Reasoning in a reading context: Deductive inferences in basal reading series     

Franks  Bridget A.  Mulhern  Sharon L.  Schillinger  Susan M. 《Reading and writing》1997,9(4):285-312

This study examined three basal reading programs published by Heath (1989), Silver Burdett Ginn (1993) and Houghton Mifflin (1993), to determine how frequently logically necessary relationships are expressed in text used by basal readers, and whether direct instruction in making logically necessary inferences accompanies such expressions in basal reader series. The complete contents of the basal readers, from grades one through eight, and all teachers' instructions pertaining to content read by students, were examined for each series. Frequency counts made by independent raters indicated that readers of these three series have a steady and frequent rate of opportunities to make logically necessary inferences, and to observe such inferences being modeled by the text; no significant differences were found between any of the series in the number of such opportunities. We found that while children's reading materials clearly offer a natural context in which logical understanding may be constructed, instructions for teachers in the basal series we examined did not include directly teaching students to use this kind of reasoning in reading comprehension. Suggestions are offered for how such instruction might be integrated with current teaching strategies in inference-making.  相似文献   

Poetry immersion: Reading,writing and performing with secondary students     

Trace Schillinger  Tom Meyer  Ruth Vinz 《English in Education》2010,44(2):110-125

In an attempt to counter the culture of high-stakes testing and the instrumental coverage of poetry, the authors designed and taught a sustained, intensive poetry course to secondary students. In this article they advocate a deep genre study of poetry for students and teachers and highlight important principles from their work that are applicable in a variety of teaching contexts.  相似文献   

Revisiting the Role of Worries in Explaining the Link Between Test Anxiety and Test Performance     

Schillinger  Frieder L.  Mosbacher  Jochen A.  Brunner  Clemens  Vogel  Stephan E.  Grabner  Roland H. 《Educational Psychology Review》2021,33(4):1887-1906

Educational Psychology Review - The inverse relationship between test anxiety and test performance is commonly explained by test-anxious students’ tendency to worry about a test and the...  相似文献