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1.
This article examines the author’s interactions with the teaching strategy known as Reciprocal Teaching, sometimes also called Reciprocal Reading, which involves students learning to read collaboratively in small groups. Reciprocal Teaching typically involves students teaching each other by following a rubric of activities that are aimed at primarily improving their comprehension skills. In brief, students read a text in a group and collectively try to understand it, using prescribed procedures. This article scrutinises the original research by Palincsar and Brown which created the strategy and questions some of its claims. While many other investigations into Reciprocal Teaching have aimed to prove or disprove its efficacy, this enquiry studies the discourses which inform the strategy, arguing that there are problems with its presentation in the original article which have affected subsequent representations of Reciprocal Teaching. The article shows how the author, an English teacher in a large secondary school, taught Reciprocal Teaching to teenagers for a year and argues that the presentation of Reciprocal Teaching he read in a well-regarded teaching handbook caused him to deploy Reciprocal Teaching problematically. It was only when he taught Reciprocal Teaching in a more imaginative fashion that he found greater success.  相似文献   

2.
In the present study, we investigated the degree to which children's inference generation ability generalises across different media and predicts narrative comprehension over and above basic language skills and vocabulary. To address both aims, we followed two cohorts of children aged 4 and 6 as they turned 6 and 8 years old, respectively. At each time point we assessed their inference and narrative comprehension skills using aural, televised and written stories. We also assessed their basic language skills and vocabulary. The findings demonstrated that children's inference generation skills were highly inter‐related across different media for both cohorts and at both time points. Also, children's inference generation had a significant contribution to children's narrative comprehension over and above basic language skills, vocabulary and media factors. The current set of findings has important theoretical and practical implications for early diagnosis and intervention in young children's high‐order comprehension skills.  相似文献   

3.
The present study investigates the validity of a 4‐point rating scale used to measure the level of preschool children's orientation to literacy during shared book reading. Validity was explored by (a) comparing the children's level of literacy orientation as measured with the Children's Orientation to Book Reading Rating Scale (COB) with a teacher's rating of a child's level of attention and effortful control on the Children's Behaviour Questionnaire (CBQ), and (b) computing the predictive validity of a child's COB rating with overall levels of emergent literacy at the end of the preschool school year. This study involved 46 preschool children from low‐income backgrounds; children's literacy orientation was rated during a group teacher‐led book reading. Children's ratings of literacy orientation during shared book reading using the global 4‐point COB scale were significantly correlated with teacher ratings of a child's attention and effortful control as measured on the CBQ. Hierarchical regression results indicated children's literacy orientation significantly predicted children's end‐of‐year alphabet knowledge and overall emergent reading skills above and beyond the variance contributed by children's language skills and family income. The validity of a global rating for indexing children's level of literacy orientation was supported. Educational implications and recommendations for the COB as a component of early literacy assessment are discussed.  相似文献   

4.
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5.
This case study explored how a teacher's questioning during guided reading scaffolded six children's understanding of reading. Observations and interview data conveyed that questioning statements and the teacher's involvement as a respondent prompted children's engagement and understanding of the text. Insufficient wait time and open questions with a closed intent seemed to stifle children's understanding of reading. Conclusions suggest teachers' relaxation of questioning to a conversational manner may enable guided reading to be an opportunity to develop children's comprehension on all levels.  相似文献   

6.
‘Academic blogging’ is a way of extending the primary classroom walls and enhancing learning through collaborative reflective responses to open-ended questions from prescribed text. Students learn from each other, develop critical literacy skills, voice their opinions and ask questions through blogging. This pedagogical approach broaches the areas of social media etiquette, cognitive dissonance, Information Communication Technologies, collaborative learning and utilises virtual conversations to deepen student's understanding of text. Through the methodology of Action Research with the spiral steps of; Plan, Act, Observe and Reflect an intervention strategy is devised to improve the critical literacy skills of Year 5 students in the comprehension skills of metacognition and reflection. A strategy was devised that involved the creation of a class blogosphere to share reflective insights on a class novel. While the children's results were positive using this intervention strategy the teacher's own learning as an educator and researcher is evident through this action research project.  相似文献   

