success, including effects on instruction, within complex and dynamic classroom systems. Moreover, this investigation will help to elucidate the causal links between instruction and children's oral language and reading growth.

描述（由申请人提供）：最近的研究（康纳，莫里森，& Katch，2004;福尔曼，弗朗西斯，弗莱彻，Schatschneider，& Mehta，1998; Juel & Minden-Cupp，2000）表明，某些类型的教学效果可能取决于特定的口头语言和儿童带到课堂的早期阅读技能。建议的研究旨在探讨这些儿童的指示互动的因果关系及其对儿童的阅读发展的影响。为此，我们将实施一个个性化的一年级语言艺术教学计划，部分基于儿童的口头语言和阅读技能，并使用两波实验设计，包括一个集群随机现场试验，检查其功效。在每一波中，学校被随机分配到治疗组和对照组。学校（每波12所）及其一年级教师（约22名）和学生（约540名）来自经济和文化多样化的农村和城市地区的学区。个性化教学的实施将通过两种方式得到支持，第一种是通过强化教师培训，第二种是通过基于计算机的网络化教学评估和模拟课堂互动界面（SCII，康纳，1998年）技术和教师教育软件，网络知识网络（KNOW，Fishman，马克思，Best，& Tal，2003年）。如果广泛实施，个性化教学有可能最大限度地提高所有学生的阅读技能，实现所有儿童在一年级结束时达到或超过年级水平的阅读目标，并改善服务前和专业发展努力。该技术将为研究人员提供更复杂的方法，用于模拟儿童早期语言和识字在学校成功中的作用，包括在复杂和动态的课堂系统中对教学的影响。此外，本研究将有助于阐明教学与儿童口语和阅读发展之间的因果关系。