AILEM Programme: a long‐term intervention to promote literacy learning in low‐performing primary schools in Chile     

Malva Villalón Bravo Corresponding author  Margarita Silva  Tonia Razmilic  Stanley L. Swartz 《Early Years: An International Journal of Research and Development》2005,25(2):97-111

After one year of implementation, this paper describes a programme designed to support literacy learning in low performing schools from poor sectors in Santiago, Chile. School‐based intensive training on theory and practice of a literacy learning framework for classroom instruction and long‐term support were used to impact the achievement of students from disadvantaged families in 16 kindergarten classrooms and 16 1st‐grade classrooms in nine primary schools. Preliminary results showed an improvement in learning achievement positively related to level of implementation of the literacy instruction framework in the classrooms and teachers' perception of an improvement in their knowledge and classroom practices. Although findings from this study cannot support definite conclusions, because of the lack of experimental conditions, they provide relevant information for future experimental studies on how to meet the literacy learning needs of children from disadvantaged backgrounds.  相似文献   

The comparative ethnography of educational projects: youth and adult literacy programmes in Brazil     

Lesley Bartlett 《Compare》2007,37(2):151-166

This article elaborates the concept of educational projects, a term that signifies consistent constellations of institutions, financial resources, social actors, ideologies, theories of knowledge and attendant pedagogies that shape local cultural practices of schooling. The article demonstrates the utility of the concept of educational projects for comparative and international educational studies by examining competing educational projects in Brazilian literacy programmes for youth and adults. In conclusion, the article argues that the concept of educational projects provides a theoretically rich comparative tool for the field of comparative and international education.  相似文献   

Levels of phonological awareness in preliterate and literate Spanish-speaking children     

Edurne?GoikoetxeaEmail author 《Reading and writing》2005,18(1):51-79

Evidence of phonological awareness levels usually comes from English-speaking children. The evidence in Spanish is scarce. The present study examined the phonological awareness of syllables, onsets–rimes, and phonemes, extending the Treiman and Zukowski (1991) results to preliterate and literate Spanish-speaking children. The sample comprised preschoolers, kindergarteners and first-graders. Children found syllables easier than onset–rime units, and onset–rime units easier than phoneme units (Experiments 1 and 2). Preliterate children found ending units easier than beginning units. However, literate children were best at initial linguistic units, particularly initial syllables. Results on the phonological awareness task and on the masked priming lexical decision task support that the phonological awareness development is sensitive to the orthographic units used by children from the time they begin to read (Experiment 3). For all children, initial continuant consonants were easier than stop consonants.  相似文献   

Exploring pre-service teachers’ literacy practices with children from diverse backgrounds: Implications for teacher educators     

Cynthia H. Brock  Dorothy K. Moore  Laura Parks 《Teaching and Teacher Education》2007

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Bilingual families as literacy eco‐systems     

Charmian Kenner 《Early Years: An International Journal of Research and Development》2005,25(3):283-298

Mainstream educators tend to assume that families should follow a school‐prescribed pathway, centred on parent‐child storyreading sessions, to help their children become literate and achieve educational success. The research discussed here focuses on case studies of bilingual families with six‐year‐old children growing up in London, and shows that they function in more diverse and complex ways, to achieve the goal of children learning to read and write in English and in Chinese, Arabic or Spanish as well. The skills of different family members (including parents, siblings and grandparents) are harnessed so that they complement each other to foster children's learning. Each family thus operates as a ‘literacy eco‐system’, which is dynamic and open to change. The paper concludes by recommending that early years educators find out more about the systems used by pupils’ families, in order to support the work that is already taking place at home.  相似文献   

新《高中化学课程标准》提高学生科学素养的理念     

张英锋  张永安 《教育学报》2004,(11):40-45

本文简单介绍了科学素养的内涵和构成要素 ,并结合新颁布的高中化学课程标准 ,简析化学教育教学提高学生科学素养的几个方面 ,并就激发学生学习化学兴趣和化学前景进行了简单描述  相似文献   