7.
The study reported was part of a large thinking skills intervention for 11–12-year-old children. This paper focuses on the impact of a thinking skills intervention on children's understandings of intelligence. A total of 178 children (n = 86 girls and n = 92 boys) across six schools participated in the study. Children were individually pre-tested in the classroom using written tasks designed to tap concepts of intelligence (definitions, characteristics, causes of intelligence, and the stability of intelligence: entity versus incremental concepts) and a variety of thinking skills. Schools were allocated into one of three intervention conditions: control condition; individual condition; collaborative learning condition. Children in the individual and collaborative learning conditions participated in an 8-week thinking skills intervention. Children in the individual condition worked individually on tasks to apply the thinking skills whereas learners in the collaborative condition applied the thinking skills on tasks in groups of four. Following the thinking skills intervention all children were individually post-tested using the pre-test measures. The results showed that the intervention had an impact on children's understanding of intelligence. In particular, the collaborative learning intervention led to most improvement in concepts of intelligence. The results are discussed with reference to theories of intelligence concepts and thinking skills interventions.  相似文献   

8.
Research Findings: The current study's main aim was to implement a multifocused, community-based intervention for preventing conduct problems in preschool children. Our assumption was that the same intervention program could be delivered concomitantly as a universal prevention program for all children as well as an indicated prevention program for high-risk children selected after screening for social and emotional competencies development. We used a quasi-experimental design with a between-subjects variable (intervention vs. comparison) and a within-subjects variable (preintervention, postintervention, and 3-month follow-up). The efficacy of the intervention was assessed for high-risk children targeted by the indicated intervention as well as for moderate- and low-risk children, who received the universal intervention. Practice or Policy: First, our results demonstrate the capacity of classroom-based interventions, without added pull-out sessions, to generate significant changes in high-risk children's competencies as well as externalizing and internalizing problems. Second, similar results were found for the moderate-risk, but not the low-risk, group, and these data suggest that marginally at-risk children are the most likely to benefit from participating in universal interventions. And third, comparing data from social and emotional competence risk groups indicates that underdeveloped emotional competencies might have a prolonged negative effect on children's social skills, which increases as a function of higher risk status.  相似文献   

9.
While the critical importance of phonological awareness (segmental phonology) to reading ability is well established, the potential role of prosody (suprasegmental phonology) in reading development has only recently been explored. This study examined the relationship between children's prosodic skills and reading ability. Hierarchical multiple regression analyses examined the unique contribution of word‐level and phrase‐level prosodic skills to the prediction of three concurrent measures of reading ability in 81 fourth‐grade children (mean age 9.3 years). After controlling for phonological awareness and general rhythmic sensitivity, children's prosodic skills predicted unique variation in word‐reading accuracy and in reading comprehension. Phrase‐level prosodic skills, assessed by means of a reiterative speech task, predicted unique variance in reading comprehension, after controlling for word reading accuracy, phonological awareness and general rhythmic sensitivity. These results add to the growing body of evidence of the importance of prosodic skills in reading development.  相似文献   

10.
This paper describes a social skills programme run in one primary school designed to promote children's cooperative skills and anger management. The programme was staffed by Child and Adolescent Mental Health professionals with educational psychologist and school support. Eight children with severe emotional and behavioural problems participated and completed the 20‐week programme. Pre and post data were collected for the children, parents and teachers. Parents were supported by regular meetings and domiciliary visits from an assistant psychologist. Teaching staff met regularly with the team and had frequent supportive contact with the assistant psychologist. Two educational psychologists‐in‐training made an independent qualitative evaluation of the programme, interviewing the children, their parents and teachers, as well as members of the multi‐agency team. After attending the group, the children showed a significant reduction in their anxiety, parents reported a significant reduction in oppositional behaviour and teachers a significant reduction in attention‐deficit hyperactive difficulties type behaviour. All measures showed a significant or positive trend, although there was some disappointment in the level of parent participation in the school‐based parent meetings. Reasons for this are discussed and the case for multi‐agency social skills interventions is made, along with a broader discussion of the role of the educational psychologist.  相似文献   

11.
This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty‐six children (mean age = 6.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code‐related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed.  相似文献   

12.
The effects of a voluntary summer reading intervention with teacher and parent scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control, books only, books with oral reading scaffolding, and books with oral reading and comprehension scaffolding. Books were matched to children's reading levels and interests. Children were pre- and posttested on measures of oral reading fluency (DIBELS) and silent reading ability (Iowa Test of Basic Skills [ITBS]). Results showed that children in the books with oral reading and comprehension scaffolding condition scored significantly higher on the ITBS posttest than children in the control condition. In addition, children in the two scaffolding conditions combined scored higher on the ITBS posttest than children in the control and books only conditions combined. Practical implications for summer voluntary reading interventions are discussed.  相似文献   

