Contributions of Instructional Practices to Reading Achievement in a Statewide Improvement Program
Contributions of Instructional Practices to Reading Achievement in a Statewide Improvement Program
复制标题
全州改进计划中教学实践对阅读成绩的贡献
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
T. Alban
中科院分区：
文献类型：
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作者：
J. Guthrie;William D. Schafer;Clare Von Secker;T. Alban
摘要在全州范围内的高风险绩效评估中，确定了学校阅读成绩变化的数量和方向。对33所学校中小年级教师报告的阅读成绩随教学实践的学校变化进行预测。对阅读教学实践对6个领域（包括阅读、写作、语言使用、数学、科学和社会研究）成绩的影响进行了meta分析。在五年级，阅读、科学、数学和写作的成绩显著提高。综合教学的实践和使用丰富的文本和资源与成绩的变化呈正相关。基础强调和理解教学与成绩变化呈负相关。在3年级，几乎没有观察到效果。研究结果是根据现有的综合教学模式和教师知识在成就和学习中的作用来解释的。
Abstract The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning.