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The Design and Evaluation of a Cooperative Reading Instructional Strategy for Children Experiencing Reading Difficulties

出版	Curtin University of Technology., 2003
URL	http://books.google.com.hk/books?id=bCF1YgEACAAJ&hl=&source=gbs_api

註釋This descriptive exploratory study was focused on extending the theoretical and practical understanding of reading instruction in middle and upper primary school classrooms. The main aim of the research was to investigate ways of helping students experiencing difficulties with reading to become effective readers in the context of their regular class. The study documented the design of a conceptual model of reading and the implementation and evaluation of a cooperative reading instructional strategy that was developed from the conceptual model. The study was grounded in socio-cultural theories of learning and teaching and. assumed that teachers and students are active and collaborative participants in the construction of knowledge. The conceptual model of reading was based on the understanding that students' continued reading development relied on them being intrinsically motivated to read. The cooperative reading instructional strategy focussed specifically on developing students' control over the reading process, and promoting reading as an essential and desirable social practice. The reading strategy emphasised student autonomy through goal setting and reflection on the use of social interaction skills for discussions. There was a focus on the expansion of the students' repertoire of functional and critical reading practices to effectively decode, use, analyse and participate in the meaning of texts. In order to understand how various factors in the classrooms contributed, to, and influenced the students' learning outcomes naturalistic research methods were employed. A variety of qualitative and quantitative data collection techniques were used within a modified action research design to interpret the interconnectedness of the motivational, behavioural, cognitive and socio-cultural learning perspectives involved in reading.n vie.