Abstract

This study sought to examine sustained, school-based professional development (PD) on explicit reading comprehension strategy instruction (ERCSI) and its influence on teacher knowledge and practice and on student outcomes. Eight teachers participated - four first-grade and two teachers each from second and third grade. At the beginning of the school year, the teachers in this study scored less than 50% on an assessment of the declarative, procedural, and conditional knowledge of the strategies they were to teach. Through sustained PD that provided a six-lesson framework for explicitly teaching reading comprehension strategies and observations with feedback, the teachers scored higher with regards to knowledge about the comprehension strategies they were teaching. Teachers felt the PD changed their teaching, and they noted changes in their students’ reading behaviors.

摘要

本研究旨在探讨外显阅读理解策略教学 (ERCSI) 的持续、以学校为基础的专业发展 (PD) 及其对教师知识和实践以及学生成果的影响。八名教师参加了——四名一年级和两名二年级和三年级的教师。在学年开始时，本研究中的教师对他们要教授的策略的陈述性、程序性和条件性知识的评估得分不到 50%。通过持续的 PD，提供了一个六节课的框架，用于明确教授阅读理解策略和带有反馈的观察，教师在他们所教授的理解策略知识方面得分更高。老师们觉得 PD 改变了他们的教学，