자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

Lincoln, Yvonna, and Egon Guba, "Postpositivism and the Naturalist Paradigm," pp. 14-46 in Yvonna Lincoln and Egon Guba, Naturalistic Inquiry . Beverly Hills, CA: Sage, 1985.*

Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of...

https://www.jstor.org/stable/pdfplus/3233567.pdf

Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

A framework for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emph...

Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.

1. Reading Instruction in American Schools. 2. What Really Matters: Kids Need to Read a Lot. 3. Kids Need Books They Can Read. 4. Kids Need to Learn to Read Fluently. 5. Kids Need to Develop Thoughtful Literacy. 6. Where to Begin: Instruction for Struggling Readers. 7.Afterword. Bibliography. Index.

What Really Matters for Struggling Readers: Designing Research-Based Programs

Fluency: The neglected reading goal.

The Elementary School Journal Volume 83, Number 5 ? 1983 by The University of Chicago. All rights reserved. 0013-5984/83/8305-0001$01 .00 In recent years there have been several reports supporting the intuitively logical premise that students are more likely to learn what they are taught than what they are not taught (Barr 1975; Calfee & Piontkowski 1981; Dank 1977; Walker & Schaffarzick 1974). Studies that focused solely on reading instruction, for instance, verify that programs that emphasize decoding produce relatively larger gains in decoding than comprehension and programs that emphasize comprehension produce relatively larger gains in comprehension and smaller gains in decoding. These outcomes may be viewed by some as obvious. Nevertheless, this paper presents an extension of the argument that what is taught is more likely to be learned. However, I will specifically emphasize the differences in the reading instruction and resultant instructional outcomes for good and poor readers in the early elementary grades. Simply put, I shall argue that good and poor readers differ in their reading ability as much because of differences in instruction as variations in individual learning styles or aptitudes. The argument is organized from general to specific facets of instruction. First, I examine the issue of the amount of time allocated for reading instruction in elementary' school classrooms and how it is used. Next, I look at instructional emphases during reading instruction and examine the verbal behaviors of teachers

The reading instruction provided readers of differing reading abilities.

Literacy instruction in first-grade classrooms in five U.S. locales was observed. Based on academic engagement and classroom literacy performances, the most-effective-for-locale and least-effective-for-locale teachers were selected. The teaching of the most-effective-for-locale teachers was then analyzed, including in relation to the teaching of the least-effective-for-locale teachers. The classrooms headed by most-effective-for-locale teachers were characterized by excellent classroom management based on positive reinforcement and cooperation; balanced teaching of skills, literature, and writing; scaffolding and matching of task demands to student competence; encouragement of student self-regulation; and strong cross-curricular connections. In general, these outcomes did not support any theory that emphasizes just one particular component (e.g., skills instruction, whole language emphasis) as the key to effective Grade 1 literacy; rather, excellent Grade 1 instruction involves multiple instructional comp...

A Study of Effective First-Grade Literacy Instruction

The District Role in Instructional Improvement Phi Delta Kappan September 2001 83: 78-84, What I've Learned about Effective Reading Instruction: From a Decade of Studying Exemplary Elementary Classroom Teachers Phi Delta Kappan. What I've learned about effective reading instruction from a decade of studying exemplary elementary teachers. Phi Beta Kappan, 83(10), 740-747. Burkins, J., & Croft, M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Davies, A. (2007). Making classroom assessment work (2nd ed.).

Richard L. Allington

Papers

What Really Matters for Struggling Readers: Designing Research-Based Programs

Fluency: The neglected reading goal.

The reading instruction provided readers of differing reading abilities.

A Study of Effective First-Grade Literacy Instruction

What I've Learned about Effective Reading Instruction: From a Decade of Studying Exemplary Elementary Classroom Teachers