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A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers

机译:全国引导阅读实践调查:我们可以从小学老师那里学到什么

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摘要

This study presents the results of a national survey of 1500 K-2 teachers describing understandings and practices related to guided reading. Results focused on five questions: What is the purpose of guided reading groups? What grouping techniques should be used? What texts should be used? How is instruction planned with and away from the teacher? And how are learners assessed during guided reading? Responses indicated confusion about the purposes of guided reading, variability in grouping techniques, static membership in groups, over reliance on narrative texts, inconsistent use of instructional level texts, extensive use of centers and independent seat work to engage learners away from the teacher, and frequent use of informal assessments. Implications for providing professional development to teachers implementing guided reading are discussed.
机译:这项研究提出了一项针对1500名K-2教师的全国性调查结果,描述了与指导阅读相关的理解和实践。结果集中在五个问题上:指导阅读小组的目的是什么?应该使用什么分组技术?应该使用什么文字?与老师和远离老师如何计划教学?在指导阅读过程中如何评估学习者?回答表明,对于指导阅读的目的,分组技术的可变性,分组的静态成员资格,对叙述性文本的依赖,教学语言的不一致使用,中心的广泛使用和独立的座位工作的吸引,使学习者脱离了教师,这令人困惑。经常使用非正式评估。讨论了为实施指导阅读的教师提供专业发展的含义。

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