Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes

Autor/inn/en	Simmons, Deborah; Fogarty, Melissa; Oslund, Eric L.; Simmons, Leslie; Hairrell, Angela; Davis, John; Anderson, Leah; Clemens, Nathan; Vaughn, Sharon; Roberts, Greg; Stillman, Stephanie; Fall, Anna-Maria
Titel	Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes
Quelle	In: Journal of Research on Educational Effectiveness, 7 (2014) 4, S.309-330 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2013.836766
Schlagwörter	English Instruction; Language Arts; Reading Comprehension; Reading Instruction; Intervention; Middle School Students; High School Students; Middle School Teachers; Secondary School Teachers; Grade 7; Grade 8; Grade 9; Grade 10; Pretests Posttests; Integrated Activities; Teaching Methods; Instructional Effectiveness; Content Area Reading; Fidelity; Reading Achievement; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Sprachkultur; Leseverstehen; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Integrierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Sinnerfassendes Lesen; Leseleistung
Abstract	In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers' English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES = 0.09) and expository comprehension (ES = 0.22), as well as a standardized distal comprehension measure (ES = 0.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10