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1.
《Scientific Studies of Reading》2013,17(4):359-387
In 2 studies, we compared the effectiveness of 4 different methods for acquiring initial reading vocabulary. Training emphasized similarity of word beginnings (onset plus vowel), similarity of word endings (rimes), phoneme segmentation and blending, or simple repetition of whole words. These 4 training regimes were compared with a control group given only regular classroom instruction. Beginning nonreaders acquired the trained words fastest in the onset and rime conditions, and most slowly in the whole word condition. Retention was excellent after 1 week and after 4 to 6 months, with no differences due to method of acquisition when only children who met the learning criterion were considered. Generalization to reading new words and nonwords was 40% to 50% on the first encounter for all children who acquired the entire word set during learning. In Experiment 2, the same pattern of results was obtained for delayed readers in Grade 2. 相似文献
2.
PHAST (for Phonological and Strategy Training) is a research-based remedial reading program that attempts to capitalize upon current research on reading disabilities and their remediation. The focus of the program is on the primary obstacles to word identification learning and independent decoding that most disabled readers face and the steps necessary to help these children achieve independent reading skills. A framework of phonologically based remediation was used as a foundation upon which a set of flexible and effective word identification strategies were scaffolded in an integrated developmental sequence. The program uses a combination of direct instruction and dialogue-based metacognitive training, with the pedagogical emphasis shifting from an initial direct instruction, remedial focus to increasingly metacognitive-strategy-based methods. A continuum of intervention over 70 hours provides both (a) remediation of the basic phonological awareness and letter-sound-learning deficits of disabled readers and (b) specific training of five word identification strategies that offer different approaches to the decoding of unfamiliar words and exposure to different levels of subsyllabic segmentation. Explicit instruction in the application and monitoring of multiple word identification strategies and their application to text-reading activities continues throughout the PHAST Program. PHAST training provides the disabled reader with the opportunity to become a flexible reader who approaches new words in or out of context with multiple strategies and has the ability to evaluate the success of their application. The PHAST Program was developed following the controlled evaluation of its components in laboratory classroom settings and recent positive results from their sequential combination. PHAST represents a new integrated approach to programming in this area using instructional components that have already demonstrated their efficacy with children with severe reading disabilities. 相似文献
3.
A closer look at split visual attention in system- and self-paced instruction in multimedia learning
Two experiments examined visual attention distribution in learning from text and pictures. Participants watched a 16-step multimedia instruction on the formation of lightning. In Experiment 1 (N = 90) the instruction was system-paced (fast, medium, slow pace), while it was self-paced in Experiment 2 (N = 31). In both experiments the text modality was varied (written, spoken). During learning, the participants’ eye movements were recorded. Results from both experiments revealed that learners spent more time studying the visualizations with spoken text than those with written text. In written text conditions learners consistently started reading before alternating between text and visualization; moreover, they spent more time reading the text than inspecting the visualizations. While in Experiment 1 additional time that was made available in conditions with a slow or medium instruction pace was spent inspecting visualizations, in Experiment 2 longer learning times resulted from reading the text more intensively. With respect to learning outcomes (retention, transfer, and visual memory) Experiment 1 revealed an effect of text modality for visual memory only. In Experiment 2 no modality effects were found. Instruction pace was hardly related to learning outcomes. Overall, the results confirm prior findings suggesting that the distribution of visual attention in multimedia learning is largely guided by the text. 相似文献
4.
借鉴西方显性学习策略训练模式,采用书面问卷、策略教学及阅读测试等调查方法,对以策略训练为基础的阅读教学的影响进行探讨和研究。结果表明:系统地接受显性策略训练的学生在阅读成绩方面明显优于对照组;以策略为基础的阅读教学增强了学生的策略使用意识;通过对成功和非成功阅读者的比较,发现策略的运用与阅读水平的提高间有显著相关性。问卷调查显示,学生对策略训练普遍持认同态度,说明这类策略训练活动应用于大学外语课堂阅读教学是可行的、有效的。 相似文献
5.
