Literaturnachweis - Detailanzeige
| Autor/inn/en | Kikas, Eve; Pakarinen, Eija; Soodla, Piret; Peets, Kätlin; Lerkkanen, Marja-Kristiina |
|---|---|
| Titel | Associations between Reading Skills, Interest in Reading, and Teaching Practices in First Grade |
| Quelle | In: Scandinavian Journal of Educational Research, 62 (2018) 6, S.832-849 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0031-3831 |
| DOI | 10.1080/00313831.2017.1307272 |
| Schlagwörter | Reading Skills; Reading Interests; Reading Instruction; Elementary School Students; Grade 1; Reading Fluency; Reading Comprehension; Teaching Methods; Foreign Countries; Estonia |
| Abstract | This study examined associations between classroom-level reading fluency, comprehension, interest in reading, and teaching practices. Participants were 466 children from 21 classrooms. Reading fluency and interest were assessed at the beginning and end of Grade 1, reading comprehension at the end of Grade 1. Teaching practices were observed with the Early Childhood Classroom Observation Measure (ECCOM). Teachers were more likely to use teacher-directed methods in classrooms where children had poorer initial reading fluency. In classrooms with mostly child-centered methods, children showed better reading fluency, comprehension, and higher interest, whereas in classrooms with predominately teacher-directed practices, children had lower reading comprehension at the end of Grade 1. Findings highlight the need for teacher education programs to incorporate discussions about the benefits and disadvantages of different teaching methods. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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