共查询到20条相似文献，搜索用时 62 毫秒
1.
C. A. Atherley 《Educational studies》1989,15(2):145-153
A 12‐week peer tutoring reading programme named ‘Shared Reading’ was conducted with a class of SPA primary school children. Significant reading gains were shown by the class at the end of the experimental period when compared to a matched control group. The gains were not maintained when the children reverted back to individual silent reading. Before the programme the children had exhibited poor reading behaviours—whilst the class had a splintered social structure. During the programme the level of on‐task reading behaviours rose considerably and more positive social behaviours were noted in the class with more friendliness, cohesion and co‐operation between the children. The belief that the gains of the children informally acting as ‘tutors’ would be adversely affected by them helping their less able peers was not supported since the ‘tutors’ made more reading gain than the Hutees’. It is concluded that peer tutoring is an under‐used teaching strategy which, if used appropriately, can be a valuable and enjoyable one for teachers and pupils. 相似文献
2.
This paper investigates whether mothers’ participation in post‐compulsory education impacts on children’s relative inequalities across four developmental outcomes. The empirical analysis uses information from children born in 1958 in Britain. Mothers of the 1958 British cohort were affected by the 1947 school leaving age reform, which increased the age of compulsory schooling from 14 to 15 years. We selected the first‐born cohort members whose mothers were born in 1933 and 1934 and whose mothers completed compulsory schooling only. We found that the additional year of maternal schooling was significantly associated with relative improvements in mathematics attainment for their children, but no significant differences for reading or behavioural outcomes. The impact on mathematics was mainly for boys. These results suggest wider dispersion in mathematics attainment between sons whose mothers benefited from the additional year of schooling in 1947 and those whose mothers did not. 相似文献
3.
The paper reports the results of a longitudinal case study conducted in Australia and New Zealand. The study compares the reading and comprehension age of children in their fifth and sixth years in school. Reading and comprehension ages of 121 children who had Reading Recovery intervention at age 6 were compared with those of a Comparison group of 121 children, drawn from the same classes who, at age 6 years, had been better performers in literacy. Reading and comprehension assessment was conducted with the use of the Neale Analysis of Reading and analysed by means of a t‐test. Results show that the mean reading age of ex‐Reading Recovery children was nearly 12 months superior to that of the Comparison group and that the mean comprehension age was nearly 13 months superior at very highly significant levels. The results strongly suggest that Reading Recovery tuition at age 6 years enabled the 121 ex‐Reading Recovery children to make greater progress in literacy than children in the Comparison group. 相似文献
4.
The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy. 相似文献
5.
Yola Center Louella Freeman Gregory Robertson 《International Journal of Disability, Development & Education》2001,48(2):207-232
A within-school study of the effects of two different early literacy instructional programs on the reading proficiency of Year 1 students was undertaken in three schools in New South Wales, Australia all of which used Reading Recovery. The first program under examination was a "meaning"-oriented program used by six Kindergarten and Year 1 classrooms in the three schools. The second program, a "code"-oriented one, was implemented in the same six Kindergarten and Year 1 classrooms one year later. The code-oriented program, known as Schoolwide Early Language and Literacy (SWELL), stresses the explicit instruction of phonological awareness and the alphabetic code in context. All students, including both regular and Reading Recovery students, in the six non-SWELL classrooms were tested on four early literacy measures at the end of Year 1 when they had completed two years of schooling (comparison group). At the end of the following year, all Year 1 students in the six SWELL classrooms were tested on the same early literacy measures, when they had completed two years of schooling (experimental group). Results indicated that all regular and Reading Recovery students in SWELL classes significantly outperformed their regular and Reading Recovery counterparts in non-SWELL classes on tests measuring pseudoword decoding, reading connected text, invented spelling, and a standardised reading measure at the end of Year 1. However, Reading Recovery students as a group, whether in SWELL or non-SWELL classes, did not reach the average level of their peers on any of the four literacy measures used. Implications for the most effective combination of whole-class and tutorial programs for children at-risk of literacy failure are considered in the discussion. 相似文献
6.
