scholarly journals Stillelesing i norskfaget – pustepause for læreren eller veiledningsøkt i lesing?

2016 ◽  
Vol 10 (3) ◽  
pp. 2
Author(s):  
Ingvill Krogstad Svanes
Keyword(s):  
Primary School ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Oral Reading ◽  
Text Comprehension ◽  
Instructional Support ◽  
Silent Reading ◽  
Oral Feedback ◽  
Men I ◽  
National Reading Panel

Denne studien undersøker hva fire lærere på barnetrinnet gjør når elevene leser stille. Stillelesing er en vanlig aktivitet i norske klasserom, men kunnskapen om hva læreren gjør i denne tiden og hvordan hun veileder faglig, er begrenset. Studien ønsker å bidra til økt viten om dette. For å belyse lærerens rolle under stillelesing, kombinerer studien forskning på stillelesing fra amerikanske klasserom med forskning på læreres tilbakemeldinger når elevene leser. De fire lærerne arbeider på 3. trinn. De er observert i en uke hver, og materialet består av videoopptak fra stillelesingsstundene i den uka lærerne er observert. Videoopptakene analyseres i lys av de fem grunnpilarene for leseopplæring (National reading panel, 2000): fonologisk bevissthet, avkoding, ordforråd, flyt og leseforståelse. Studien viser at lærerne bruker tiden under stillelesing svært forskjellig. To av lærerne bruker det aller meste av tiden på å høre på elevene lese og veilede dem faglig. De to andre lærerne bruker den største delen av tiden på organisering eller annet forefallende arbeid der de ikke kommuniserer med elever, for eksempel å rydde i klasserommet. Gjennom næranalyser av lærernes faglige veiledning finner studien at lærerne veileder i alle de relevante grunnpilarene for leseopplæring, men i ulik grad. Lærerne varierer også i hva slags type tilbakemeldinger de gir, og de bruker både ‘endelige’ tilbakemeldinger og ‘støttende’ tilbakemeldinger. Lærerne varierer veiledningen i større grad enn tidligere klasseromsstudier tilsier. Det kan imidlertid se ut som at lærere ville tjene på en bevisstgjøring rundt stillelesing som undervisningstid, og om ulike typer tilbakemeldinger.Nøkkelord: stillelesing, muntlige tilbakemeldinger, leseopplæring, barnetrinnet, norskfagetAbstractThis study explores what four teachers in primary school do when the pupils read silently. Silent reading (independent reading) is a common activity in Norwegian classrooms, but the knowledge about what the teacher does during this time and how she provides instructional support, is limited. This study aims to increase knowledge about this. To illuminate the teacher’s role during silent reading, the study combines research on silent reading with research on teachers’ feedback during oral reading. The four teachers are observed one week each, and the material consists of video recordings from the silent reading periods. The recordings are analyzed in light of the five pillars of reading instruction (National reading panel 2000): phonemic awareness, phonics, fluency, vocabulary and text comprehension. The study shows that the teachers spend the time during silent reading very differently. Two of them mostly spend the time on listening to the pupils read and on instructional support. The other two spend most time on organizing, or for instance tidying. Through close analyses of the teachers’ instructional support, the study finds that the teachers support the pupils in all the relevant pillars of reading instruction, but to a different degree. The teachers also vary in what kind of feedback they provide, using both ‘terminal’ and ‘sustaining’ feedback. The teachers vary their instructional support more than previous classroom studies have indicated. It looks, however, as if the teachers could profit on increased awareness about silent reading as teaching and about different kinds of feedback.Keywords: silent reading, oral feedback, reading instruction, primary school, Language arts

scholarly journals Der geschlechtsspezifische Zugriff auf Lesestrategien - Ergebnisse einer Untersuchung im Rahmen unterrichtsdidaktischer Forschung

2013 ◽  
Vol 21 (4) ◽  
Author(s):  
Doris Grütz
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Empirical Research ◽  
Reading Strategies ◽  
Text Comprehension ◽  
Silent Reading ◽  
Classroom Teaching ◽  
Text Understanding ◽  
Emotional Dimensions ◽  
Hierarchic Model

Do girls read differently from boys? This contribution presents a study on the empirical research in classroom teaching following an overview on the findings from research on reading which concerns above all the motivational and emotional dimensions of reading. A research was carried out on 1450 pupils of the 4th year of primary school to find out which reading strategies normally applied in the classroom lead to a successful text comprehension in girls and which in boys. The pattern of the research is based on the cognitive-psychological, hierarchic model of text understanding according to Dijk/Klintsch (1983), which considers the process of reading comprehension as interactional and constructive. Two important results of the study are that in the case of girls certain types of readers develop, whereas with boys it is above all the silent reading of a text which leads to the best reading results.

Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?

2009 ◽  
Vol 42 (5) ◽  
pp. 458-463 ◽  
Author(s):  
R. Malatesha Joshi ◽  
Emily Binks ◽  
Lori Graham ◽  
Emily Ocker-Dean ◽  
Dennie L. Smith ◽  
...  
Keyword(s):  
Phonemic Awareness ◽  
Text Comprehension ◽  
Teacher Educators ◽  
Relevant Information ◽  
Reading Education ◽  
College Courses ◽  
Inaccurate Information ◽  
Instructional Procedures ◽  
National Reading Panel ◽  
Education Courses

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

Professional Development in Scientifically Based Reading Instruction

2009 ◽  
Vol 42 (5) ◽  
pp. 403-417 ◽  
Author(s):  
Blanche Podhajski ◽  
Nancy Mather ◽  
Jane Nathan ◽  
Janice Sammons
Keyword(s):  
Professional Development ◽  
Reading Instruction ◽  
Teacher Knowledge ◽  
Phonemic Awareness ◽  
Oral Reading ◽  
First Grade ◽  
Second Grade ◽  
Word Fluency ◽  
Student Reading ◽  
Experimental Group

This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students ( n = 33). Three control teachers and their students ( n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students’ growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.

scholarly journals Processing of positive-causal and negative-causal coherence relations in primary school children and adults: a test of the cumulative cognitive complexity approach in German

2016 ◽  
Vol 44 (2) ◽  
pp. 297-328 ◽  
Author(s):  
JULIA KNOEPKE ◽  
TOBIAS RICHTER ◽  
MAJ-BRITT ISBERNER ◽  
JOHANNES NAUMANN ◽  
YVONNE NEEB ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Cognitive Complexity ◽  
Text Comprehension ◽  
Cognitive Effort ◽  
Primary School Children ◽  
Cross Sectional ◽  
Task Support ◽  
Coherence Relations ◽  
Causal Coherence

AbstractEstablishing local coherence relations is central to text comprehension. Positive-causal coherence relations link a cause and its consequence, whereas negative-causal coherence relations add a contrastive meaning (negation) to the causal link. According to the cumulative cognitive complexity approach, negative-causal coherence relations are cognitively more complex than positive-causal ones. Therefore, they require greater cognitive effort during text comprehension and are acquired later in language development. The present cross-sectional study tested these predictions for German primary school children from Grades 1 to 4 and adults in reading and listening comprehension. Accuracy data in a semantic verification task support the predictions of the cumulative cognitive complexity approach. Negative-causal coherence relations are cognitively more demanding than positive-causal ones. Moreover, our findings indicate that children's comprehension of negative-causal coherence relations continues to develop throughout the course of primary school. Findings are discussed with respect to the generalizability of the cumulative cognitive complexity approach to German.

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

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