journal article Show
Reading Research Quarterly Vol. 30, No. 2 (Apr. - May - Jun., 1995) , pp. 240-263 (24 pages) Published By: International Literacy Association https://doi.org/10.2307/748034 https://www.jstor.org/stable/748034 Read and download Log in through your school or library Monthly Plan
Yearly Plan
Purchase a PDFPurchase this article for $46.00 USD. How does it work?
Abstract The authors evaluated the effectiveness of Reading Recovery (RR) in 10 primary schools in New South Wales. Children were randomly assigned to either RR or a control condition in which they received only the resource support typically provided to at-risk readers. Low-progress readers from five matched schools where RR was not in operation were used as a comparison group. Results indicated that at short-term evaluation (15 weeks), the RR group were superior to control students on all tests measuring reading achievement but not on two out of three tests which measured metalinguistic skills. At medium-term evaluation (30 weeks) there were no longer any differences between the RR and control children on seven out of eight measures. Single-case analysis suggested that, 12 months after discontinuation, about 35% of RR students had benefited directly from the program, and about 35% had not been "recovered." The remaining 30% would probably have improved without such an intensive intervention, since a similar percentage of control and comparison students had reached average reading levels by this stage. /// [Spanish] Los autores evaluaron la efectividad de Recuperación en Lectura (RL) en 10 escuelas primarias de Nueva Gales del Sur. Los niños fueron asignados al azar o bien a RL, o bien a una condición control en la que solo recibieron el apoyo que se da usualmente a los lectores de riesgo. Se tomó como grupo de comparación a un grupo de lectores de desarrollo lento de cinco escuelas apareadas en las que no se utilizaba RL. Los resultados indicaron que, en la evaluación a corto plazo (15 semanas), el grupo RL fue superior a los controles en todas las pruebas que medían desempeño en lectura, pero no en dos de las tres pruebas que medían habilidades metalingüísticas. En la evaluación a mediano plazo (30 semanas), ya no hubo diferencias entre el grupo RL y los controles en siete de las ocho medidas usadas. Los análisis de casos sugirieron que, 12 meses después de la finalización, alrededor del 35% de los estudiantes de RL se había beneficiado directamente con el programa y otro 35% no se había "recuperado." El 30% restante probablemente habría mejorado sin una intervención tan intensiva, dado que un porcentaje similar de estudiantes de los grupos de control y de comparación habían alcanzado niveles de lectura promedio en esta etapa. /// [German] Die autoren werteten die Effektivität des Wiederaktivierungslesens ('RR') Programms in 10 Grundschulen in Neu-Südwales. Kinder wurden nach Zufallsprinzip einer 'RR'-Gruppe und einer Kontrollgruppe zugeordnet, in der sie nur die Grundunterstützung für schwächere Leser bekamen. Eine Vergleichsgruppe bildeten Leser mit geringeren Fortschritten von fünf ausgewählten Schulen, wo es kein 'RR'-Programm gab. Die Ergebnisse zeigten, daß nach einer kurzfristigen Auswertung (15 Wochen) die 'RR'-Gruppe der Kontrollgruppe überlegen war in allen Tests, die die Leseverbesserung maßen, nicht aber in zwei von drei Tests, die die metalinguistischen Fähigkeiten betrafen. Nach mittelfristiger Auswertung (30 Wochen) waren diese Unterschiede zwischen den Gruppen bei sieben von acht Kriterien nicht mehr zu erkennen. Eine Einzelstudie ergab, daß 12 Monate nach Beginn ungefähr 35% der Teilnehmer des 'RR'-Programms hiervon direkt profitiert hatten, ungefähr 35% aber nicht 'aktiviert' werden konnten. Für die restlichen 30% ist die Möglichkeit zu diskutieren, daß sie sich ohne intensiver Betreuung ebenfalls verbessert hätten, weil eine adäquate Prozentzahl von Vergleichsstudenten ähnliche Lesequalität an diesem Stadium erreicht hatten. /// [French] Les auteurs ont évalué l'efficacité de la Rééducation en Lecture (RL) dans dix écoles primaires de la Nouvelle Galles de Sud. Des enfants ont été répartis au hasard soit en RL, soit dans une situation contrôle dans laquelle ils ont reçu uniquement l'aide généralement fournie aux lecteurs à risque. Des lecteurs à progrès lents provenant de cinq écoles appariées n'utilisant pas la RL, ont été pris à titre de comparaison. Les résultats évalués à court terme (15 semaines) ont montré que le groupe de RL a obtenu de meilleurs résultats que les élèves contrôles dans tous les tests mesurant la réussite en lecture mais pas dans deux des trois tests mesurant des savoir-faire métalinguistiques. Lors de l'évaluation à moyen terme (30 semaines), il n'est plus apparu de différences entre les enfants de RL et les enfants contrôles dans sept des huit mesures. Une analyse au cas par cas a suggére que, 12 mois après la fin de l'intervention, 35% environ des élèves de RL avaient tiré bénéfice de ce programme, et que 35% n'avaient pas été "rééduqués." Les autres 30% auraient sans doute progressé sans une intervention aussi intensive, puisque à peu près le même pourcentage d'élèves contrôles et de comparaison avaient également atteint des niveaux de lecture moyens à ce niveau. Journal Information Reading Research Quarterly (RRQ) is the leading peer-reviewed professional research journal for those committed to scholarship on questions of literacy among learners of all ages. RRQ supports the spirit of inquiry that is essential to the ongoing development of literacy research, and provides a forum for multidisciplinary research, alternative modes of investigation, and variant viewpoints about the nature of literacy practices and policies of diverse groups of persons around the world. RRQ is available to individuals as a benefit of membership in the International Reading Association. Current issues are available from the association in both print and online forms. Publisher Information The International Literacy Association is a professional membership organization dedicated to promoting high levels of literacy for all by improving the quality of reading instruction, disseminating research and information about reading, and encouraging the lifetime reading habit. Members include classroom teachers, reading specialists, consultants, administrators, supervisors, university faculty, researchers, psychologists, librarians, media specialists, and parents. The Association publishes several peer-reviewed journals and numerous books, offers a range of professional meetings worldwide, and provides a variety of other services to the education community. Rights & Usage This item is part of a JSTOR Collection. What are the 5 essential elements of effective reading instruction?The National Reading Panel identified five key concepts at the core of every effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension.
Which of the following are practices that should be avoided when teaching spelling to children?Which of the following are practices that should be AVOIDED when teaching spelling to children: -Lowering grades on written work solely because of poor spelling. -Requiring children to write out their spelling words repeatedly. -Spending more than 10-15 mins a day on spelling instruction.
Which reading strategy will allow a beginning reader to use illustrations visual representations to explore main ideas found in the text?Visualizing. Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.
What does writing a response involve quizlet?What does writing a response involve (mark all that apply)? A writing response is your chance to communicate in writing your personal viewpoint and personal learning and they relate specifically to the scenario, book, essay, paper, article, etc. in question and the ideas and values contained therein.
|
Which of the following is an important feature of the reading Recovery approach to teaching reading?
zusammenhängende Posts
Urheberrechte © © 2024 paraquee Inc.
