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 31 毫秒
1.
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores.  相似文献   

2.
ABSTRACT

Deep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension—academic language, perspective taking, and complex reasoning—predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014 O'Reilly T., Weeks, J., Sabatini, J., Halderman, L., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measure. Educational Psychology Review, 26, 403–424. doi:10.1007/s10648-014-9269-z[Crossref], [Web of Science ®] , [Google Scholar]) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction.  相似文献   

3.
The global context of contemporary higher education demands international benchmarks. Quality assurance of teaching and learning would benefit from the insights gained from cross-cultural assessments. If cross-cultural assessments are used it is imperative that equivalence is assured, requiring attention to the technical standards used. In this paper we draw on our experiences implementing the Organisation for Economic Cooperation and Development’s Assessment of Higher Education Learning Outcomes (AHELO) Feasibility Study across 17 countries. We consider the key standards required in a number of core technical areas to achieve equivalence. We discuss how different elements were achieved in the AHELO Feasibility Study. These include the development of assessment materials for use across languages; selection and engagement of students; delivery of assessment materials and analysis of assessment data.  相似文献   

4.
  相似文献   

5.
ABSTRACT

This special issue of JREE features studies from three of the teams (Barnes, Stuebing, Fletcher, Barth, & Francis; Language and Reading Research Consortium, Arthur, & Davis; LaRusso et al.) supported by the Institute of Education Sciences—Reading for Understanding Research (RFU) Initiative. Each study examined the importance of comprehension-related variables (i.e., academic language, perspective taking, complex reasoning skill, suppression, and response to instructional dosage) in developing readers. In this commentary we apply Perfetti and Adlof's (2012) Perfetti, C. A., & Adlof, S. M. (2012). Reading comprehension: A conceptual framework from word meaning to text meaning. In J. Sabatini & E. Albro (Eds.), Assessing reading in the 21st century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: Rowman & Littlefield Education. [Google Scholar] concept of comprehension-related pressure points to help us assess whether the size of relation between the comprehension-related variables and reading comprehension skill are large enough to be of practical significance for assessment and intervention. In general, we conclude that none of the comprehension-related variables investigated in the special issue meet the criteria for inclusion as a pressure point. However, we caution that decontextualized assessments of potentially important comprehension-related skills applied as predictors to generic passage variance without concern for important reader-by-text interactions may result in underestimates of the importance of reader characteristics in certain texts.  相似文献   

6.
This experimental study examined the efficacy of a multicomponent reading intervention compared to a control condition on the reading comprehension of adolescent students with low reading comprehension (more than 1½ standard deviations below normative sample). Ninth‐grade students were randomly assigned to treatment (n = 25) and comparison (n = 19). Reading teachers provided instruction for 90‐min, five times every two weeks for approximately 80 sessions. Treatment effects for each outcome measure were estimated using repeated measure of analysis of covariance for measures of reading comprehension and fluency. Results indicate no statistically significant differences between treatment and comparison conditions. Repeated‐measures analyses of variance between students with lower and higher decoding skills indicated a statistically significant interaction between treatment condition and decoding ability on the WJ‐III PC and Bridge‐IT, with large effect sizes (ηp2 .16 and .12, respectively), indicating that treatment was differentially beneficial for students with higher decoding skills.  相似文献   

7.
Shared book reading is thought to have a positive impact on young children's language development, with shared reading interventions often run in an attempt to boost children's language skills. However, despite the volume of research in this area, a number of issues remain outstanding. The current meta-analysis explored whether shared reading interventions are equally effective (a) across a range of study designs; (b) across a range of different outcome variables; and (c) for children from different SES groups. It also explored the potentially moderating effects of intervention duration, child age, use of dialogic reading techniques, person delivering the intervention and mode of intervention delivery.Our results show that, while there is an effect of shared reading on language development, this effect is smaller than reported in previous meta-analyses (g‾ = 0.194, p = .002). They also show that this effect is moderated by the type of control group used and is negligible in studies with active control groups (g‾ = 0.028, p = .703). Finally, they show no significant effects of differences in outcome variable (ps ≥ .286), socio-economic status (p = .658), or any of our other potential moderators (ps ≥ .077), and non-significant effects for studies with follow-ups (g‾ = 0.139, p = .200). On the basis of these results, we make a number of recommendations for researchers and educators about the design and implementation of future shared reading interventions.  相似文献   

