Customizing a Research-Based Reading Practice.
Teachers are often asked to implement research-based instructional programs with fidelity and to ensure that all students reach high academic standards. These requests sometimes conflict when teachers find that not all their students are benefiting from the research-backed programs. In this article,...
| Publicado en: | Reading Teacher Vol. 68; no. 3; pp. 173 - 184 |
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| Autores principales: | , , , , , , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Nov2014
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=99076736&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 99076736 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov2014 vid: 68 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 99076736 10.1002/trtr.1301 ppf: 173 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.4MB tig: atl: Customizing a Research-Based Reading Practice. aug: au: McMaster, Kristen L. Jung, Pyung-Gang Brandes, Dana Pinto, Viveca Fuchs, Douglas Kearns, Devin Lemons, Christopher Sáen, Laura Yen, Loulee affil: Associate professor, the University of Minnesota, Minneapolis Doctoral candidate, the University of Minnesota Research associate, the University of Minnesota Professor, Vanderbilt University, Nashville, Tennessee Assistant professor, the University of Connecticut Assistant professor, Vanderbilt University Associate professor, The University of Texas -- Pan American, Edinburg, USA Educational consultant, Vanderbilt University su: Reading (Elementary) Evidence-based education Peer teaching Study & teaching of reading comprehension Peer communication Teaching Elementary education sug: subj: Reading (Elementary) Evidence-based education Peer teaching Study & teaching of reading comprehension Peer communication Teaching Elementary education keyword: Childhood Comprehension English language learners, English learners, English as a second language, English for speakers of other languages Fluency In-service Instructional intervention Learning strategies Oral reading, read-alouds Predicting Reading strategies Retelling Strategies, methods, and materials Struggling learners Summarizing Teacher education, professional development Tutoring ab: Teachers are often asked to implement research-based instructional programs with fidelity and to ensure that all students reach high academic standards. These requests sometimes conflict when teachers find that not all their students are benefiting from the research-backed programs. In this article, we suggest that researchers and teachers can work together to balance the importance of both program fidelity and instructional flexibility, based on findings from recent research on Peer-Assisted Learning Strategies (PALS) for Reading in Grades 2-6. We detail how teachers can learn to implement research-based practices with fidelity, as well as customize these practices to fit their own purposes. We end with general recommendations for customizing research-based practices. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2014 holdings: @attributes: islocal: N |
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