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1.
Based on self-determination theory, this research aimed at evaluating the effectiveness of the CASIS professional development (PD) program for fostering (1) teachers’ use of five recommended pedagogical practices during a writing lesson and (2) students’ motivational resources (intrinsic, identified, and controlled regulations) toward writing. Two quasi-experimental studies with two-time points were conducted among preservice (Study 1, n = 32) and inservice (Study 2, n = 111) elementary teachers and their students (Study 1, n = 559; Study 2, sample 1, n = 1779; sample 2, n = 1471). In both studies, the CASIS PD program appeared to foster the use of two of the five recommended pedagogical practices. For the other three, some effects were observed in one study but were not always reproduced in the other. Although the CASIS PD program fostered greater use of the pedagogical practices, this effect did not always translate directly to the students’ motivational resources. However, some significant differences were observed between students of the CASIS and the control groups on identified and controlled regulations, as a function of the socioeconomic background of the schools in which teachers and students were sampled. The results are discussed in light of past research and relevant theories.  相似文献   

2.
The paper analyzes the efficacy of a data-based differentiated instruction (DBDI) intervention in addressing growing achievement-related heterogeneity in school. The intervention consisted of a reading strategy training conducted by teachers, in which 27 secondary-school classes (nstudents = 656) participated. The propensity-matched control group consisted of another 27 classes (nstudents = 558). Linear mixed models showed that students of the intervention classes had no greater gain in reading competence on average compared to students of the control classes. However, the groups differed regarding the learning gain at different achievement levels. In the control group, the gain was greatest for the low achievers and lowest for the high achievers. This imbalance was not found in the intervention group, where the learning gain was similar for students of each achievement level. This shows that DBDI is a tool for addressing achievement-related heterogeneity which empowers teachers to cater to the differences between students.  相似文献   

3.
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   

4.
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met screening criteria were quasi-randomly assigned, within classroom, to one of three conditions: individual tutoring (n = 22), tutoring in dyads (n = 32), or no tutoring (n = 22, classroom instruction only). Twenty-one paraeducators provided 18 weeks of explicit instruction in phonemic skills and the alphabetic code to students during the latter half of kindergarten. Multilevel model results showed that tutored students outperformed non-tutored controls on posttest measures of phonological awareness, word reading accuracy, oral reading fluency, spelling, and comprehension. However, no significant differences were found between the two tutored groups on any measure, suggesting that code-oriented tutoring for pairs of students is a viable alternative to the gold standard of individual instruction.  相似文献   

5.
Australia needs effective programs to protect children and prevent abuse, but there is little information available for policymakers or families. Using a randomized controlled trial, Learn to BE SAFE with Emmy™, a school-based protection program for young children designed by Act for Kids, was evaluated to determine its effectiveness for promoting young children's knowledge and skills. Grade one children (n = 245) from 15 classrooms across 5 primary schools completed assessment measures. A subset of these children received the program (n = 131) or acted as a comparison group (n = 114). Parents (n = 72) completed questionnaires about their child's participation in the program. When compared with children who had not received the program, children who completed Learn to BE SAFE with Emmy™ demonstrated increased knowledge of interpersonal safety and were more likely to choose a safe response option to hypothetical unsafe scenarios 6 months after participation than at both pre- and post-intervention. Parents reported their children who participated used more safety strategies immediately and 6 months after participation compared to pre-intervention. Outcomes can assist in guiding future policies around the prevention of child abuse and protect the well-being of Australian children.  相似文献   

6.
The current study aimed at identifying the difficulties experienced by children with mathematics learning disability (MLD) in the problem representation phase of arithmetic word problem solving using a novel problem types identification task. An MLD group (n = 66) and a typically achieving control group (n = 139) were recruited for an assessment on problem type identification as well as some domain-general and mathematics-related cognitive abilities. Results from ANCOVA showed that the MLD group scored significantly lower than the typically achieving control group on this assessment, after controlling for the effect of cognitive correlates, reading achievement and arithmetic performance. Furthermore, this assessment significantly predicted MLD membership even after taking children's arithmetic competency into account. The current study confirmed the difficulties in problem representation of arithmetic word problems experienced by students with MLD and provided evidence for the need to introduce schema instructions in mathematics classes.  相似文献   

