Podhajski Blanche, Mather Nancy, Nathan Jane, Sammons Janice
Stern Center for Language and Learning, Williston, VT 05495-9209, USA.
J Learn Disabil. 2009 Sep-Oct;42(5):403-17. doi: 10.1177/0022219409338737. Epub 2009 Jun 17.
This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.
本文回顾了相关文献，并展示了一项研究的数据，该研究考察了基于科学的阅读教学专业发展对教师知识和学生阅读成果的影响。实验组由四位一年级和二年级教师及其学生（n = 33）组成。还跟踪了来自社会经济人口统计学显著更高社区的三位对照教师及其学生（n = 14）。实验教师参加了一个为期35小时的关于音素意识、自然拼读法和流利度教学的课程，并由专业导师辅导了一年。尽管实验组教师的知识水平最初低于对照组，但他们在后测中的分数超过了对照组。一年级实验学生在字母名称流利度、音素分割、无意义单词流利度和口头阅读方面的进步超过了对照组。二年级实验学生在音素分割方面超过了对照组。尽管教师样本较小，但研究结果表明，教师可以提高他们关于明确阅读教学的知识，并且这种新知识可能有助于学生阅读能力的提升。
