| Autor: |
Kolski, Tammi, Mingyuan Zhang |
| Předmět: |
|
| Zdroj: |
Charter Schools Resource Journal; Fall2017, Vol. 12 Issue 1, p73-102, 30p |
| Abstrakt: |
Learning to read is a developmental process when all children do not reach various stages of achievement at the same time. Read aloud and read silently are widely used interventions for teaching elementary school-aged students how to read. The focus of this study is to explore the relationship between NAEP reading scores of 4th grade students nationwide and the student perceived frequency of read aloud and read silently interventions utilized in the classroom for the year 2015. Being provided time at least "often" to read in the classroom showed to positively impact the reading achievement scores compared to the scores of students who were not provided time for independent reading. The productive use of classroom time for reading, whether read aloud or read silently during the school day, is critical to the development of both the skill and will of the child to read. Having data available on the teachers reported the use of classroom time dedicated to each reading intervention and how that compares to the student perceptions would require the NAEP test to offer such questions concurrently in future examination distributions. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
