首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.  相似文献   

2.
This study investigated the effects of a 12-week language-enriched phonological awareness instruction on 76 Hong Kong young children who were learning English as a second language. The children were assigned randomly to receive the instruction on phonological awareness skills embedded in vocabulary learning activities or comparison instruction which consisted of vocabulary learning and writing tasks but no direct instruction in phonological awareness skills. They were tested on receptive and expressive vocabulary, phonological awareness at the syllable, rhyme and phoneme levels, reading, and spelling in English before and after the program implementation. The results indicated that children who received the phonological awareness instruction performed significantly better than the comparison group on English word reading, spelling, phonological awareness at all levels and expressive vocabulary on the posttest when age, general intelligence and the pretest scores were controlled statistically. The findings suggest that phonological awareness instruction embedded in vocabulary learning activities might be beneficial to kindergarteners learning English as a second language.  相似文献   

3.
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group’s pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors’ Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.  相似文献   

4.
This article explores the effectiveness of a computer-based spatial learning strategy approach for improving reading comprehension and writing. In reading comprehension, students received scaffolded practice in translating passages into graphic organizers. In writing, students received scaffolded practice in planning to write by filling in graphic organizers and in translating them into passages. Based on a cluster-randomized sampling process, 2,468 students distributed in 12 schools and 69 classrooms participated in the study. Schools were randomly assigned to the computer-based instruction (CBI) group or traditional instruction (TI) group. Teachers assigned to the CBI treatment integrated the applications into the language arts curriculum during one school semester. A standardized test was used to measure reading comprehension and writing. The data were analyzed through a statistical multilevel model. The findings showed that students in the CBI group improved their reading and writing skills significantly more than students under TI—yielding an effect size d = 0.30.  相似文献   

5.
A total of 46 children in Grades 2 and 3 with low word-level skills were randomly assigned to 1 of 2 groups that received supplemental phonics-based reading instruction. One group received intervention October through March (21.5 hours), and one group served as a control from October through March and later received intervention March through May (17.5 hours). Paraeducators trained in a standard treatment protocol provided individual instruction for 30 min per day, 4 days per week. At the March posttest, the early treatment (ET; n = 23) group outperformed the controls (late treatment, LT; n = 20) on reading accuracy and passage fluency. Across both groups, second graders outperformed third graders on these same measures. At the 3-month follow-up, the ET group showed no evidence of decline in reading accuracy, passage fluency, or words spelled; however, 3rd-grade ET students had significantly higher spelling skills compared to 2nd graders. The LT group demonstrated significant growth during their intervention in reading accuracy and spelling, but not passage fluency. When we compared the ET and LT groups on their gains per instructional hour, we found that the ET group made significantly greater gains than the LT group across all 3 measures. The results support the value of paraeducator-supplemented reading instruction for students below grade level in word identification and reading fluency.  相似文献   

6.
Three studies were conducted at the middle and high school levels to assess the effectiveness of triarchically based instruction and assessment—which emphasizes analytical, creative, and practical thinking and learning skills as well as memory-oriented skills—to conventional instruction and assessment. Interventions emphasized reading in the context of instruction in language arts, math, physical sciences, social sciences, history, foreign languages, and the arts. There were 809 fifth-grade students in Study 1, 62 middle school students in Study 2, and 432 high school students in Study 3. Almost all students were from relatively lower socioeconomic status (SES) backgrounds, and they were highly diverse in terms of ethnic background. In all studies, triarchic instruction was more effective than conventional instruction in improving student reading achievement.  相似文献   

7.
This study investigated the effectiveness of a multicomponent reading intervention implemented with middle school students with severe reading difficulties, all of whom had received remedial and/or special education for several years with minimal response to intervention. Participants were 38 students in grades 6-8 who had severe deficits in word reading, reading fluency, and reading comprehension. Most were Spanish-speaking English language learners (ELLs) with identified disabilities. Nearly all demonstrated severely limited oral vocabularies in English and, for ELLs, in both English and Spanish. Students were randomly assigned to receive the research intervention (n = 20) or typical instruction provided in their school's remedial reading or special education classes (n = 18). Students in the treatment group received daily explicit and systematic small-group intervention for 40 minutes over 13 weeks, consisting of a modified version of a phonics-based remedial program augmented with English as a Second Language practices and instruction in vocabulary, fluency, and comprehension strategies. Results indicated that treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students who received the school's typical instruction and that neither group demonstrated significant growth over the course of the study. Significant correlations were found between scores on teachers' ratings of students' social skills and problem behaviors and posttest decoding and spelling scores, and between English oral vocabulary scores and scores in word identification and comprehension. The researchers hypothesize that middle school students with the most severe reading difficulties, particularly those who are ELLs and those with limited oral vocabularies, may require intervention of considerably greater intensity than that provided in this study. Further research directly addressing features of effective remediation for these students is needed.  相似文献   