7.
The study purpose was to examine the relationship between the Mark DeGarmo Dance (AKA Dynamic Forms, Inc.) (MDD) program, involving principles of embodied cognition, and student achievement over time. The sample included fourth grade students (N = 169) in schools (N = 4) in New York City Public School District whose teachers and students participated in the MDD program. Using a pretest posttest single group design and hierarchical linear modeling, the results of this study analyze student achievement as measured by standardized test scores. Teacher survey results are also reported. The achievement results reveal a significant increase in reading between pretest and posttest for students that were in the program. Teachers reported adequate fidelity of implementation.  相似文献   

8.
In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills.  相似文献   

9.
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   

10.
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   

11.
We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existed. Our results are consistent with those of earlier studies showing that IQ does not play a significant role in the presentation of RD. However, adolescents with below average IQ and RD seemed to have much broader deficits in academically important skills such as arithmetic and reading comprehension than the other groups.  相似文献   

12.
This research aims to promote our understanding of feedback engagement processes in writing tasks using a combination of online and offline measures, including eye-tracking, thinking-aloud, and text-analyses. Study 1 explored how sixteen students read, evaluate, and use feedback for revision. Results revealed three feedback processing strategies: (1) superficial processing (n = 6), which is characterized by reading feedback in a linear way, without critically rereading or revising the text, (2) local processing (n = 6) in which students switched between reading the comments and the commented text, and (3) deep processing (n = 4) in which students integrated the feedback with both commented and uncommented parts of the text and made more substantial revisions. In Study 2, we investigated the local and deep feedback reading strategy in more detail with 41 students using a within-subject design with different types of feedback. Results demonstrated the same strategies among students, but also that the focus of feedback affected students' revision behavior, above and beyond an individual feedback processing strategy. This finding is in line with previous research that emphasized the effects of feedback characteristics on students’ use of feedback. By triangulating various process measures, this research is one of the first that provides empirical evidence for different feedback processing strategies among students. These novel insights in individual feedback engagement processing can be used to extend and refine current theories on how, when, and why feedback works and for whom.  相似文献   

13.
In this study, I used individual growth modeling methods to examine the English word-learning trajectories of adolescent students (N = 278) whose parents speak English at home (n = 210) and those whose parents speak a language other than English (n = 68). Sixth- (n = 130) and seventh-grade (n = 148) students attending an urban middle school took part in the study, with each student contributing up to four occasions of vocabulary-achievement data across three school years. I used the group reading and diagnostic evaluation (GRADE), a 40-item, group-administered assessment to measure vocabulary achievement. Students also provided information about the amount of time they spent reading independently during the summer and during the school year. Principal predictor variables included days between assessments, student home language, student free and reduced lunch status, time spent independent reading, and a dummy variable for the number of summers experienced between testing periods. On average, middle-school students experienced a loss of vocabulary over the summer, however students who spoke a language other than English at home had more pronounced summer setback and steeper learning trajectories, even when controlling for well-known predictors of vocabulary like independent reading and predictors of summer loss like free and reduced lunch status. These findings corroborate research showing low-income students experience summer loss, but suggest that in urban schools serving mostly low-income students, home-language status may be a stronger predictor of summer loss than socio-economic status or reading amount.  相似文献   

