Al Otaiba Stephanie, Connor Carol, Lane Holly, Kosanovich Marcia L, Schatschneider Chris, Dyrlund Allison K, Miller Melissa S, Wright Tyran L
Florida State University/Florida Center for Reading Research, Florida, USA.
J Sch Psychol. 2008 Jun;46(3):281-314. doi: 10.1016/j.jsp.2007.06.002. Epub 2007 Aug 14.
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n=286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth.
本研究调查了8所“阅读优先”小学的17名幼儿园教师所提供的阅读教学的数量、内容和实施情况，及其与286名学生在语音意识和字母命名-解码流畅性早期阅读评估中的进步之间的关系。从秋季到春季，儿童的语音意识和字母命名-解码流畅性有显著提高。在三次60分钟的观察中，教师平均每天提供超过30分钟的语音意识和语音教学，以及15分钟的词汇和阅读理解教学。教学质量的整体评分揭示了两个实施因素：明确且个性化的实施，以及围绕文本的有意义互动。分层线性模型显示，特定教学内容的数量以及该教学的实施方式与学生的字母知识和语音意识技能增长有关。
