共查询到20条相似文献，搜索用时 31 毫秒
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Colby Hall Garrett J. Roberts Eunsoo Cho Lisa V. McCulley Megan Carroll Sharon Vaughn 《Educational Psychology Review》2017,29(4):763-794
This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper elementary and middle school students who are ELs and (b) how the magnitude of the effect varies based on student, instructional, and study characteristics. The analysis included a total of 11 studies with 46 individual effect sizes and yielded a mean effect size of g?=?0.35 across all (i.e., standardized and unstandardized) reading measures, g?=?0.01 across standardized reading measures, and g?=?0.43 across unstandardized reading measures. For all reading, unstandardized reading, all vocabulary, and unstandardized vocabulary measures, results suggest that higher quality studies tended to have smaller effects, and these effects were even more evident for unstandardized measures (i.e., one unit increase in study quality was associated with decreased effects: g?=?0.21, g?=?0.30, g?=?0.24, g?=?0.30, respectively). For all comprehension measures, effects were larger for instruction that included both vocabulary and comprehension (g?=?0.39) than for instruction that focused on vocabulary alone (g?=?0.08). Results suggest the benefit of developing and refining high-impact approaches to reading instruction for ELs that can be delivered across content areas and grades. 相似文献
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This meta-analysis extends previous work on extensive Tier 3 type reading interventions (Wanzek and Vaughn School Psychology Review, 36, 541–561, 2007; Wanzek et al. Review of Educational Research, 83, 163–195, 2013) to Tier 2 type interventions by examining a non-overlapping set of studies addressing the effects of less extensive reading interventions for students with or at risk for reading difficulties in Grades K-3. We examined the overall effects of these interventions on students’ foundational skills, language, and comprehension as well as the intervention features that may be associated with improved outcomes. We conducted four meta-analyses on 72 studies to examine effects on (1) standardized foundational skill measures (mean ES?=?0.54), (2) not-standardized foundational skill measures (mean ES?=?0.62), (3) standardized language/comprehension measures (mean ES?=?0.36), and (4) not-standardized language/comprehension measures (mean ES?=?1.02). There were no differences in effects related to intervention type, instructional group size, grade level, intervention implementer, or the number of intervention hours. 相似文献
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Héctor R. Ponce Richard E. Mayer Mario J. López María Soledad Loyola 《Instructional Science》2018,46(6):973-988
This study examines the effects of including interactive graphic organizers into a whole-class PowerPoint lesson as an instructional approach intended to improve student engagement and generative learning in schools. A software application was developed and integrated into PowerPoint that makes it possible for the instructor to fill in empty graphic organizers during PowerPoint projection mode. The participants were 152 fourth-grade students selected from three schools that were grouped in four classrooms. Each classroom was divided in two groups—graphic organizer and content-based. The graphic organizer group was taught using an 11-slide PowerPoint presentation on a social study topic that included two empty graphic organizers plus two additional slides explaining how to make a comparison. The content-based group was taught using the same presentation but without these additional slides plus a set of questions students had to answer as a class activity. The lessons were recorded and the verbal statements between instructor and students examined using the Flanders Interaction Analysis System. Results indicated significant differences in how instructors and students interacted in each group, including more questions asked by teachers (d?=?1.99) and more students participating in the classroom discussion in the graphic organizer group (d?=?1.76). Learning outcomes showed that the graphic organizer group outperformed the content-based group on a memory test (d?=?.45) and a comprehension test (d?=?.44). These results encourage the use of graphic organizers as an instructional approach, and are consistent with a generative theory of learning. 相似文献
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Deborah E. Linder Megan K. Mueller Debra M. Gibbs Jean A. Alper Lisa M. Freeman 《Early Childhood Education Journal》2018,46(3):323-329
Reading skills are an important component of academic success for school-age youth, and are associated with increased academic performance and positive attitudes about school. The presence of an animal appears to reduce stress during reading. Therefore, the goal of this study was to assess the feasibility and effects of a 6-week after-school canine-assisted reading program in a public elementary school setting. Second-grade students were randomized to either an intervention group (n?=?14) in which they read to a registered therapy dog for 30 min once weekly for 6 weeks or a control group (n?=?14) with a standard classroom curriculum. Children’s reading skills were assessed biweekly and attitudes about reading were assessed pre- and post-intervention. The 6-week after-school canine-assisted reading program was feasible. Reading skill scores did not change significantly for either group. Although scores on recreational reading attitudes also did not change significantly for either group, the academic reading attitudes scores increased significantly in the intervention group (p?=?.002), but not in the control group (p?=?.06). These results support the benefits of an animal-assisted intervention for child literacy on children’s attitudes about reading and can inform future programs evaluating reading programs that include dogs. 相似文献
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Jennifer Petersen 《Educational Psychology Review》2018,30(4):1269-1281