Reading Recovery is a school‐based preventive strategy designed to reduce the number of children with reading and writing difficulties. This study evaluated the implementation of Reading Recovery in 12 New Zealand schools. Target (Reading Recovery) and Comparison pairs of children were identified through the Reading Recovery procedures operated by each school. Results indicated that very few schools adhered closely to all recommended entry and discontinuation criteria. Results for Target and Comparison children's reading progress up to the time of discontinuation are highly consistent with results reported by Clay (1985), with clear gains in favour of Target children. However, these gains had reduced considerably by the time of follow‐up. Data suggest that programme gains were greatest for children entering the programme at the lowest reading levels. Outcomes are discussed in terms of the need for better articulation between Reading Recovery teachers and regular classroom teachers. 相似文献
7.
Jacqueline Lynch 《Journal of Research in Reading》2002,25(1):54-67
This study investigated the relationships among parents’ self‐efficacy beliefs, parents’ gender, children’s reader self‐perceptions, reading achievement and gender. This study consisted of 66 students, aged eight and nine, and 92 parents involved in a family literacy project for approximately one year. The study was conducted in a rural area of Eastern Canada. There were three instruments used in this study: a Questionnaire for Parents, a Reader Self‐Perception Scale (RSPS) (Henk & Melnick, 1995), and a standardised reading test (Test of Early Reading Ability‐2 – TERA‐2) (Reid, Hresko & Hammill, 1989). The Pearson‐Product‐Moment method and t‐tests were used to determine relationships in the data and to identify significant differences in scores on the instruments. Significant positive and negative relationships were found between mothers’ and fathers’ self‐efficacy beliefs and children’s reader self‐perceptions. Children’s self‐perceptions as readers significantly related to their reading achievement. Mothers had stronger beliefs than did fathers in their ability to help improve boys’ reading achievement. Significant differences favouring females were found in children’s reader self‐perceptions and their reading achievement. The findings of this study provide a basis for understanding factors related to young children’s reading achievement. 相似文献
8.
Young learners with severe visual impairments are restricted in many ways, and psychologists and special needs teachers require information about the nature and extent of the possible educationally handicapping effects. This article, written by Michael Tobin, Emeritus Professor of Special Education within the School of Education at the University of Birmingham, and Eileen Hill, a teacher at Queen Alexandra College, Birmingham, reports the use of a longitudinal approach to measure how reading development is affected in these children and to uncover the relationships with and among other cognitive factors. The 60 participants were part of a larger cohort of children registered as blind or partially sighted, their reading progress being monitored from seven to 12 years of age. While improving in all three skill areas as measured by the Neale Analysis of Reading Ability, there were significant deficits/lags in development as compared with the norms for their fully‐sighted age peers, especially in speed of reading. Even more disturbing was the finding that the deficits increased with age. Significant correlates of reading, changing in importance over time, were intelligence, visual efficiency, phonological awareness, vocabulary knowledge and short‐term memory. It is proposed that, if the educationally handicapping effects of the impairment are to be overcome, a formal, regular cycle of testing to monitor progress be instituted by specialist teachers and educational psychologists. together with the design, development and standardisation of a new reading assessment procedure; and that the professionals collaborate in the construction of programmes of continuing structured teaching to improve speed of reading throughout primary and early secondary schooling. 相似文献
9.
One argument for early intervention for reading difficulties is that it can sustainably improve children’s reading competence trajectory (the ‘inoculation model’), but there are virtually no studies on sustained effects at the end of compulsory schooling. This study reports on a 10-year follow-up of a widely used early literacy intervention, Reading Recovery. UK schools adopting Reading Recovery enrol selected teachers for a year’s training, after which they provide one-to-one tutoring and typically act as literacy advisors. In a quasi-experimental, intention to treat, design, 293 6-year-olds with reading difficulties in 42 London schools were assigned to Reading Recovery (RR), standard provision in Reading Recovery schools (RRS) or standard provision in comparison schools (CS). Children were traced at ages 14 (204) and 16 (271) and data collected from the National Pupil Database. At age 14 and 16, significantly fewer RR than CS pupils were officially identified as having special educational needs, a potential consequence of reading difficulties. Using multi-level modelling and controlling for baseline reading and Free School Meal status (an indicator of poverty), at age 16 the RR group significantly outperformed the CS group on academic qualifications (GCSEs) (d = 0.52). However, the RRS group also performed significantly better than the CS group (d = 0.37), consistent with the fact that standard provision for weaker readers in RR schools differed from that provided in CS. Thus, these results support the long-term effects of early intervention but raise questions about the importance of whole-school effects and systemic intervention. 相似文献
10.