Calhoon MB 《Journal of learning disabilities》2005,38(5):424-433
The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. 相似文献
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7.
《Contemporary educational psychology》1998,23(1):1-21
Five experiments were conducted to examine the effects of cognitive load management using explanatory notes in reading passages for readers with different levels of expertise. Experiment 1 found that explanatory notes improved 5th-grade, first-language learners' comprehension (high-level processing) but not vocabulary learning (low-level processing). Experiment 2 found that vocabulary definitions integrated within a passage (integrated format) enhanced 5th graders' comprehension compared to a separate vocabulary list (separated format) but reduced vocabulary learning. Experiment 3, using adult readers, found that an integrated format reduced comprehension but enhanced vocabulary learning. Experiment 4 used low-ability 8th-grade learners of English as a second language (ESL) and found an effect similar to the 5th graders in Experiment 2. Experiment 5 showed that the effect for high-ability ESL learners was similar to the adults in Experiment 3. We argue that the efficiency of instruction depends on the extent to which it imposes an extraneous cognitive load. The same presentation format may facilitate performance or interfere with performance either through split-attention or redundancy effects, depending on learners' expertise. 相似文献
8.
This paper describes an applied training study which investigated the differential effects of two instructional methods on the reading performance of primary school children with reading difficulties. Sixty five children aged 7-10 participated. Twenty five children were assigned to each of two experimental groups: direct instruction in phonological awareness and the alphabetic principle, or the same direct instruction in phonological awareness in conjunction with training in specific metalinguistic concepts and metacognitive strategies. Fifteen children were selected as controls. Reading performance from baseline was measured within a pretest, posttest, and delayed posttest experimental design. Data and results are presented on 60 children owing to attrition. Results showed that direct instruction in phonological awareness improved the reading performance of children with reading difficulties over time. However, direct instruction in phonological awareness in conjunction with explicit training in specific metalinguistic concepts and metacognitive strategies was more advantageous overall. 相似文献
9.
ABSTRACT This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group. 相似文献
10.
培养高效的英语阅读课教师是应对学生英语阅读成绩下降的根本所在。国际阅读协会的多项研究显示,高效的英语阅读课教师必须具备六个基本要素,即研究和理论基础、词汇层面的教学策略、语篇层面的理解策略、阅读和写作的联接、教学方法和教学材料以及教学评价。要把握这六个基本要素,新教师必须和他们的培训者一起做出努力。 相似文献
11.
Ruth Jacobson Tasch 《Journal of Experimental Education》2013,81(4):319-361
The relationships among attributional beliefs, self-perception of competence, knowledge, and reported use of learning and reading strategies and reading achievement were investigated. Subjects included 104 Grade 5, 133 Grade 7, and 101 Grade 9 students with and without learning difficulties. Results provided empirical support for a close relationship between motivation and strategic learning proposed in recent metacognitive theories. Although the motivation variables had a more important role than strategic learning in explaining achievement variance in the younger grades, strategic learning was found to mediate between the effects of motivation on reading achievement in Grade 9. Further, a pattern of learned helplessness was observed among the poor learners in the study. Implications of these findings for instruction are discussed. 相似文献
12.
文辉 《成都教育学院学报》2008,22(8):111-114
图式阅读理论认为,阅读过程是读者的知识与读物中的信息相互作用的过程,也是在已知信息与新信息之间建立联系的过程。对于高中英语教学来说,阅读教学既是难点又是侧重点。文章以《普通高中英语课程标准》为指针,以图式理论为工具,针对目前高中英语阅读教学中普遍存在的主要问题,探索一些改进高中英语阅读教学的相应教学策略：增加背景知识介绍,激活旧图式;重视课文结构与提纲,组织新图式;采用交互式语篇阅读教学法;加强对学生阅读学习策略的训练;等等。 相似文献
13.
