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1.
Yin-kum Law 《Teaching and Teacher Education》2011,27(1):73-84
This study analysed the reading lessons of 35 Hong Kong Grade 2 Chinese teachers to investigate whether their instructional practices were related to their students’ motivation and reading comprehension scores. The reading lessons of the teachers were analysed according to the five dimensions of the Motivating Instructional Context Inventory. Students’ subjective reports on their motivation and their teachers’ teaching performance, and their reading comprehension scores were collected. Hierarchical linear modelling showed that students tended to have better reading comprehension scores when their teachers provided more cognitive support and used more motivating instructional practices to motivate them to read. 相似文献
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《Journal of research on educational effectiveness》2013,6(4):309-330
AbstractIn this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension. 相似文献
3.
Yin‐kum Law 《教育心理学》2008,28(5):567-582
Two studies were conducted to investigate the effects of cooperative learning on second‐graders’ motivation and learning from text. In Study 1, students (n = 160) in cooperative learning groups were compared with their counterparts (n = 107) in traditional instruction groups. The results revealed a statistically significant difference between the two groups, with more favourable perceptions of teachers’ instructional practices and better reading comprehension in the instructional intervention groups than in the traditional instruction groups. In Study 2, 51 second‐graders participated in the instructional intervention programme. The results showed that students’ positive cooperative behaviour and attitudes were related to their motivation and reading comprehension. When students perceived that their peers were willing to help each other and were committed to the group, they tended to be more motivated and performed better in reading comprehension. 相似文献
4.
The study examined current practices in Classical Chinese (CC) reading instruction in Hong Kong and the relationship between different instructional practices and students' strategy use and motivation in CC reading. A total of 519 secondary students voluntarily responded to a questionnaire that measured their perception of CC reading instruction, strategy use, and motivation. The findings indicate while teachers frequently teach both the language and content aspects of CC reading, the teacher-centered approach they are now adopting is ineffective in facilitating students' CC reading development. Relations between different instructional approaches and students’ strategy use and motivation in CC reading are discussed. 相似文献
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Caroline Villiger Alois NiggliChristian Wandeler Sabine Kutzelmann 《Learning and Instruction》2012,22(2):79-91
This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (N = 244) and in one group with (N = 225) parental participation. The intervention was based on the principles of Self-Determination Theory (Deci & Ryan, 2002) and lasted one school year. Effects of the treatment were investigated in a pretest-posttest control group design with follow-up. Multilevel analyses showed that the school/home-based intervention had significant effects on reading enjoyment and reading curiosity. Effects on reading enjoyment were still detectable at 5-month follow-up. However, no effects were found for reading self-concept or reading comprehension. The findings highlight the potential of the family in the sustained promotion of reading motivation. 相似文献
7.
Kit Ling Lau 《教育心理学》2012,32(4):427-450
This study investigated the relation between teachers’ instructional practices and students’ self-regulated learning (SRL) in Hong Kong Chinese language classes using quantitative and qualitative methods. Participants were 1121 Grade 10 students from six secondary schools in Hong Kong. A Chinese reading comprehension (RC) test was used to assess the students’ reading performance and a self-reported questionnaire measured their perception of reading instruction, strategy use and reading motivation. Classroom observations and in-depth interviews were conducted in one class at each school to explore what and how instructional practices supported or impeded SRL in real contexts. The findings of this study generally support the positive relation between SRL-based instruction and Chinese students’ SRL. Among the four instructional variables, instrumental support from teachers showed the strongest relation with students’ strategy use, motivation and RC. The degree of autonomy was low in Chinese language classes and was associated with students’ negative reading behaviours. 相似文献
8.
