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首页> 外文期刊>Reading & Writing Quarterly >Scripted and Non-Scripted Reading Instructional Models: Effects on the Phonics and Reading Achievement of First-Grade Struggling Readers
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Scripted and Non-Scripted Reading Instructional Models: Effects on the Phonics and Reading Achievement of First-Grade Struggling Readers

机译：脚本化和非脚本化阅读教学模型：对一年级苦读者的语音和阅读成绩的影响

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摘要

In this study, we examined 56 first-grade struggling readers' phonics and reading achievement in classrooms served by SRA Reading Mastery, a scripted model of early reading instruction against the achievement of 52 first-grade struggling readers in classrooms served by one of four other, non-scripted reading models. We also studied the instructional activities, texts used, how time was spent, and how closely instruction matched the intention of the models. Findings revealed no significant difference among the mean phonics scores after one year and among the mean reading scores after two years across models. Instructional patterns were mostly consistent in the scripted model and more eclectic, but with clear patterns, in the non-scripted models. Findings may have resulted from a lack of consistency between instruction and children's developmental levels as well as implementation differences across all models.
机译：在这项研究中，我们研究了SRA Reading Mastery提供的56名一班苦读读者的语音和阅读成绩，这是一种针对早期阅读指导的脚本化模型，与52名一班苦读的读者在其他四个班级之一服务的课堂中取得的成绩无关，非脚本阅读模式。我们还研究了教学活动，使用的文本，如何花费时间以及教学与模型意图的匹配程度。调查结果显示，跨模型，一年后的平均语音得分与两年后的平均阅读得分之间无显着差异。教学模式在脚本模型中大部分是一致的，折衷的在非脚本模型中则是清晰的。这些发现可能是由于教学与儿童发展水平之间缺乏一致性以及所有模型的实施差异所致。

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