/pdf/improving-adolescent-literacy-effective-classroom-and-3hjd34do64.pdf

Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027.

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed-method models (methods that combine large-and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). Criteria for inclusion in the study were use of randomized or matched control groups, a study duration of at least 12 weeks, and valid achievement measures that were independent of the experimental treatments. A total of 33 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional-process programs, especially for those involving cooperative learning, and for mixed-method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer-assisted instruction were small.

[Note: Robert Slavin discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http:www.voiceofliteracy.orgposts27155].

تستعرض هذه المقالة بانتظام أبحاثا علمية فيما يتعلق بالنتائج التحصيلية لأربعة أنواع من الاتجاهات التي تهدف إلى تحسين مهارة القراءة لدى الطلاب في الإعدادية والثانوية: (1) مناهج قرائية و(2) نماذج متعددة الطرق (أي الطرق التي تجمع بين تعليم مجموعات كبيرة وصغيرة وبين أنشطة حاسوبية) و(3) التعليم بمساعدة الحاسوب و(4) برامج عملية التعليم (أي الطرق التي تركز على توفير المعلمين بتطوير ممتد في الحرفة لتنفيذ طرق تعليمية معينة). وفيما يلي المعايير المحددة لكي تدخل معلومة في البحث أولا استخدام مجموعات ضابطة ذات الصبغة العشوائية أو المتماثلة وثانيا لا تقل مدة البحث عن 12 أسبوعا وثالثا نتائج تحصيلية سليمة مستقلة عن العلاجات التجريبية وفي المجموع 33 بحثا وفت بهذه المعايير. استنتجت هذه المراجعة أن البرامج المصممة لتغيير الممارسات التعليمية اليومية قد اكتسبت دعما بحثيا أكثر بكثير من البرامج التي ركزت على المنهاج الدراسي أو التقنية فحسب. وقد تم إيجاد تأثيرات تحصيلية إيجابية للبرامج المبنية على عملية تعليمية لا سيما التي تشتمل على التعلم التعاوني والبرامج المتعددة الطرق. وقد وفرت الاتجاهات الفعالة التطوير الممتد للحرفة وأثرت على الممارسات التعليمية بشكل كبير وعلى النقيض من ذلك لم يف أي بحث علمي في المنهاج القرائي بمعايير دخول هذه الدراسة وكانت تأثيرات التعليم التكميلي بمساعدة الحاسوب ضئيلة.

[Podcast: http:www.voiceofliteracy.orgposts27155].

本文有系统地回顾有关以四个不同途径改善初、高中生阅读成果的研究：(1)从学生阅读课程着手，(2)采用混合教学模式(结合了大班、小组授课和电脑活动的教学法)，(3)采用电脑辅助教学法，(4)采用教学过程训练课程(集中提供教师广泛的专业发展，帮助他们实施一些专门的教学法)。纳入研究回顾之标准为：研究采用随机样本或对照组，研究起码持续至十二周，学习成果考验方法正确有效，独立于不同实验组所进行的实验处理。有33个研究符合这些标准，被纳入回顾。本文的结论是：训练课程的设计若是针对改变教师的日常教学实践，较光是针对阅读课程或电脑科技，有更充分的研究实证支持。教学过程训练课程，尤其是那些采用合作学习和混合教学模式的，被证实有正向的学习成效。这些有效的教学过程训练课程，为教师提供广泛的专业发展，并明显地改变了他们的教育实践。反观在阅读课程方面的研究，没有一个能符合纳入标准，而电脑辅助教学的增补，其效果则不大。

[Podcast: http:www.voiceofliteracy.orgposts27155].

Cet article passe en revue de facon systematique les recherches sur les effets en termes de reussite de quatre types d'approches pour ameliorer la lecture d'eleves de fin primaire et de secondaire: 1) programmes de lecture, 2) modeles de methode mixte (methodes qui combinent un enseignement en grand groupe et en petit groupe avec des activites sur ordinateur), 3) enseignement assiste par ordinateur, et 4) programmes par processus de formation (methodes visant a offrir aux maitres un developpement professionnel important pour implanter des methodes d'enseignement specifiques). On a pris comme criteres d'inclusion dans l'etude l'utilisation de groupes de controle aleatoires ou apparies, une duree d'etude d'au moins 12 semaines, et des mesures valides de reussite qui soient independantes des traitements experimentaux. 33 etudes au total respectent ces criteres. l'etude conclut que les programmes concus pour changer les pratiques quotidiennes d'enseignement beneficient d'un soutien institutionnel substantiellement superieur a celles qui sont centrees uniquement sur le programme ou sur la technologie. On a trouve des effets positifs sur la reussite pour les programmes par processus de formation, et tout particulierement pour ceux qui comportent un apprentissage cooperatif, et pour des programmes de methode mixte. Les approches efficaces permettent un developpement professionnel important et ont un effet significatif sur les pratiques d'enseignement. Par contre, aucune etude sur les programmes n'a satisfait aux conditions d'inclusion, et les effets d'un enseignement supplementaire assiste par ordinateur sont minces.

[Podcast: http:www.voiceofliteracy.orgposts27155].

