An Experimental Study of Effective Teaching in First-Grade Reading Groups

Anderson, Linda M.; Evertson, Carolyn M.; Brophy, Jere

doi:10.1086/461151

Cited by 354 publications

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“…The interaction of variables such as time allocated, content covered, direct instruction, instructional emphasis, and so on is complex and simple mandates for singular changes will not automatically better meet the needs of the poor readers. Given what we know about the relationship between content coverage and achievement (Barr, 1982;Anderson, Evertson, & Brophy, 1979), it seems unlikely, given the present findings, that the poorer readers will maintain, much less narrow, the achievement deficits they bring to reading instructional sessions. It has been our impression that teachers organize their reading groups around a fixed period of time (usually 20-30 minutes) and otherwise pay little attention to content coverage.…”

Section: Discussionmentioning

confidence: 70%

“…Generally then, students who are paced more rapidly cover more content, though a faster pace will not necessarily ensure mastery of a greater amount of curriculum content (Barr, 1975). Nonetheless, it has been demonstrated that differences in learning outcomes are related to the amount of content covered or the pace at which learners are moved through curricular materials and the types of learning tasks learners experience (Anderson, Evertson, & Brophy, 1979;Barr, 1975Barr, , 1982Calfee & Piontkowski, 1981;Good, Grouws, & Beckerman, 1978;Leinhardt, Zigmond, & Cooley, 1981).…”

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confidence: 99%

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Content Coverage and Contextual Reading in Reading Groups

Allington

1984

Journal of Reading Behavior

112

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Teacher logs for 600 reading group sessions from grades 1, 3, and 5 were analyzed in an effort to identify whether the amount and mode of assigned contextual reading differed systematically between reading groups. Analyses indicated that groups designated as good readers read more total words and more words silently than groups designated as poor readers (p < .01). There were, however, no significant differences in the number of words read orally by the two groups, which indicated that the greater amounts of silent reading done by good reader groups account primarily for differences in amount of contextual reading noted. These data reinforce and extend the findings of other research on differences in content coverage and the pacing of students through reading materials.Fifteen years ago, Bond and Dykstra (1967) recommended that "future research might well center on teacher and learning situation characteristics rather than methods and materials" (p. 123). In the intervening period, we have seen reading research shift away from comparing the efficacy of various reading programs, but this shift has only recently been in the direction of investigating the complexities of classroom processes. Duffy (1981) has noted that most researchers in reading have focused on the nature of the reading process but have, by and large, neglected investigation of classroom instruction. In particular, he notes, "to date, descriptive research has been little utilized by reading researchers" (p. 131). Descriptive research attempts to delineate the status quo and seems a necessary undertaking prior to recommendations concerning pedagogical change. 85

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Section: Discussionmentioning

confidence: 70%

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confidence: 99%

Content Coverage and Contextual Reading in Reading Groups

Allington

1984

Journal of Reading Behavior

112

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“…That there is a negative association between errors on classroom tasks and growth in reading is a well-established finding (Anderson, Evertson, & Brophy, 1979;Fisher et al, 1978;Hoffman et al, 1984). On the basis of this finding, previous investigators have wanted to advance the conclusion that classroom tasks should be made easier so that errors are reduced.…”

Section: [Insert Figure 7 About Here]mentioning

confidence: 97%

Properties of attention during reading lessons.

