幼儿园有阅读困难风险学生在教学过程中的学业反应及阅读成果
Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties.
作者信息
Wanzek Jeanne, Roberts Greg, Al Otaiba Stephanie
机构信息
Florida Center for Reading Research and School of Teacher Education, Florida State University.
Meadows Center for Preventing Educational Risk, The University of Texas at Austin.
出版信息
Read Writ. 2014 Jan 1;27(1):55-78. doi: 10.1007/s11145-013-9433-8.
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students' social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes.
本研究的目的是调查在初始阅读教学中存在阅读困难风险的学生的学业反应。研究考察了在普通教育课堂上由教师引导的阅读教学过程中，存在阅读困难风险的幼儿园学生进行学业反应的机会，及其与学生阅读成绩和社交行为的关系。在教师引导的教学过程中学生的学业反应能显著预测年终阅读成绩。教师对学生社交技能的看法（正相关）和问题行为的看法（负相关）与学业反应显著相关。当同时考察学业反应和教师对社交行为的看法时，只有教师对学业能力和问题行为的看法能预测春季的结果。
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