The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

scholarly journals Predictors of Latino English Learners’ Reading Comprehension Proficiency

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresa A Grasparil ◽  
David A Hernandez
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Oral Reading ◽  
English Learners ◽  
Oral Reading Fluency ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Literacy Achievement ◽  
Academic Vocabulary ◽  
Latino English Learners

Poor literacy achievement among English learners has contributed significantly to their high dropout rates, poor job prospects, and high poverty rates. The National Literacy Panel on Language Minority Children and Youth has suggested that English learners benefit from the same direct, systematic instruction in the five essential components of reading shown effective for native-English-speaking students: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Implementing effective reading instructional practices for English learners may reduce the literacy achievement gap between English learners and native English speakers. In this study, we used multiple regression to examine data for 1,376 third-grade Latino English learners to determine the strength of oral English proficiency, oral reading fluency, and academic vocabulary knowledge as predictors of reading comprehension proficiency. Findings of this study indicate a mismatch between English learners’ instructional needs and a widely used reading program component, assessment of words correct per minute (as a measure of oral reading fluency). Significant conclusions of this study suggest that educators seeking to promote the reading comprehension proficiency of Latino English learners consider using WCPM assessments and activities cautiously and strive to allocate more time for instruction and assessment of the prosodic dimension of oral reading fluency and academic vocabulary knowledge and skills.

scholarly journals Effects of Electronic Reading Environments’ Structure on L2 Reading Comprehension

2017 ◽  
Vol 10 (12) ◽  
pp. 88
Author(s):  
Khalid Al-Seghayer
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Program ◽  
Choice Test ◽  
Underlying Structure ◽  
Electronic Text ◽  
L2 Reading ◽  
Electronic Texts ◽  
Electronic Reading ◽  
L2 Reading Comprehension

This study examines the effects of an electronic reading environment’s structure on second language (L2) reading comprehension. In particular, this study explores whether clarifying the underlying structure of an electronic text, along with the ways in which its units or nodes are organized and interrelated results in better comprehension as well as whether L2 reading proficiency affects the comprehension of electronic text. In this study, 40 English as a second language (ESL) learners, grouped into proficient and less-proficient groups based on their scores on the Test of English as a Foreign Language’s (TOEFL’s) Reading section, were asked to read two electronic texts using computerized programs classified as either “well structured” or “less structured.” To assess the efficacy of each type of reading environment, two tests—a multiple-choice test and a mapping of main ideas and details (MOMID) test—were developed and administered to the participants after they read each text. The results of these tests were analyzed using a paired-samples t-test and a two-way (proficiency level by computerized reading program) mixed-model analysis of variance (ANOVA). The findings revealed that well-structured electronic texts can aid ESL readers in developing a more coherent mental representation of the electronic texts’ content, thereby increasing their reading comprehension. Furthermore, well-structured electronic texts are more helpful for less-proficient readers than for more-proficient readers. These findings have significant pedagogical and technological implications for L2 reading instructors and instructional designers.

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

Pedagogical Challenges in Cross-Cultural Chinese Language Teaching

2016 ◽  
pp. 1656-1681
Author(s):  
Wenying Zhou ◽  
Guofang Li
Keyword(s):  
Curriculum Development ◽  
Classroom Management ◽  
Language Teaching ◽  
Chinese Language ◽  
Teaching Style ◽  
Cross Cultural ◽  
Management Skills ◽  
Individual Interviews ◽  
Chinese Language Teaching ◽  
Chinese Immersion

In this chapter, a qualitative approach was used to enlist Chinese immersion practitioners in the identification and elaboration of issues and challenges in Chinese immersion language teaching. Through extensive individual interviews and reflection writings, six pre--1 Chinese immersion teachers recruited from China in five school settings served as informants. Data analyses revealed that the Chinese immersion teachers encountered significant challenges in six major areas of their immersion teaching: curriculum development, use of the target language, classroom management, subject area teaching, teaching style, and working with American partners and parents. These varied challenges suggest that professional development for Chinese immersion teachers needs to include training in cross-cultural classroom management skills, curriculum development, content-based Chinese language teaching, and host country school culture education.

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