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Bringing the Science of Reading to Preservice Elementary Teachers: Tools That Bridge Research and Practice
Reading Research Quarterly ( IF 4.957 ) Pub Date : 2020-09-16 , DOI: 10.1002/rrq.345
Annemarie H. Hindman , Frederick J. Morrison , Carol McDonald Connor , Joseph A. Connor

Teacher preparation institutions have been critiqued for insufficient emphasis on the science of reading. The authors argue that although improving early reading success and teacher preparation are both critical issues, today’s “science of reading” discourse does not fully capture the complexity of teaching students to read. First, the authors describe the lattice model of reading development, which holds that a collection of text‐based, linguistic, and regulatory processes require interleaved, individualized focus in reading instruction; this is a tall order for early/elementary teachers to deliver. Second, the authors discuss evidence from the broader science of learning that preservice elementary‐grade teachers likely need multiple, highly focused, classroom‐based opportunities for deliberate practice and feedback to be ready to teach reading. Yet, because most are trained as content generalists over just two or three years, such systematic practice in reading may not be available. Thus, it is not simply that new teachers are unaware of effective reading instructional techniques; the more fundamental issue is that these techniques are extremely complex to implement well and that teacher candidates likely need substantial scaffolding to use them. Finally, the authors explore one promising solution: embedding preservice training with focused, targeted interventions around reading instruction that have supported experienced teachers. As examples, the Assessment‐to Instruction and Story Talk programs offer teachers precise, practical guidance, bridging the research on reading and real‐world classroom practice. The authors conclude with design principles that help infuse “science of learning” principles into preservice reading education.

中文翻译:

将阅读科学带入职前基础教师:桥接研究与实践的工具

批评教师准备机构的原因是对阅读科学的重视不足。作者认为,尽管提高早期阅读的成功率和教师的准备水平都是至关重要的问题,但当今的“阅读科学”话语并不能完全抓住教学生阅读的复杂性。首先,作者描述了阅读发展的格子模型,该模型认为,基于文本,语言和管理过程的集合需要在阅读教学中交织,个性化的关注。对于早期/初级教师来说,这是一个艰巨的任务。其次,作者讨论了来自更广泛的学习科学的证据,即,职前小学教师可能需要多个,高度集中的,基于课堂的机会来进行认真的练习和反馈,以准备进行阅读教学。但是,由于大多数人仅在两到三年内就接受了内容通才的培训,因此可能无法获得这种系统的阅读实践。因此,不仅仅是因为新老师没有意识到有效的阅读教学技术,还因为他们没有意识到有效的阅读技巧。更根本的问题是,这些技术实施起来非常复杂,而且应聘者可能需要大量的脚手架才能使用它们。最后,作者探索了一种有前途的解决方案:将职前培训与针对阅读经验的有针对性的有针对性的干预措施结合起来,以支持有经验的老师。例如,“评估教学和讲故事”计划为教师提供了精确,实用的指导,将阅读和现实世界课堂实践的研究联系起来。
更新日期:2020-09-16
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