Child-Instruction Interactions Causal Effects on Reading

描述(申请人提供)：最近的研究(Connor，Morison，&Katch，2004；Foorman，Francis，Fletcher，Schatschneider，&Mehta，1998；Juel&Minden-Cupp，2000)表明，某些类型的教学效果可能取决于儿童带到课堂上的特定口语和早期阅读技能。本研究旨在探讨这些教学互动的因果意义及其对儿童阅读发展的影响。为此，我们将实施一项个性化的一年级语言艺术教学计划，部分基于儿童的口语和阅读技能，并采用包括整群随机现场试验在内的两波实验设计来检验其有效性。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。将通过两种方式支持拟议的个别化教学，一是通过强化教师培训，二是通过计算机网络教学评估和模拟课堂互动界面(SCII，Connor，1998)技术和教师教育软件、网上知识网络(Know，Fishman，Max，Best，&Tal，2003)。广泛实施的个别化教学有可能最大限度地提高所有学生的阅读技能，在一年级结束时实现所有儿童阅读水平达到或超过年级水平的目标，并改善职前和专业发展努力。这项技术将为研究人员提供更复杂的方法，以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，这项调查还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。

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.