This article examines how 31 triads of 6- to 10-year-old children from 3 cultural backgrounds organized their interactions while folding Origami figures. Triads of children whose families had immigrated to the United States from indigenous heritage regions of México (and whose mothers averaged only 7 grades of schooling) coordinated more often as an ensemble, whereas triads of European heritage U.S. children whose mothers had extensive schooling more often engaged dyadically or individually. When the European heritage children did engage as an ensemble, this often involved chatting rather than nonverbal conversation regarding folding, which was more common among the Mexican heritage children. Mexican heritage U.S. triads whose mothers had extensive schooling showed an intermediate pattern or resembled the European heritage children. 相似文献
11.
Abstract Fourteen residential childcare workers were trained to implement both a Practice Reading and the Pause, Prompt and Praise remedial reading procedures in school and cottage settings with 18 low‐progress readers of primary school age. Pause, Prompt and Praise procedures were introduced in each setting only if readers made insufficient progress with Practice Reading alone. Childcare workers displayed major change in their tutoring behaviour between baseline (untrained tutoring) conditions and trained tutoring conditions (Practice Reading or Pause, Prompt and Praise). Readers who received a six week programme of individual reading assistance made significant gains on standardised tests of reading accuracy and comprehension and made accelerated progress through graded book levels, while children in the comparison group did not. Results are discussed in terms of the interactive social contexts provided by the two procedures and of the opportunities for reciprocal gains in skill between readers and tutors with the Pause, Prompt and Praise procedures. 相似文献
12.
This longitudinal study examined the relationship between schooling, literacy development, and socioeconomic context, as reflected by a composite measure of socioeconomic status (SES). Reading, spelling, and phonological abilities were assessed from kindergarten to grade three in Canadian children in a school district with intensive literacy activities. In kindergarten, there were significant associations between SES and all the abilities assessed but these associations declined systematically to non‐significant levels by grade three. Risk and prevalence of reading failure also decreased with more schooling. The results suggest that the attenuation of the association between SES and literacy‐related skills, and the progressive reduction of the risk for reading failure, were positive outcomes associated with the literacy school program, especially in the early grades. 相似文献
13.
Training Parents and Teachers in Remedial Reading Procedures for Children with Learning Difficulties
The mothers and classroom teachers of four 11‐12‐year‐old low progress readers were trained in tutoring procedures that involved delaying attention to child reading errors, providing cues to help correct errors and praising specific reading strategies and achievements. A multiple baseline design across subjects was used to evaluate the effects of tutor training in both home and school settings. Baseline measures showed that one class teacher delayed attention to child errors and two teachers provided appropriate prompts, while the parents showed no occurrence of the tutoring behaviours. Following training, both teachers and parents applied the specific tutoring behaviours and these behaviours were shown to persist across a three to five week maintenance period during which the experimenter reduced training and feedback to tutors and at three one‐month follow‐up assessments. Pre‐tests showed the children to have reading age levels three to five years behind an expected level for their chronological age. Post‐tests showed the children to have an average gain in reading level of 28 months (range 24‐48 months). 相似文献
14.
Peter Hatcher 《Journal of Research in Reading》2000,23(1):67-77
The purpose of this paper is to determine whether predictor variables, selected from readability research and from teacher nomination, might be used to grade children’s early reading books. Two hundred Reading Recovery books were rated on five variables thought to represent ‘semantic’, ‘syntactic’ and ‘phonic’ features of text. The variables accounted for 83% of book level variance. In a cross‐validation exercise they were found to be stable and reliable. It is suggested that the data support the validity of the Reading Recovery book levels, and that the formula can be used by teachers to grade children’s early reading books. 相似文献
15.