8.
The authors' purpose was to examine adolescents' reading motivation in relation to standardized assessments of reading comprehension and fluency. After a reading pretest, 60 ninth-grade students (M age = 14.9 years) were randomly assigned to two groups. Compared to those in the control condition, those administered brief oral feedback intended to improve motivation indicated an increased focus on mastery goals and greater perceived control during a reading posttest. No differences were found with regard to four other aspects of motivation. Students in the treatment condition, including struggling readers more specifically, did not score better on the posttest measures of reading comprehension or fluency. Hence, results failed to replicate Zentall and Lee's (2012 Zentall, S. S., &; Lee, J. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, ADHD, and typical comparisons: ‘Clever is and clever does’. Learning Disability Quarterly, 35, 248–259. doi:10.1177/0731948712438556[Crossref], [Web of Science ®] , [Google Scholar]) findings with younger readers. Findings are discussed with regard to the theoretical and practical implications for understanding reading motivation.  相似文献   

9.
The scope and consequences of functional illiteracy in industrialised countries are first examined in the French context and discussion is then focused on the assessment of reading skills. The paper divides forms of assessment into two categories: the global approach and the analytical approach. The global approach is characterised by assessment of reading competence through results obtained on reading tasks. Data are mainly obtained from classic psychometric measures and thus are liable to the same drawbacks as are encountered when these methods are used in other domains. The analytical approach is based on the identification of elementary skills and strategies implemented by the reader, as defined by underlying reading and the reader models which make more or less implicit reference to the reader's metalinguistic competence acquired primarily through the learning of grammar.

>Examples of studies using the global and analytical approaches are reviewed and suggestions put forward for further research.  相似文献   


10.
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   

11.
We used data from the 2014–2015 easyCBM assessment system to explore the applied reading intervention characteristics in a sample of 3,074 Grade 1 students (and 5,145 interventions) in school districts applying a multitiered systems of support (MTSS) framework. We describe the number of interventions, number of assessments, the intervention start dates, curricula, instructional strategies, tier, group size, frequency, dosage, total time, and quantitative intensity. We found variance across all instructional variables, with 156 curricula and 59 instructional strategies applied. Based on our data, a “typical” intervention was a Tier 2 intervention that began before October, was delivered for 30 minutes/day for 5 days/week in a group with three to five students, was changed once if at all, and student progress was most likely monitored with word reading fluency measures.  相似文献   

12.
In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999) Wolf, M. and Bowers, P. G. 1999. The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91: 415–438. [Crossref], [Web of Science ®] , [Google Scholar] dyslexia theory.  相似文献   

13.
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading, comprehension, and text reading. First-grade teachers (n = 21), with 4–5 students at risk for reading difficulties and potential reading disability were randomly assigned to treatment or typical practice comparison conditions. Significant group differences were detected on all measures of word reading, decoding, and fluency. Effect sizes were educationally important for all measures of word reading, decoding, and reading comprehension; however, effects on standardized measures were smaller than those in prior studies with similar students in which intervention was typically provided outside the regular classroom. An exploratory analysis indicated that students at different parts of the pretest and posttest distributions responded more and less positively to the intervention, providing insights that may help guide future revisions. The study provides preliminary evidence of the intervention's promise for positively impacting student outcomes.  相似文献   

14.
Abstract

This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including decoding, spelling, word recognition, fluency, and comprehension, or to a no-treatment control condition. Analyses of immediate posttests (end of first grade) indicated significant differences in measures of Decodable Word Fluency (effect size = .40) favoring the intervention group. Within the intervention group, tutor ratings of attention were significantly related to growth in Passage Reading Fluency and Spelling Fluency. Longitudinal assessments (end of second grade) indicated no significant differences by group. Analysis of responder status indicated that students defined as responders maintained gains to the end of second grade.  相似文献   