Promising methods of reading instruction for elementary school students incorporate peer-assisted learning routines and reading strategies. In addition, models of reading comprehension point to the importance of various determinants of reading competence such as reading fluency and vocabulary knowledge. Multicomponent reading intervention programs need to be evaluated to determine IF and HOW they unfold their effects on the reading competence of elementary school students on the basis of such theoretical and empirical models. Accordingly, the present study was designed as a quasi-experimental study of a 20-lesson peer-assisted and strategy-based multicomponent intervention for whole-class instruction in elementary school. Linear mixed models and latent growth models were used to analyze the longitudinal data (pre-, post- and follow-up test) on the reading competencies (reading fluency, vocabulary knowledge, reading strategy competence, reading comprehension) and intrinsic reading motivation of students in the intervention (N = 187) and control group (N = 177). The results showed an interaction between the groups and the change in reading comprehension, indicating a significantly increased score in the intervention group at the posttest (d = 0.15) but not at the follow-up test (d = 0.12). The results of the latent growth model point to the importance of designing interventions that explicitly integrate reading strategies, reading fluency and vocabulary knowledge and also foster intrinsic reading motivation. In addition, reading fluency was revealed to be the strongest predictor of reading comprehension and the change in fluency over time was closely linked to reading comprehension development. 相似文献
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Effects of reciprocal teaching on reading comprehension of low‐achieving adolescents. The importance of specific teacher skills 
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下载免费PDF全文 Mariska Okkinga Roel van Steensel Amos J. S. van Gelderen Peter J. C. Sleegers 《Journal of Research in Reading》2018,41(1):20-41
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.
Highlights
What is already known about this topic- Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
- It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
- High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
- After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
- Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
- Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
- Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
- Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
- Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
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ABSTRACT When determining whether or not children have a difficulty in learning, the quality of instruction they have received during their school career must be excluded as a possible explanation for their lack of progress. To this end, educational psychologists (EPs) have for some time adopted a model of response to intervention known as assessment-through-teaching (ATT). This article describes an ATT intervention with three low achieving Year 4 students within a single primary school in the UK. Learning outcomes were monitored during a six-week half-term and views of both students and teachers on the intervention were investigated. The intervention group improved their performance in reading accuracy compared to the comparison group, whereas both groups performed less well on post-intervention scores of reading comprehension and motivation, although the decline in the performance of the intervention group was less than the comparison group. Both teacher and student views were positive about the intervention. 相似文献
12.
Kit-ling Lau 《Educational Research and Evaluation》2013,19(1):47-66
This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed. 相似文献
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We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies. 相似文献
14.
Marloes Muijselaar Nicole Swart Esther Steenbeek-Planting Mienke Droop Ludo Verhoeven Peter de Jong 《The Journal of educational research》2018,111(6):690-703
Previous studies have shown that instruction of reading strategies is an effective method for enhancing reading comprehension. However, many of the interventions in these studies focused on small groups of (poor) comprehenders and were provided by research assistants, making it time-consuming and relatively expensive. The authors implemented a strategy intervention to intact classrooms, consisting of reciprocal teaching and delivered by teachers. Participants were 510 typically developing fourth-grade students. A clustered randomized controlled trial was conducted with pretest, posttest, and follow-up measures to assess knowledge of reading strategies and reading comprehension. The results revealed that the intervention had an effect on knowledge of reading strategies at posttest and follow-up. However, the intervention did not affect reading comprehension performance. Together with the results of earlier studies, the present study raises the question whether strategy interventions are the most efficient to improve fourth-grade students' reading comprehension. 相似文献
15.
Kit‐ling Lau 《Journal of Research in Reading》2019,42(3-4):523-540
Previous studies comparing teacher‐centred (TC) and learner‐centred (LC) instruction have presented a mixed picture of the effectiveness of these two instructional approaches. By examining the effectiveness of different types of instruction on students' Classical Chinese (CC) reading comprehension and motivation, this study aims to contribute to instructional research by elucidating the positive and negative aspects of TC and LC instruction when they are applied in the context of teaching CC reading. A total of 454 Secondary 4 students between the ages of 15 and 17 years agreed to participate in this study on a voluntary basis. They completed a CC reading comprehension test and a questionnaire that measured their CC reading motivation and perceived CC reading instruction. Relationships between students' perceived CC reading instruction, reading motivation and reading comprehension were examined by correlation and path analyses. The findings of the correlation analyses indicated that traditional TC instruction positively and significantly correlated with students' CC reading performance and extrinsic motivation. Motivating tasks, one type of LC instruction, positively and significantly correlated with all types of motivation but did not significantly correlate with CC reading performance. In the path analysis, TC instruction exhibited a significant positive effect on reading comprehension, whereas motivating tasks continued to exhibit a significant positive effect on intrinsic motivation after the effect of the examined schools' achievement level was controlled for. The findings highlight the essential role of teachers in instructing students who are weak in particular subjects. Instead of viewing TC and LC instruction as two contradictory approaches, the findings indicate that a combined approach of TC and LC instruction can more effectively facilitate students' learning in a difficult school subject. 相似文献
16.