13.
The pervasive links between problem behaviors and school adjustment suggest that effective intervention programs to enhance school adjustment must focus both on decreasing the motivation to aggress and increasing the motivation to achieve. We describe a program of intervention research to improve social behavior and academic motivation in elementary school students organized around principles of attribution theory. Our intervention curriculum initially focused on reducing children's aggression and was then expanded to include enhancing personal responsibility. A series of efficacy and effectiveness studies have demonstrated that children's attributions in both the social and academic domains can be changed with cost-effective, educational strategies. These changes in children's cognitions have reliably produced positive changes in behavior. We conclude with a discussion of the implications of our work for the design of effective interventions.  相似文献   

14.
Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g = .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed.  相似文献   

15.
The acquisition of early mathematical knowledge is critical for successful long-term academic development. Mathematical language is one of the strongest predictors of children's early mathematical success. Findings from previous studies have provided correlational evidence supporting the importance of mathematical language to the development of children's mathematics skills, but there is limited causal evidence supporting this link. To address this research gap, 47 Head Start children were randomly assigned to a mathematical language intervention group or a business-as-usual group. Over the course of eight weeks, interventionists implemented a dialogic reading intervention focused on quantitative and spatial mathematical language. At posttest, students in the intervention group significantly outperformed the students in the comparison group not only on a mathematical language assessment, but on a mathematical knowledge assessment as well. These findings indicate that increasing children's exposure to mathematical language can positively affect their general mathematics skills. This study is an important first step in providing causal evidence of the importance of early mathematical language for children's general mathematical knowledge and the potential for mathematical language interventions to increase children's overall mathematics abilities.  相似文献   

16.
This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self‐perceptions of abilities were obtained. Significant relationships were found between family history and children's single‐word reading skills, spelling, reading comprehension, orthographic processing and children's perceived reading competence. While children with poor reading skills were five times more likely to come from a family with a history of reading difficulties, this measure did not account for additional variance in reading performance after other variables were included. Phonological, orthographic, rapid sequencing and children's perceived reading competence made significant independent contributions towards reading and spelling outcomes. Reading comprehension was explained by orthographic processing, nonverbal ability, children's attitudes towards reading and word identification. Thus, knowledge of family history and children's attitudes and perceptions towards reading provides important additional information when evaluating reading skills among a normative sample of early adolescents.  相似文献   

17.
ABSTRACT

The author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics.  相似文献   

18.
The ultimate goal of children's reading development is the full and fluid understanding of texts. Morphological structure awareness, or children's awareness of the minimal units of meaning in language, has been identified as a key skill influencing reading comprehension. Here, we evaluate the roles of morphological structure awareness and two related skills, morphological analysis and morphological decoding, in Grade 3 and Grade 5 children's reading comprehension. Respectively, morphological decoding and analysis refer to the use of morphemes in reading and in understanding words. Critically, our analyses show that, together, morphological structure awareness, morphological decoding and morphological analysis account for 8% of the variance in reading comprehension, after controlling for children's age, phonological awareness, nonverbal reasoning and word reading skill. Further, of these dimensions, each of morphological decoding and morphological analysis makes a unique contribution to reading comprehension. We discuss these findings in terms of current theories of reading development and educational curricula.  相似文献   

19.
Research Findings: The study examined children's recognition of emotion from faces and body poses, as well as gender differences in these recognition abilities. Preschool-aged children (N = 55) and their parents and teachers participated in the study. Preschool-aged children completed a web-based measure of emotion recognition skills that included 5 tasks (3 with faces and 2 with bodies). Parents and teachers reported on children's aggressive behaviors and social skills. Children's emotion accuracy on 2 of the 3 facial tasks and 1 of the body tasks was related to teacher reports of social skills. Some of these relations were moderated by child gender. In particular, the relationships between emotion recognition accuracy and reports of children's behavior were stronger for boys than girls. Practice or Policy: Identifying preschool-aged children's strengths and weaknesses in terms of the identification of emotion from faces and body poses may be helpful in guiding interventions with children who have problems with social and behavioral functioning that may be due in part to emotion knowledge deficits. Further developmental implications of these findings are discussed.  相似文献   

20.
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a unique and interactive role in supporting Head Start children's development of different sets of emergent literacy skills. Parental warmth was positively related to children's oral language skills (i.e., receptive and expressive vocabulary knowledge), and teachers' educational level and the quality of instructional support in the classroom were significantly associated with children's code-related skills (i.e., letter-name and letter-sound knowledge). Further, high-quality instructional support in the classroom buffered the negative influence of low maternal education on children's oral language skills. Interventions focusing on enhancing the quality of parent-child interactions, in addition to professional development for teachers designed to improve the quality of instructional support, may contribute to promoting the development of emergent literacy skills of young children from low-income families.  相似文献   

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