14.
Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.  相似文献   

15.
The effects of intervention for peer mediation and mother-child mediated learning experience (MLE) strategies on children’s MLE strategies and cognitive modifiability (CM) was investigated on a sample of 100 mother–child dyads. CM was examined in domains of executive functions and analogical reasoning. The MLE interactions were analyzed by Observation for Mediated Interaction (OMI) scale. Children of high- and low-mediating mothers were assigned to experimental (n = 49) and control (n = 51) conditions. The experimental group received a peer-mediation program and the control groups received an alternative creativity program. The children (in Grade 3) were assigned as mediators of learners (in Grade 1) and taught them analogical reasoning problems. The peer interaction was videotaped and analyzed by the OMI. All children were given dynamic assessment after the interaction. Children in the experimental group showed higher MLE strategies and CM than did children in the control condition. Mediators of low-MLE mothers in the experimental group showed greater CM than did mediators in the control group. Structural equation modeling analysis showed that mediators’ cognitive modifiability was explained by proximal factors of treatment, mothers’ quality of mediation (QM) and mediators’ QM; learners’ cognitive modifiability was explained by mediators’ QM. The findings were discussed in relation to the MLE theory and earlier findings.  相似文献   

16.
Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers.  相似文献   

17.
This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students?? reading performance in Iran. The study employed a questionnaire adapted from Chamot and O??Malley??s (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and metacognitive reading strategies on reading performance and strategy transfer, the study has a quasi-experimental design involving a contrast group and a treatment group, with whom an intervention program was implemented. The treatment group achieved significantly better results than the contrast group after four months of strategy-based instruction. Results of paired-sample t-tests and independent t-tests and effect size showed that reading comprehension and reading strategy use improved with strategy instruction. Moreover, SPANOVA analyses showed that the participants in the treatment group performed better than those in the contrast group in reading comprehension and reading strategy transfer. Results also showed that strategy instruction contributed to autonomous reading behaviors. Recommendations for further research are discussed.  相似文献   

18.
This study investigates the effects of class-average ability (intelligence) and class type (gifted vs. regular) on Math academic self-concept. The sample comprised 722 fifth-grade students (376 female) in a setting of full-time ability grouping at the top track of the German secondary high school system. Students came from 34 different classes at five schools; nine of these classes were part of a gifted track (n = 179). Academic self-concept and school grades were assessed by a self-report questionnaire, intelligence by a standardized test. Higher class-average ability led to lower academic self-concepts after controlling for the positive influence of individual ability (contrast effect). Class type had a counterbalancing positive effect on self-concept (assimilation effect). For students in gifted classes, both effects were of comparable size. Thus, no evidence for a big-fish-little-pond effect (stronger contrast than assimilation effect) was found. Effects of individual and group level ability were partially mediated by school grades. Implications for educational practice of highly able students are discussed.  相似文献   

19.
The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter–sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic awareness and letter knowledge. Trained at-risk children (n = 31) made more progress than untrained at-risk controls (n = 26) and kept up with untrained not-at-risk controls (n = 16). However, the headstart of the trained group did not affect beneficially first and second grade reading and spelling proficiency. Following the start of phonics-based instruction at school, the trained at-risk children could not be discriminated from the untrained at-risk controls, and they were delayed relative to the not-at-risk controls. In order to promote long-term benefits and prevent undoing the advantage of early intervention, delivery should be both home- and school-based and more effort needs to be put in throughout first grade.  相似文献   

20.
Immigrant students’ school success is often hampered by limited second language (L2) proficiency, yet the effectiveness of different approaches to L2 support is unclear. Using a summer camp setting, we tested effects of (1) implicit support focusing on meaning of language by engaging students in language-intensive activities without drawing their attention to rules (operationalization: theatre program) and (2) combined implicit and explicit support focusing students’ attention on both meaning and form of language (operationalization: theatre program and instruction in German as L2). A baseline group received no support. N = 149 third-graders with German as L2 participated. There was no effect for the implicit condition on L2, yet children in the combined condition performed significantly better in grammar and reading after the treatment than the baseline group. The difference for vocabulary did not reach significance. Three months later, a significant effect for the combined condition was only found for reading.  相似文献   

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