Time-on-Task and Reading Performance in Underachieving Children
| Autor: | Marvin D. Wyne, Gary B. Stuck |
|---|---|
| Rok vydání: | 1979 |
| Předmět: |
media_common.quotation_subject
05 social sciences Primary education 050401 social sciences methods 050301 education Regular classroom Time on task Developmental psychology Task (project management) 0504 sociology Reading (process) Task oriented Mathematics education Time variable Psychology 0503 education School learning media_common |
| Zdroj: | Journal of Reading Behavior. 11:119-128 |
| ISSN: | 0022-4111 |
| DOI: | 10.1080/10862967909547315 |
| Popis: | Elementary school pupils identified as being a year or more behind in reading achievement and who were observed as spending low percentages of time- on-task-were selected for participation in a short-term, highly structured program designed to increase task oriented behavior. Two different groups of approximately ten children each participated in each of three separate eight-week intervention phases. For each phase, a comparison group of approximately ten children remained in the regular classroom. Following the intervention, participating pupils were found to spend significantly more time-on-task and to achieve at a significantly higher level in reading than their comparison counterparts. These advantages in reading achieve- ment performance were maintained over a period of four months after their return to regular classrooms on a full-time basis. In 1963, John B. Carroll introduced a model of school learning that attempted to explain the role of the time variable and its relationship to learning rate and achieve- ment performance. Since that time, a number of studies have produced results which encourage the conclusion that the amount of time pupils spend actively engaged in learning is related to their achievement outcomes (Anderson, 1973; Berliner & Rosen- shine, 1977; Bloom, 1974, 1976; Good & Beckerman, 1978; Guthrie, Martuza, & Seifert, 1976; McKinney, Mason, Perkerson, & Clifford, 1975; Rosenshine, 1977; Walker & Buckley, 1968; Walker & Hops, 1976; Wiley & Harnishchfeger, 1974). These reported relationships between amount of learning time and achievement lead logically to speculation about the effects upon reading performance of increasing the proportion of instructional time pupils spend on-task. The importance of the time variable to learning is explicit in Carroll's model. The critical variables in the model are (1) time needed to achieve a task; and (2) time ac- tually spent on the task. These variables determine the degree of learning. The rela- tionship among these variables is expressed in the formula: , . |
| Databáze: | OpenAIRE |
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