8.
Critical thinking (CT) and English literacy are two essential 21st century competencies that are a priority for teaching and learning in an increasingly digital learning environment. Taking advantage of innovations in educational technology, this study empirically investigates the effectiveness of CT‐infused adaptive English literacy instruction using a Moodle system. A one‐group pretest–posttest design was employed to evaluate the effect of the treatment on students' acquisition of CT skills (CTS) and English literacy. A total of 83 students enrolled in two sections of a general studies course at a large university in Taiwan participated in the semester‐long experiment. Adaptive learning was achieved through the use of an online Moodle system for (1) online grouping (based on pretest English literacy scores), (2) delivery of specifically designed adaptive learning materials for each group and (3) provision of individualised feedback. CT‐infused language activities based on social constructivist principles were designed for each level of adaptive instruction, whereas direct instruction for fostering CTS was provided in class and practiced or reflected upon in groups. Empirical results demonstrate that CT‐enhanced adaptive English literacy instruction simultaneously improved students' CTS and English literacy and that students' online discussions developed towards higher levels of interaction. This paper illustrates an effective blended learning model for adaptive instruction and offers recommendations for designing CT‐infused language learning activities that can successfully foster both CT and English literacy outcomes.  相似文献   

9.
Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.  相似文献   

10.
This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and effect size analyses indicated that students from all subgroups demonstrated substantial gains on weather concepts, students from the low prior conceptual knowledge group demonstrated greater gains in conceptual knowledge than subgroups with more prior knowledge; and these gains remained stable 3 weeks after the instruction ceased. However, students from the low language proficiency group showed the least gains in conceptual knowledge. Students’ prior knowledge and reading ability were found to be positively and significantly associated to conceptual development. Recent perspectives on the role of language in science education and suggestions that support learning during instruction are briefly described.  相似文献   

11.
This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content.  相似文献   

12.
This study investigates the relationship between strategic reading instruction, the process of learning second language‐based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16 weeks, 82 students were taught using a strategies‐based approach (experimental cohort), whereas another 82 students were taught using a traditional, teacher‐centred approach (control cohort). A pre‐test/post‐test research design was employed, and a portfolio approach was used to investigate the experimental cohort students' process of learning reading strategies. The results showed that the experimental cohort outperformed the control cohort in the post‐course standardised English test. The higher‐level reading proficiency learners in the experimental cohort were also found to be better than their low‐level peers at learning to use second language‐based reading strategies effectively. Implications are discussed for alternative instructional practice of reading in English as a foreign language (EFL).  相似文献   

13.
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group. All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension, word recognition, and pseudoword reading. Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction, significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group.  相似文献   

14.
The current study examines the effects of digital scaffolding on the English literacy of fourth- and sixth-grade students. A total of 1085 native English-speaking and language minority students from 25 treatment classes and 20 control classes across three school districts participated in this study for one school year. Treatment students read their English language arts and social studies text in visual-syntactic text format (VSTF) on their laptops and control students read the regular block format of the textbook either on their laptops or in print. Observations and interviews revealed that VSTF reading facilitated instruction processes and student learning in reading activities. The results of California Standard Tests (CST) before and after the treatment revealed that sixth-graders who received syntactic scaffolding outperformed control students on the composite CST score. In particular, reading in VSTF benefited the treatment students in three CST sub-categories: word analysis, written conventions and writing strategies. This study suggests that future research should investigate instructional strategies that support reading and writing development of adolescents, including at-risk students, using syntactic scaffolding.  相似文献   

15.
大学英语阅读技巧探析   总被引：1，自引：0，他引：1  
“阅读”是外语学习者必须掌握的基本技能,是外语学习中获得信息的一种手段。为提高学生的阅读能力,学生有必要养成良好的英语阅读习惯,掌握尽可能多,尽可能实用的阅读技巧。  相似文献   

16.
本研究旨在探讨背诵对提高医学生英语水平的作用。两个平行班（试验班和对照班）接受同一教师相同的授课内容和课时数量,但是试验班增加了16周的背诵练习和背诵考试,试验后的英语水平测试结果（t test）表明背诵对于提高医学生在听力、词汇和写作方面的成绩有积极的作用。  相似文献   

17.
This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.  相似文献   

18.
The purpose of this study was to test the effects of a comprehensive writing program for students with and without learning disabilities (LD) in inclusive general education classrooms. The program incorporated research‐based components including instruction in a prewriting planning strategy, narrative text structure, writing strategies, and the process approach to writing. The study was conducted in five fifth‐grade inclusive classrooms with 113 students (including 14 students with LD). A quasi‐experimental comparison‐group design was utilized, whereby three intact experimental classes received the writing intervention, and two intact comparison classes received traditional writing instruction. Measures included several writing indicators as well as state writing competency test scores. Results indicated that the students with and without LD in the experimental group made significant gains from pretest to posttest on several writing measures. Although students in the comparison group made some gains, the gains were related to fewer measures than the measures associated with experimental‐group gains, and the effect sizes were smaller.  相似文献   

19.
This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First grade students who used the software during the study period experienced significantly greater gains than control group students on all four measures of reading ability. Second grade students in the treatment group experienced greater gains than control group students on the nonsense word and phoneme segmentation measures. These results indicate that adaptive English reading software has a place in an EFL education system, especially among young students with complex linguistic backgrounds. Adaptive programs like WERP may produce better EFL results than non-adaptive programs because they are able to adjust based in part on a student’s linguistic proficiency.  相似文献   

20.
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号