This study explores the long‐term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre‐tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short and medium term both interventions significantly improved aspects of children's reading, Reading Recovery having a broader and more powerful effect. In the long‐term, 3½ years after intervention, there were no significant effects on reading overall, though Reading Recovery had a significant effect for a subgroup of children who were complete non‐readers at 6 years old. Phonological Training had a significant effect on spelling. The short and medium‐term effects demonstrate that it is possible substantially to reduce children's reading problems. The long‐term effects raise doubts about relying on early intervention alone. 相似文献
16.
Composite reading scores obtained from parents of 125 reading-disabled children and 125 matched control children who participated in the Colorado Family Reading Study were used to test the validity of self-reported reading problems. Parents who reported that they encountered serious difficulty learning to read had significantly lower reading scores than did those who reported no positive history of reading problems. Moreover, this difference was larger for parents of reading-disabled children than for those of controls. Thus, parental self-reports provide a valid index of reading problems. 相似文献
17.
Meryl‐Lynn Pluck 《教育心理学》1989,9(4):347-358
Reading Recovery is an early intervention programme for children having difficulties in reading after one year of instruction, developed by New Zealander Marie Clay. In 1988, the Reading Recovery programme was demonstrated for 11 weeks with four children in an infant school in Cumbria, United Kingdom. This article discusses matters concerning the implementation of this programme in settings other than the one for which it was designed. The mean and individual reading progress of the four tutored children is reported and compared with that of an untutored reference group and an average group in the class. The tutored group made by far the largest gains on all reading‐and writing‐ related measures, and in most cases improved their levels of knowledge and skill beyond those of the average group in the class. 相似文献
18.
《Australian Journal of Learning Difficulties》2013,18(2):24-31
Abstract This project examined the personal and the social basis of children's self‐concepts about reading. Study 1 [N= 55] was a correlational study. Results suggest a stronger personal than social basis for children's self‐concepts about reading. In particular, children made stronger comparisons among content areas than gender groups. Study 2 [N= 18] was an intervention study. The focus was on the personal basis of self‐concepts, for children with reading difficulties. Results showed that self‐concepts were responsive to the intervention, with associated change in task choices. Findings support a self‐categorization approach to understanding children's self‐concepts, and imply that this approach would be useful in motivating children about reading. Reading is regarded as integral to general living skills and is central to children's learning across many areas of schooling. This means that we need to understand more about the self‐concepts that motivate children to take up and persist with reading activities. H is a particularly pressing issue for children who experience difficulties with reading. This project therefore examined the personal and social basis of children's self‐concepts about reading. The focus was the salience of children's personal and social categorisations about reading that underpin reading self‐concepts and associated choices of reading tasks. 相似文献
19.
A follow-up of a representative sample of poor readers through secondary schooling confirmed persisting reading problems for most children. As a group, poor readers fell further behind a normal-reading comparison group during their early teens. Later reading progress was unrelated to gender, SES background, behavior problems or non-school attendance, though these factors did influence wider school attainments. Poor readers were more likely to leave school early, and had much depressed educational qualifications. There were no differences in the reading progress or academic attainments of specifically retarded (IQ-discrepant) and generally backward poor readers. 相似文献
20.
Early literacy interventions have demonstrated that pedagogically sound programmes can boost reading achievement for students who do not succeed in early literacy learning. However, there is less evidence as to what extent gains are maintained in subsequent years or the factors which may contribute to sustained progress. The research reported in this article employed a cross‐sectional design to investigate the achievement of students who had previously participated in Reading Recovery. Two to four years after successfully completing the intervention, students were assessed in reading and writing by using standardised assessment tools. Although 60% of students had retained parity in reading in comparison with their age cohort, 40% were markedly below the mean of the cohort and the national norm. Data from case study schools provide some initial suggestions for school implementation factors which affect continued success. Conclusions regarding the need to plan for sustainability of gains following early intervention are made. 相似文献