大学生媒介素养教育之教学策略设计   总被引：7，自引：0，他引：7  

王铟  李伟  庄榕霞 《现代教育技术》2006,16(2):22-25

教学策略的制定是任何学科教学设计的重要环节,对于新的教学内容——媒介素养教育来讲,也不例外。本研究通过实证调查,分析了大学生的媒介素养现状,媒介素养教育的特殊性。从教学设计的角度分析了国外的媒介素养教学策略,结合我国的实际情况提出了对大学生进行媒介素养教育的教学策略。  相似文献   

A cross-linguistic comparison of phonological awareness and word recognition     

Durgunoğlu  Aydı Yücesan  Öney  Banu 《Reading and writing》1999,11(4):281-299

Phonological awareness is one of the critical skills in the acquisition of reading in an alphabetic orthography. The development of phonological awareness was compared across Turkish and English-speaking kindergarten and first-grade children (n = 138). The Turkish-speakers were more proficient in both handling of the syllables and deleting final phonemes of words. These patterns were related to the characteristics of the respective spoken languages (such as the saliency of the syllable, familiarity of the nonword patterns, importance of onset or final phoneme deletion, importance of vowel harmony) and the development of phonological awareness was discussed as a function of the characteristics of spoken language, orthography and literacy instruction.  相似文献   

Developing phonological awareness and word recognition skills: A two-year intervention with low-income,inner-city children     

Blachman  Benita A.  Tangel  Darlene M.  Ball  Eileen Wynne  Black  Rochella  McGraw  Collen K. 《Reading and writing》1999,11(3):239-273

Low-income, inner-city children were involved in a two-year intervention delivered in the regular classroom by regular classroom teachers to develop phonological awareness and word recognition skills. For the treatment children, an 11-week phoneme awareness program in kindergarten was followed by a first grade reading program (extended to grade 2 for some children) that emphasized explicit, systematic instruction in the alphabetic code. Control children participated in the school district's regular basal reading program. Both groups participated in a phonetically-based spelling program mandated by the district. At the end of grade 1, treatment children (n = 66) significantly outperformed control children (n = 62) on measures of phonological awareness, letter name and letter sound knowledge, and three measures of word recognition, and reached marginal significance (0.056) on a fourth. They also significantly outperformed the control children on two measures of spelling. One year later, at the end of grade 2, the treatment children (n = 58) significantly outperformed the control children (n = 48) on all four measures of word recognition. For the groups as a whole, there were no differences on the one measure of spelling readministered at the end of grade 2. However, there were significant differences in spelling between the treatment (n = 16) and control children (n = 13) who remained in the bottom quartile of spellers at the end of grade 2 when partial credit was given for phonetically correct spelling, and significant differences in reading favoring these treatment children on all four measures of word recognition.  相似文献   

Average vs. distributional effects: Evidence from an experiment in Rwanda     

《International Journal of Educational Development》2020

Programs and policies in education overwhelmingly focus on improving the average academic achievement for students. However, educational interventions focused on literacy improvement can impact readers at different levels of the reading score distribution differently, and the distributional differences may be more pronounced by sex. In this paper, I explore data from a field experiment in a district in Rwanda that was intended to make classroom reading pedagogy more effective and engage students, families, and communities in reading activities outside of school to improve students’ reading outcomes.I study the distributional effects of the intervention on students on two higher-order reading outcomes – Kinyarwanda fluency and Kinyarwanda text comprehension, measured for students who met a basic literacy threshold. I find that a) the set of interventions had a positive and significant, albeit modest effect on students at or above the 25th percentile of the reading distributions b) the program had positive and significant effects on reading outcomes for girls only, and these effects differed along the reading achievement distribution. This work underscores the importance of tailoring programs and policies to the needs of different types of learners.  相似文献