• 主题
高级搜索  >
历史搜索 清空历史
首页> 美国政府科技报告 >Beating the Odds in Teaching All Children to Read
【24h】

Beating the Odds in Teaching All Children to Read

机译：教育所有孩子阅读的几率

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

The authors used quantitative and descriptive methods to investigate school and classroom factors related to primary-grade reading achievement. Fourteen schools across the U.S. with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement in the primary grades. A combination of school and teacher factors, many of which were intertwined, was found to be important in the most effective schools. Statistically significant school factors included strong links to parents, systematic assessment of pupil progress, strong building communication, and a collaborative model for the delivery of reading instruction, including early reading interventions. Statistically significant teacher factors included time spent in small group instruction, time spent in independent reading, high pupil engagement, and strong home communication. More of the most accomplished teachers were frequently observed teaching word recognition by coaching as children were reading, in addition to providing explicit phonics instruction, than the least accomplished teachers and teachers in the moderately or least effective schools. Additionally, more of the most accomplished teachers and those in effective schools were frequently observed asking higher level questions after reading than their counterparts. In all of the most effective schools, reading was clearly a priority at both the building and classroom level.

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号