A Teacher-Friendly Method of Improving Reading and Mathematics

Autor/inn/en	Kidd, Julie K.; Gadzichowski, K. Marinka; Gallington, Deb A.; Lopez, Claudia; Pasnak, Robert
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	A Teacher-Friendly Method of Improving Reading and Mathematics
Quelle	(2013), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 1; Elementary School Students; Elementary School Teachers; Pattern Recognition; Mathematics Instruction; Reading Instruction; Standardized Tests; Intervention; Social Studies; Control Groups; Experimental Groups; Comparative Analysis; Statistical Analysis; Oral Reading; Reading Tests; Virginia; Gray Oral Reading Test + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mustererkennung; Mathematics lessons; Mathematikunterricht; Leseunterricht; Standadised tests; Standardisierter Test; Gemeinschaftskunde; Statistische Analyse; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lesetest
Abstract	In early elementary school in most English-speaking countries children are taught "patterning," which involves learning repetitive patterns of colors or shapes (e.g., red, blue, green, red, blue, green). The present study was designed to test the effectiveness of patterning instruction when compared to equal amounts of instruction in reading or mathematics, or social studies. Further, The effectiveness of using more complex patterns was also tested. The authors used: (1) symmetrical patterns--gray, blue, pink, pink, blue, gray; (2) patterns that had increasing numbers of one element--red, tan, red, tan, tan, red, tan, tan, tan; (3) arbitrary repeating patterns--white, green, black, brown, yellow, white; and (4) patterns that showed an object rotating through 6 or 8 positions. Results of the study indicate that this patterning instruction involved patterns that were more complex than those used in conventional patterning instruction; the instruction continued all year; and required individual mastery of each pattern before moving on to the next. A gain of even two months in grade equivalents has great practical significance to educators, and the patterning children often made gains much larger than that. In addition, long-term instruction on and mastery of increasingly complex patterns can lead to substantially improved performance on some standardized tests of reading and mathematics, but not all. Tables are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01