Данная статья являет собой системный обзор исследований, посвященных четырем подходам к улучшению навыков чтения среди учащихся средней и старшей школы, т .е. (1) отдельным учебным программам по чтению, (2) моделям смешанной деятельности (которые сочетают обучение в больших и малых группах с выполнением заданий на компьютере), (3) обучению через компьютерные программы и (4) программам по совершенствованию учебного процесса (которые обеспечивают учителя разнообразным профессиональным арсеналом для реализации определенных учебных методов). Критерии для включения исследований в данный обзор были следующие: использование случайных или сходных контрольных групп; продолжительность не менее трех месяцев; валидные способы оценки результатов, не зависящие от методов самого исследования. Этим критериям соответствовали 33исследования. На основе обзора был сделан следующий вывод: программы, предусматривающие ежедневное совершенствование методов обучения, оцениваются исследователями значительно выше, нежели те, которые сосредоточены исключительно на учебных программах или компьютерных технологиях. Положительные результаты были выявлены для программ по совершенствованию учебного процесса, особенно тех, которые используют кооперативное обучение, а также для модели смешанной деятельности. Эффективные подходы неизменно базируются на профессиональном развитии учителей и коренным образом затрагивают методы обучения. В отличие от них, ни одно исследование учебных программ по чтению вообще не соответствовало критериям данного обзора, а учебный эффект от компьютерного обучения оказался минимальным.

[Podcast: http:www.voiceofliteracy.orgposts27155].

Este articulo examina sistematicamente la investigacion sobre los resultados logrados en cuatro tipos de acercamientos al mejoramiento de la lectura en estudiantes entre el septimo y decimosegundo grado: (1) el curriculo o programa de lecturas, (2) modelos en los que se mezclan los metodos (metodos que combinan instruccion en grupos grandes y pequenos con actividades usando la computadora), (3) instruccion con la ayuda de la computadora, y (4) programas del proceso de ensenanza (metodos que se basan en el amplio desarrollo profesional de los maestros para que implementen metodos especificos de ensenanza). Para ser incluida en el estudio, la investigacion tenia que haber usado grupos de control al azar o apareados, un plazo de estudio de por lo menos 12 semanas, y medidas validas de los logros que obraran independientemente de los tratos experimentales. Un total de 33 estudios cumplieron estos requisitos. El examen llego a la conclusion que los programas disenados para cambiar el ejercicio diario de la ensenanza tienen mucho mas apoyo investigativo que los que se concentran solo en el curriculo o la tecnologia. Efectos de logros positivos fueron encontrados para los programas de proceso de ensenanza, especialmente para esos que incluian ensenanza cooperativa, y para los programas de metodos mixtos. Los acercamientos efectivos proveyeron un desarrollo profesional amplio y afectaron de forma significativa los habitos de ensenanza. En contraste, ningun estudio sobre el curriculo de lectura cumplio los requisitos, y los efectos de la ensenanza suplementada con el uso de computadoras fueron pocos.

[Podcast: http:www.voiceofliteracy.orgposts27155].

/pdf/effective-reading-programs-for-middle-and-high-schools-a-46x7ffzie0.pdf

Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis

Children and adolescents with reading disabilities experience a significant impairment in the acquisition of reading and spelling skills. Given the emotional and academic consequences for children with persistent reading disorders, evidence-based interventions are critically needed. The present meta-analysis extracts the results of all available randomized controlled trials. The aims were to determine the effectiveness of different treatment approaches and the impact of various factors on the efficacy of interventions. The literature search for published randomized-controlled trials comprised an electronic search in the databases ERIC, PsycINFO, PubMed, and Cochrane, and an examination of bibliographical references. To check for unpublished trials, we searched the websites clinicaltrials.com and ProQuest, and contacted experts in the field. Twenty-two randomized controlled trials with a total of 49 comparisons of experimental and control groups could be included. The comparisons evaluated five reading fluency trainings, three phonemic awareness instructions, three reading comprehension trainings, 29 phonics instructions, three auditory trainings, two medical treatments, and four interventions with coloured overlays or lenses. One trial evaluated the effectiveness of sunflower therapy and another investigated the effectiveness of motor exercises. The results revealed that phonics instruction is not only the most frequently investigated treatment approach, but also the only approach whose efficacy on reading and spelling performance in children and adolescents with reading disabilities is statistically confirmed. The mean effect sizes of the remaining treatment approaches did not reach statistical significance. The present meta-analysis demonstrates that severe reading and spelling difficulties can be ameliorated with appropriate treatment. In order to be better able to provide evidence-based interventions to children and adolescent with reading disabilities, research should intensify the application of blinded randomized controlled trials.

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Effectiveness of treatment approaches for children and adolescents with reading disabilities: a meta-analysis of randomized controlled trials.

Many students with autism spectrum disorders show good decoding combined with poor comprehension Twenty adolescent students with autism spectrum disorders participated in a study concerning the effects of three kinds of facilitation on reading comprehension In a within-subjects design, each students read passages under four conditions: answering prereading questions, completing cloze sentences embedded in the text, resolving anaphora by identifying relevant antecedents, and control (reading only) A repeated measures analysis of variance indicated that conditions differed significantly in their effects on reading comprehension Post hoc contrasts showed that the effects of anaphoric cuing were statistically significant and medium in size; the effects of prereading questions and cloze completion were small and not statistically significant Instructional implications for text preparation, remedial instruction, and the design of educational software are discussed

Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders.

Meta-analysis procedures were employed to synthesize findings of research for improving reading comprehension of students with learning disabilities published in the decade following previous meta-analytic investigations. Forty studies, published between 1995 and 2006, were identified and coded. Nearly 2,000 students served as participants. Interventions were classified as fundamental reading skills instruction, text enhancements, and questioning/strategy instruction—including those that incorporated peer-mediated instruction and self-regulation. Mean weighted effect sizes were obtained for criterion-referenced measures: .69 for treatment effects, .69 for maintenance effects, and .75 for generalization effects. For norm-referenced tests, the mean effect size was .52 for treatment effects. These outcomes were somewhat lower than but generally consistent with those of previous meta-analyses in their conclusion that reading comprehension interventions have generally been very effective. Higher outcomes were ...

Rosa Giovinazzo

Papers

Text Comprehension Training for Disabled Readers: An Evaluation of Reciprocal Teaching and Text Analysis Training Programs