Imai¹,

Anderson²,

Wilkinson³

et al. 1992

Journal of Educational Psychology

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A study investigated the attention of 116 children in six second-and third-grade classrooms while they participated in four lessons involving progressively more difficult stories. Analysis of videotapes of the lessons revealed that the likelihood of a lapse of attention was highest during the first 15 seconds of attention episodes. Lapses in attention were more likely among second graders than among third graders, among boys than among girls, in low groups than in middle groups, and in middle groups than in high groups. The more difficult the story, the more likely were lapses in attention, especially among younger and less able students. Reading-group membership was more strongly related to attention than were reliable measures of children's individual comprehension and fluency. A leading hypothesis to explain this finding is that reading groups have subcultures that differentially support paying attention. The most newsworthy finding of the study was the sharp drop in attention following oral reading errors. This drop was observed in all reading groups in both second and third grades. Imai, Anderson, Wilkinson, & Yi PROPERTIES OF ATTENTION DURING READING LESSONSOur premise is that attention in classrooms is inherently a dynamic process that unfolds over time. No doubt the attention being displayed at any moment is the result of many forces--the traits of students and teachers, classroom organization, routines that govern conduct and work. However, beyond factors that for any limited episode can be considered to be fixed, our working hypothesis of this paper is that attention changes moment by moment in response to classroom events. This is the sense in which we say that attention is dynamic.Attention is a construct with a checkered history in psychology. The term was not even admissible during the behaviorist era. Over the past two decades, however, the term attention has been readmitted to the psychologist's lexicon. The major accomplishment during this period has been the refinement of the concept of automaticity, the theory that frequently repeated mental processes require little attention (cf. Schneider & Shiffrin, 1977). Research in this area is fascinating, but as far as we can see, it is largely irrelevant to attention in classrooms. Classroom research is better served by concepts about attention with origins in another era. According to William James (1890, p. 453), attention is "taking possession by the mind, in most clear and vivid form, of one out of what seems several simultaneously possible objects or trains of thought." In other words, James emphasized that attention is selective, and this is the feature we shall emphasize as well. We shall attempt to build a partial model of the network of factors that determine students' selective attention.

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“…En general, la investigación sobre los procedimientos de enseñanza especí-ficos ha venido a demostrar que la enseñanza más efectiva es aquella que con-templa la secuencia siguiente: demostración, práctica guiada, feedback y correcciones y práctica independiente (Anderson, Everston y Brophy, 1979;Becker, 1977;Engelmann y Camine, 1982). a) demostraciones: son más efectivas cuando el profesor procede en pequeños pasos, ofrece muchos ejemplos e intercala las demostraciones con preguntas para comprobar si el niño está asimilando.…”

Section: Procedimientos Específicos De Enseñanzaunclassified

Variables del proceso de enseñanza-aprendizaje del lenguaje escrito en los primeros niveles de la E.G.B.

Jiménez¹,

O’Shanahan²

1993

Comunicación, Lenguaje y Educación

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Se revisan y comparan aquí las características del método naturalglobal de Freinet y se sugiere su convergencia con las que se deducen de la psicología cognitiva para la enseñanza de la lectoescritura. A partir de ahí se propone una secuencia determinada y se dan una serie de recomendaciones para abordar con éxito la enseñanza de la lectura. VARIABLES DEL PROCESO DE ENSEÑANZA-APRENDIZAJE DEL LENGUAJE ESCRITO EN LOS PRIMEROS NIVELES DE LA E.G.B.Este trabajo tiene como objetivo ofrecer una sistematización de los resultados obtenidos en algunas de las investigaciones realizadas en el campo de estudio de la psicología de la lectura y su enseñanza y que reflejan, de algún modo, el estado actual del conocimiento sobre el lector, el profesor y las condiciones del aula que influyen en ese aprendizaje. Y, al mismo tiempo, constituye un intento de relacionar estos resultados con el quehacer educativo de profesores que emplean el método natural-global de Freinet. En este sentido, se hace referencia en el texto a prácticas educativas que llevan a cabo los profesores que trabajan con la metodología de enseñanza basada en las ideas de Freinet y que han sido identificadas en investigaciones previas (Jiménez, 1985;Jiménez y Hernández, 1986), encontrándose una descripción exhaustiva de las mismas en algunos trabajos ya publicados en castellano (Colectivo Freinet de Tenerife, 1987;Hendrix, 1980). La identificación y conocimiento de una serie de variables relativas a la tarea de aprendizaje, al alumno y ambiente de aprendizaje como influyentes para la adquisición de esta destreza académica, se hace necesario si se quiere ir construyendo una teoría acerca de la enseñanza del lenguaje escrito.

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An Experimental Study of Effective Teaching in First-Grade Reading Groups

Cited by 354 publications

References 0 publications

Content Coverage and Contextual Reading in Reading Groups

Content Coverage and Contextual Reading in Reading Groups

Properties of attention during reading lessons.

Variables del proceso de enseñanza-aprendizaje del lenguaje escrito en los primeros niveles de la E.G.B.

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