Connor Carol McDonald, Morrison Frederick J
University of California - Irvine, School of Education, 3200 Education, Irvine, CA 92697-5500.
Department of Psychology and Combined Program in Education and Psychology., University of Michigan, 530 Church St., Ann Arbor, MI 48109-1043.
Policy Insights Behav Brain Sci. 2016 Mar;3(1):54-61. doi: 10.1177/2372732215624931. Epub 2016 Jan 20.
Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available, and then describe how research, ours and others, supports the efficacy of individualizing or personalizing student instructional (ISI) and illustrate how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools, coupled with extensive, ongoing professional development. ISI has been shown to be highly effective from preschool through third grade in improving children's literacy skills. The practical and policy implications of implementing effective instruction are discussed.
尽管三十年来科学界和公众一直关注美国提高识字率的努力，但在消除种族、族裔和社会经济层面的成绩差距方面进展甚微。本文认为，一个主要原因是未能考虑到每个孩子带到学校的优缺点的综合情况。随之而来的是未能为每个孩子制定个性化教学。我们简要回顾现有研究，然后描述我们自己和其他研究如何支持学生教学个性化（ISI）的有效性，并说明社会如何缩小成绩差距。ISI和其他教学模式提供系统的教学计划，纳入儿童评估和个性化小组教学。在ISI中，计算机生成的建议和规划工具以及广泛持续的专业发展对此提供了帮助。从学前班到三年级，ISI已被证明在提高儿童识字技能方面非常有效。文中还讨论了实施有效教学的实际和政策影响。