This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school. 相似文献
17.
The present article reports on a study that examined how individual differences in habitual reading motivation affect a reader's tendency to engage in text-related and text-unrelated thinking during reading. Two-hundred participants read each three texts about finance and meteorology topics and answered comprehension questions afterward. Participants' thoughts during reading were assessed with retrospective ratings and thought samples. Habitual reading motivation was assessed with questionnaires in a separate session prior to reading. Structural equation models fit to this data revealed that more motivated readers reported less mind wandering, more engagement in elaborative thinking and comprehension monitoring, as well as higher topic interest. Furthermore, the beneficial effect of reading motivation on comprehension was partially mediated by mind wandering, elaboration, comprehension monitoring, and interest. Our findings offer a novel explanation for the well-known beneficial effects of reading motivation on comprehension: habitually motivated readers are more likely to engage in text-related thinking and avoid text-unrelated thoughts. 相似文献
18.
Since the original Pygmalion study, there have been very few interventions in the teacher expectation field and none that have been randomized control trials designed to change teacher practices to reflect those of high expectation teachers. The current study was designed to address this gap in the literature. Teachers (N = 84) were randomly assigned to either intervention or control groups. Those in the intervention group attended four workshops at which were presented the instructional strategies and practices of high expectation teachers. At each workshop, the intervention group planned changed practices to introduce to their classrooms modelled on the behaviours of high expectation teachers. The researchers visited the teachers on three further occasions to ensure fidelity of the implementation. Students in the classes of the intervention group teachers significantly improved their mathematics achievement over one year, showing a rate of improvement beyond that shown by the students of the control group teachers. Teachers reported high levels of satisfaction with their changed practices and overall, there was a demonstrable degree of integrity in the implementation of the intervention as measured by the researchers. Practical guidelines in relation to the intervention and future directions of the project are included. 相似文献
19.
In this study, reciprocal teaching (RT) was combined with specific self-regulation procedures to promote the reading comprehension of fifth grade students. Twenty four classes with N = 534 students were assigned to RT plus strategy implementation procedures (RT + SIP), RT plus outcome regulation procedures (RT + ORP), RT plus strategy implementation and outcome regulation procedures (RT + SRL), or RT without explicit instruction in self-regulation. At maintenance students assigned to the three self-regulation conditions outperformed RT students according to a standardized measure of reading comprehension. RT + SIP and RT + SRL students outperformed RT as well as RT + ORP students using a measure of reading strategy performance. However, reading comprehension was only mediated by strategy performance under the RT + SRL condition. Among students assigned to the RT + ORP condition, an improvement in reading motivation between pretest and posttest and between posttest and maintenance was observed. 相似文献
20.
John T. Guthrie A. Laurel W. HoaAllan Wigfield Stephen M. TonksNicole M. Humenick Erin Littles 《Contemporary educational psychology》2007
Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors. We obtained pre- and post-interview data, teacher ratings, motivation self-reports, and reading comprehension scores. Interviews showed motivation constructs to be semi-independent. Students’ reading motivations for narrative and information texts were not highly associated; and self-reports and other motivation reports were not highly associated, but situated and general reading motivations were correlated. Interview-based coding of motivation predicted reading comprehension growth, but reading comprehension did not predict motivation growth. Situated motivation for information books predicted general motivation growth according to multiple regression analyses. Implications for an engagement model of reading development were discussed. 相似文献