A comprehensive, statistical review of gender differences in verbal performance has not been conducted in several decades and the majority of previous work on this topic used published studies that often include small, non-representative samples. The introduction of national legislation in US public schools required schools to assess and publicly report verbal performance, thus providing verbal assessment data for millions of American students. The current study presents a meta-analysis of gender differences in US state verbal assessments. Data were collected from the departments of education in 16 states representing more than 10 million US students in grades 3 through 11. Results indicated a small gender difference favoring females for overall verbal performance (d?=?0.29). However, when type of assessment was considered, the female advantages in reading (d?=?0.19) and language arts (d?=?0.29) were smaller than in writing performance (d?=?0.45). The small gender differences in verbal performance increased in a linear pattern from grades 3 to 8 and then remained steady in high school. 相似文献
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This study explored pronominal resolution as a measure of reading comprehension beyond single sentences. Specifically, it was hypothesized that the ability to specify the referents of pronouns like this and these that have variable antecedents would be a good probe of the quality of the reader’s mental model. This idea was tested in a study of 123 French eight-year-olds. After controlling for word decoding, vocabulary and syntactic knowledge, various aspects of pronominal comprehension were found to contribute independent variance to reading comprehension: (1) pronominal knowledge as measured in a pronoun selection task, (2) referent specification of pronouns that refer to protagonists. In addition, (3) referent specification of pronouns (French y and en) with variable antecedents added further independent variance. The results support the idea that the ability to specify referents accounts for unique variance in reading comprehension and may tap the quality of the reader’s mental model of preceding text. 相似文献
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Language Reading Research Consortium Gloria?Yeomans-Maldonado 《Reading and writing》2017,30(9):2039-2067
The current study was designed to understand the development of comprehension monitoring among beginner readers from first to third grade, and to determine the extent to which first graders’ comprehension monitoring predicts reading comprehension in grade three. Participants were 113 children (57% female) from four US states who were followed from Grade 1 (M = 7 years, SD = 4 months) to Grade 3 (M = 9 years, SD = 4 months). Measures included decoding, vocabulary, working memory, comprehension monitoring, and reading comprehension. Children’s ability to monitor comprehension grew significantly from first to third grade, with a deceleration in growth over time. In addition, comprehension monitoring in Grade 1 made a significant contribution to reading comprehension in Grade 3, even after controlling for decoding, vocabulary, and working memory. Together, these findings supplement our understanding of young readers’ development of comprehension monitoring as well as its association with reading comprehension at a later time. Practical implications of the results in the context of providing support for higher-level language skills in beginning reading instruction are discussed. 相似文献
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Hilde Hofslundsengen Bente Eriksen Hagtvet Jan-Eric Gustafsson 《Reading and writing》2016,29(7):1473-1495
This study examined the effects of a 10 week invented writing program with five-year-old preschoolers (mean age 5.7 years) on their immediate post intervention literacy skills and also the facilitative effects of the intervention on the subsequent learning to read during the first 6 months of schooling. The study included 105 children (54 girls) from 12 preschools in Norway. The preschools were randomly assigned to the experimental group with the invented writing program, or the control group with the ordinary program offered to preschoolers. The classroom-based programs (40 sessions) were conducted by the children’s regular teachers. The children’s emergent literacy skills were evaluated using a pre-test, a post-test and a follow-up test 6 months later, and the data were analyzed using latent autoregressive models. The results showed that the invented writing group performed significantly better than the control group on the post-test for the measures of phoneme awareness (d = .54), spelling (d = .65) and word reading (d = .36). Additionally, indirect effects were observed on the delayed follow-up tests on phoneme awareness (d = .45), spelling (d = .48) and word reading (d = .26). In conclusion, we argue that invented writing appeared to smooth the progress of emergent literacy skills in preschool, including the subsequent reading development in school. Contextualized in a semi-consistent orthography and a preschool tradition that does not encourage the learning of written language skills, the findings add to our knowledge of how children learn to write and read. 相似文献
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The goal of this study was to determine the effect of setting a delay between reading a text and answering comprehension questions on when-to-search and what-to-search decisions in a task-oriented reading environment. Fifty-five eighth-grade students were randomly divided into two groups. One group read one text, answered comprehension questions regarding the text with the text available, and subsequently repeated the procedure with a second text (immediate condition). The other group read both texts first and then answered, with the texts available, the questions for the first text and then for the second text (delayed condition). In both conditions, the readers’ actions during the task were recorded. The results demonstrated that the students in the delayed condition made more search decisions. In addition, moderated mediation analyses indicated that setting a delay had a positive indirect effect on performance via increased searching only for the students with average and high comprehension skills. Moreover, decisions regarding what information to search for depended exclusively on comprehension skill. Instructional implications are discussed. 相似文献
