期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：4
期号：1
页码：197-227
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：The Reading, Engaging, and Learning project (REAL) investigated whether a classroom interventionthat enhanced young children's experience with informational books would increase readingachievement and engagement. Participants attended schools serving low income neighborhoodswith 86% African American enrollment. The longitudinal study spanned second through fourthgrades. Treatment conditions were: (1) Text Infusion/Reading for Learning Instruction -- students weregiven greater access to informational books in their classroom libraries and in reading instruction; (2)Text Infusion Alone -- the same books were provided but teachers were not asked to alter theirinstruction; (3) Traditional Instruction -- students experienced business as usual in the classroom.Children were assessed each year on measures of reading and reading engagement, and classroominstructional practices were observed. On most measures, the informational text infusion interventiondid not yield differential growth over time. However, the results inform efforts to increase children’sfacility with informational text in the early years in order to improve reading comprehension.