The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal teaching), pairs, or instructor-guided small groups. At both the post- and follow-up test the intervention students attained higher scores on an experimenter-developed task of reading comprehension and strategy use than the control students who received traditional instruction. Furthermore, students who practiced reciprocal teaching in small groups outperformed students in instructor-guided and traditional instruction groups on a standardized reading comprehension test. 相似文献
14.
Fostering Self‐Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research 
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下载免费PDF全文 Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self‐regulated learning components. A systematic search yielded 18 studies from nine research journals that met specified inclusion criteria. Studies were evaluated for methodological quality and to identify types of instructional and self‐regulation components within interventions. Large effect sizes were found immediately after instruction and after a time delay, suggesting that instruction in reading comprehension strategies that contain self‐regulation components may have a long lasting impact on student performance. Implications for research and practice are discussed. 相似文献
15.
In this study, the utility of a MAthematics Strategy Training for Educational Remediation (MASTER) program, (Van Luit, Kaskens, & Van der Krol, 1993) was examined. The effectiveness of the program, designed to encourage strategy utilization with multiplication and division problems, was investigated for 84 students with poor mathematics skills, some of whom had learning disabilities (n = 42) and others with mild levels of mental retardation (n = 42). The results showed that the use of the self-instruction program resulted in significant improvement over the general instruction program. Furthermore, far transfer was found for the children with learning disabilities in the experimental group when they used effective problem-solving strategies on nontrained tasks. The results are consistent with previous findings suggesting the importance of self-instruction in mathematics training programs. 相似文献
16.
S J Kuder 《Journal of learning disabilities》1991,24(2):124-127
Direct instruction reading programs have been found to be a successful way to teach reading to many, but not all, students with learning disabilities. This study investigated whether reading improvement for students with learning disabilities receiving reading instruction through a direct instruction reading program might be related to their language abilities. The reading progress of 26 students (19 male, 7 female), 7 to 10 years old, was measured over 2 years. In addition, phonological and syntactic abilities were assessed. The results indicated that phonological ability was related to progress in word attack skills and that syntactic ability was related to improvement in comprehension skills. These results have implications for the reading instruction of students with learning disabilities. 相似文献
17.
Thirty learning-disabled and 30 normally achieving fourth-grade boys experienced failure on a problem-solving task, following which they received either tutor-assistance or self-instructional training to induce success in coping with failure, or a no-training condition. Training effects were assessed on a subsequent problem-solving task and a measure of continuing motivation. Tutor-assistance training was more effective than self-instructional training for decreasing the number of problems on which learning-disabled boys gave up prior to solution. Compared with their untrained controls, learning-disabled boys with tutor-assistance training gave up less often and solved more problems. Continuing motivation increased with learning-disabled boys who received tutor-assistance training and normally achieving boys without training. Untrained normal achievers attributed failure to adoption of specific task strategies, while untrained learning-disabled boys attributed failure to task difficulty. It was suggested that characteristics of learned helplessness were apparent in the impaired performance of the learning-disabled boys. Normal achievers appeared to have developed active and independent strategies for coping with failure. 相似文献
18.
Songyut Akkakoson 《Journal of Research in Reading》2013,36(4):422-450
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
19.
陈星达 《宁波职业技术学院学报》2006,10(4):102-104
操作技能的训练是职业技术教育中一种重要的学习过程,与认知学习相比,具有自身的特点。在学习科学的视野中,操作技能的训练根据不同的阶段,应该采用不同的教和学的策略,随时调控,才能取得较高的训练质量。 相似文献
20.
白桂香 《北京教育学院学报》2001,15(3):37-41
研究借鉴了加涅的教学设计原理 ,把小学生阅读 -习作能力图式同化训练的教学设计成由九个教学环节组成的一个反馈教学系统 ,把小学生自主阅读 -习作能力的习得和赖以产生的条件作为各环节教学设计的基础 ,把教学干预与学生主体参与结合起来。同时分析了儿童的自主学习过程。与传统的教学设计相比 ,本教学设计更符合现代认知学习论的要求和小学生不完全自主学习的特点 ,更有利于促进学生自主阅读 -习作能力的发展 相似文献