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In recent decades, integrated language competence has been highlighted in the language curricula taught in schools and institutions, and the relationship between test-takers’ performance on integrated tasks and comprehension sources has been much studied. The current study employed the frameworks of reading and listening comprehension processes to examine the difference between the effects of reading competence and listening competence on integrated writing performance. A total of 152 Secondary 5 students from five local schools in Hong Kong responded to three tasks, including an independent listening task, an independent reading task and an integrated writing task. The reading cognitive skills contributed more towards the performance of the integrated writing task than the listening cognitive skills did. Furthermore, the interaction between the relationships of reading and listening to the integrated writing performance was significant. Three subskills each for both listening and reading that belong to higher-order thinking skills—Elaborating, Evaluating and Creating—had significant correlation with integrated writing performance. Implications for the teaching of integrated writing were also discussed. 相似文献
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A circular jet has broad and important applications in practical engineering. Most research in this area has focused on a free jet, a wall jet or a vertical jet in a bounded domain. In this study, the mean velocities of circular offset jets were studied for four jet exit Froude numbers (Fr), three offset heights (S) (S/d=1, 2, 3) and three submergence ratios (ht/S) (surface jet, mixed jet, and submerged jet) in a bounded basin. Based on the results, we propose a velocity decay formula for a circular jet. The lateral velocity spread was more consistent with Gaussian and Cauchy–Lorentz distributions than the vertical velocity. Moreover, Fr had little effect on the decay of the mean velocity for a circular jet when Re>1×104. The lateral and vertical spreads showed a quadratic relationship with the streamwise distance for different values of Fr at X/d<10. The positions of maximum mean velocity decay were independent of Fr and S/d when X/d<10. The spread rate was more uniform in the lateral direction than that in the vertical direction in a certain region for different S/d and ht/S. Therefore, the decay, spread, and maximum velocity position of the mean velocity for a circular offset jet can remain stable under different values of Fr, offset height, and submergence ratio. 相似文献
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In this study, researchers examined the extent to which several fundamental measures of reading proficiency from kindergarten students (N = 3180) were linked to reading comprehension in tenth grade while controlling for third grade vocabulary and oral reading fluency. Analyses tested the direct and indirect relations between and among kindergarten, third grade, and tenth grade measures. Results showed significant direct effects from kindergarten nonsense word fluency and letter naming fluency to tenth grade reading comprehension, along with significant indirect effects of kindergarten nonsense word fluency and vocabulary to tenth grade reading comprehension. Findings suggest that fundamental precursors maintain strong impact upon reading comprehension into the secondary school years. These findings are discussed along with implications for interventions and ideas for future research. 相似文献
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Adela Baird Janet Laugharne Eva Maagerø Elise Seip Tønnessen 《Children‘s Literature in Education》2016,47(1):1-17
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives. 相似文献
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Björn B. de Koning Lisanne T. Bos Stephanie I. Wassenburg Menno van der Schoot 《Educational Psychology Review》2017,29(4):869-889
This study investigated the effects of a mental simulation training targeted at improving children’s reading comprehension. In a 4-week period, one group of third and fourth graders (n?=?75) learned to draw upon their sensorimotor memories and experiences to mentally simulate text (experimental training group), whereas another group (n?=?51) received the schools’ regular reading comprehension instructions (control training group). Pre-to-posttest differences in general reading comprehension, reading motivation, and mental simulation (distinguishing between perceptual and motor simulation) were examined to evaluate the trainings’ effectiveness. Compared to the control group, children who had received the mental simulation training showed improved performance on general reading comprehension (in Grade 3) and scored higher on reading motivation (in Grades 3 and 4). There were no performance differences between groups on the mental simulation measures. These findings indicate that it is beneficial for children to encourage and teach them to connect their sensorimotor experiences to the text they are reading. 相似文献
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Alina Eugenia Iancu Andrei Rusu Cristina Măroiu Roxana Păcurar Laurențiu P. Maricuțoiu 《Educational Psychology Review》2018,30(2):373-396
We conducted a meta-analysis to investigate the effectiveness of interventions aimed at reducing teacher burnout. Online and reference list searches yielded 513 unique results, and the final sample contains 23 controlled trials (19 journal articles and 4 unpublished dissertations). More than two thirds of the studies had optimal quality, and the risk of bias was not related to the overall effectiveness of the interventions. The overall effects were small, but statistically significant (d = 0.18, SE = 0.05, Z = 3.26, p < 0.001, k = 23). Separate analyses on each burnout component showed similar intervention effects on emotional exhaustion and personal accomplishment, but almost null effects on depersonalization (d = 0.03, SE = 0.06, Z = 0.53, p > 0.05, k = 11). Additional moderator analyses suggested that mindfulness interventions had significant effects on exhaustion and personal accomplishment. Interventions on primary and middle school teachers reported effect sizes below the average effect. Similar to previous findings, interventions that lasted less than 1 month had the smallest levels of efficacy. 相似文献
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Anita M.-Y. Wong Connie S.-H. Ho Terry K.-F. Au Catherine McBride Ashley K.-H. Ng Lesley P.-W. Yip Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361
This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia. 相似文献