Integrated Middle School Literacy Instruction

Autor/in	Stevens, Robert J.
Titel	Integrated Middle School Literacy Instruction
Quelle	In: Middle School Journal (J3), 38 (2006) 1, S.13-19 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
Schlagwörter	Recognition (Achievement); Urban Schools; Student Evaluation; Reading Comprehension; Literacy; Academic Achievement; Reading Instruction; Teaching Models; Instructional Effectiveness; Active Learning; School Restructuring; Conceptual Tempo; Flexible Scheduling + Suchen Sie Ihr Suchwort? Soziale Anerkennung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulnote; Studentische Bewertung; Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Leseunterricht; Lehrmodell; Unterrichtserfolg; Aktives Lernen; Schulreformplan; Schulumwandlung; Flexible working hours; Flexible Arbeitszeit
Abstract	This article examines the use of the TARRGET model (Tasks, Autonomy, Recognition, Resources, Grouping, Evaluation, and Time) in restructuring middle school literacy instruction in urban schools. By changing the scheduling of reading and writing instruction, using literature as a basis for reading instruction, and emphasizing comprehension strategies, teachers at a school district in a northeastern urban area saw significant improvement in achievement and student motivation. After one year, students scored one-third standard deviation higher on the standardized measure of reading vocabulary, one-quarter standard deviation higher on reading comprehension, and more than one-third standard deviation higher on language expression. The TARRGET model takes into account cognitive, social, and motivational characteristics of learners to look at Tasks, Autonomy, Recognition, Resources, Grouping, Evaluation, and Time variables in redesigning instruction. Tasks should be challenging, interesting, and meaningful; Autonomy means that students should develop more autonomy and control of their learning. Recognition means that students need recognition of their academic successes and improvement. Resources means that schools should invest resources in improving schools and instruction. Grouping means that various kinds of instructional grouping and student learning groups should be used to promote learning. Evaluation means that student evaluation should be based on mastery of the content, improvement, and effort. Time means that larger blocks of time should be allocated to each class to permit more extended and meaningful learning activities. (ERIC).
Anmerkungen	National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/MiddleSchoolJournal/tabid/435/Default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10