Presenting data from the United States and the 44 other jurisdictions that participated in the Progress in International Reading Literacy Study (PIRLS) 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. The National Center for Education Statistics has released Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective. Findings include:
- The most common teacher response to a question about what they usually do if a student begins to fall behind in reading was to ask parents to help (among the highest responses in 44 of the 45 jurisdictions).
- The study found that the second most common teacher response for what they usually do if a student begins to fall behind in reading was spend more time working with the student individually (among the highest responses in 20 of the jurisdictions).
- The least common response was to have the student work with a reading specialist in a regular classroom (among the lowest responses in 40 jurisdictions).
PIRLS assesses the reading achievement of fourth-graders and collects data on teachers' reading instruction practices and strategies. These strategies include: (a) waiting to see if performance improves with maturation, (b) spending more time working on reading individually with that student, (c) having other students work on reading with the student having difficulty, (d) having the student work in the regular classroom with a teacher-aide, (e) having the student work in the regular classroom with a reading specialist, (f) having the student work in a remedial reading classroom with a reading specialist, (g) assigning homework to help the student catch up, (h) and asking the parents to help the student with reading.
Complete report:
http://nces.ed.gov/pubs2009/2009013.pdf
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