15.
Mathematical competencies are important not only for academic achievement at school but also for professional success later in life. Although we know a lot about the impact of “Home Literacy Environment” on the development of early linguistic competencies, research on “Home Numeracy Environment” (HNE) and the assessment of its influence on the development of mathematical abilities is in its infancy. We still lack studies analysing this relationship and simultaneously controlling for other variables concerning the individual and the environment. Thus, in this article, we focussed on the development of mathematical competencies in a sample of 609 German children from the end of kindergarten until the end of Grade 1. In particular, we were interested in the role HNE plays in regard to this development while controlling for age, sex, intelligence, rapid naming, number span, linguistic competencies, kindergarten attendance and socioeconomic status. Moreover, HNE was compared between families with or without a history of mathematical disability. HNE was not only an important predictor of mathematical abilities at the end of kindergarten, but it also influenced the further development of mathematical competencies above and beyond its initial impact. Families with a history of dyscalculia provided a more unfavourable HNE than families with no such problems. Results are shown in a structural equation model, which highlights the importance of HNE. The findings indicate that those involved in policy and intervention should focus more on the learning environments in families to improve children's achievement.  相似文献   

16.
Becky Parry 《Education 3-13》2016,44(3):325-338
This paper challenges the reductive notion of children as ‘efferent'11 A term used by Rosenblatt (1938 Rosenblatt, L. 1938. Literature as Exploration. New York: Appleton-Century. [Google Scholar]) to critique the teaching of reading which involved students in ‘taking away’ a particular meaning. readers who learn to decode written language in order to ‘take away’ knowledge. This anachronistic idea has become entrenched in current UK curriculum and education policy. However, it is well established that decoding letters and sounds is only one aspect of reading, that reading is cultural and that learning to read, not only words but also images and sounds, develops children's comprehension and criticality. With this in mind, I seek to share a process through which children and young people were able to develop as readers with a particular focus on the reading of media texts. I present an account of media education activity which focused on the way children read media texts, in the classroom. I suggest that with appropriate pedagogic and conceptual tools children develop as critical, cultural and collaborative readers of words, images, sounds and texts and thereby of the world.  相似文献   

17.
ABSTRACT

The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, & Clarke, 2011 Gause, M., Fien, H., Baker, S. K., & Clarke, B. (2011). Project NumberShire I: A game-based integrated learning and assessment system to target whole number concepts. (Subcontract with Thought Cycle, U.S. Department of Education, Institute of Education Sciences, Small Business Innovation Research Program, 2011–2013, Funding Number: EDIES11C0026, $1,049,954). [Google Scholar]) as a digitally based technology tool to allow educators to intervene early and strategically with students struggling to learn mathematics. This study used a randomized controlled trial design to test the promise of the NS1 intervention. In total, 250 first-grade students were randomly assigned within classrooms to the treatment condition or a control condition. Results indicate significant effects favoring the treatment group on proximal measures of whole-number concepts and skills. Intervention effects were not statistically significant for distal outcome measures. Treatment effects were not moderated by special education or English learner status; however, the condition by initial skill level interaction approached significance. Additionally, there was no relationship between dosage variables and students' response to the intervention. Limitations and future directions for research are discussed.  相似文献   

18.
This study moves beyond previous investigations to examine whether an educational intervention combining shared book reading with a vocabulary game increases children's vocabulary knowledge. Four‐year‐olds (N = 44) were randomly assigned to dyads in either an intervention (shared book reading plus vocabulary review game) or comparison condition (shared book reading, after‐reading vocabulary review, and game that did not teach vocabulary). After two 30‐min sessions, results demonstrated that the intervention condition outperformed the comparison condition on measures of receptive and expressive knowledge of taught vocabulary words. Children in the intervention group who scored the lowest at pretest on the receptive measure saw the most gains in taught word knowledge. Findings suggest that combining vocabulary gameplay with shared book reading improved children's learning of the vocabulary words in comparison to a comparison group.  相似文献   

19.
Abstract

This meta-analysis systematically reviewed the most up-to-date literature to determine the effectiveness of reading interventions on measures of word and pseudoword reading, reading comprehension, and passage fluency, and to determine the role intervention and study variables play in moderating the impacts for students at risk for reading difficulties in Grades 1–3. We used random-effects meta-regression models with robust variance estimates to summarize overall effects and to explore potential moderator effects. Results from a total of 33 rigorous experimental and quasi-experimental studies conducted between 2002 and 2017 that met WWC evidence standards revealed a significant positive effect for reading interventions on reading outcomes, with a mean effect size of 0.39 (SE = .04, p < .001, 95% CI [0.32, 0.46]). Moderator analyses demonstrated that mean effects varied across outcome domains and areas of instruction.  相似文献   

20.
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   

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