金沙app官方门沙APP用来教学生阅读的课程是有用的吗? 数据告诉金沙app官方门沙APP并非如此. While 95% percent of students have the capacity to learn to read (when using programs based on the science of reading), only about 34% of fourth and eighth grade students read proficiently.
这是一个巨大的差距，也是一个令人担忧的差距. As much as 85% of public school curriculum in the United States is delivered via reading, so a literacy curriculum that fails to deliver proficiency is failing students, 期.
考虑到学生的能力和他们的熟练程度之间的差距, it’s no wonder educational 股本 is such a priority goal for schools and districts. 学术成就, 个人的权利, 更大的经济机会, and active civic participation are all literacy benefits that expand opportunities for students to develop their full academic and societal potential.
It’s important to clarify upfront the difference between equality and 股本 in education. 平等就是公平的竞争环境, 所以每个学生都能得到同样的资源和支持. 股本, 另一方面, means each student receives personalized learning geared to their particular 需要s so that every student has the same opportunity to succeed.
Meeting each student where they are and providing individualized instruction is the most equitable approach to literacy. 但对于已经负担过重的教师来说，这可能是一个很大的要求.
通过应用大量关于儿童如何学习阅读的研究, and by using educational technology tools that deliver supplementary instruction attuned to the student’s 需要s, 课程可以根据每个学生的技能水平进行个性化设置.
高质量的识字课程能提高识字水平. 然而, not all teachers are familiar with the decades of research about 如何 to best teach reading, 被称为阅读的科学, 以及将研究应用于教学, 也就是结构化读写能力.
A helpful framework for thinking about reading instruction that is informed by the science of reading is the Simple View of 阅读, 这个公式最初是由Gough和Tunmer提出的. This framework proposes that reading comprehension is the product of decoding and language comprehension. Decoding is the ability to translate print into its spoken equivalents. Language comprehension is the ability to derive meaning from text through listening.
当选择edtech补充教师主导的教学, it’s important to identify programs that are research-proven to improve learning outcomes, 不仅研究. All quality literacy programs should cover each of these component areas:
- 形态, the meaningful units of words (prefixes, roots, suffixes, and combining forms), called morphemes
- 语用学谈话的规则(例如.g., eye contact, taking turns) and the use and interpretation of language in a particular context
- 语法, 在口头和书面句子中，单词的顺序和关系, 还有口语和书面语的句子结构
Teachers who are highly knowledgeable about Structured Literacy know 为什么 他们基于学生数据教授这些内容 什么 正是他们需要教导和了解 如何 to teach the components using the principles of Structured Literacy (e.g.、明确的、系统的等.).
除了传统的, standardized assessments that can target instructional 需要s in foundational skills and measure progress in these skills, the Department of Education’s “Every Student Succeeds Act” (ESSA) recommends the addition of performance-based assessments. These measure 什么 standardized multiple-choice assessments cannot: 如何 students use or apply the knowledge they acquire through the completion of a task.
Teachers benefit from 按需学习进度数据 that can answer questions like:
有了这种洞察力, teachers can meet the unique instructional 需要s of a diverse body of students. One of the easiest ways to get this data is by supplementing teacher instructional time with a blended learning program that offers individualized learning paths and embedded assessment.
A blended learning approach can provide personalized literacy instruction by identifying learner skill levels in each of the areas of reading, 并相应地发出指令. This provides teachers with real-time performance data for each student—where they are doing well and where they might be struggling.
如果学校寻求教育技术的支持, 他们应该选择提供个性化教学的课程, 混合学习结构, 按需学习进度数据, 和老师的支持. This support for educators should include actionable next step recommendations based on student performance data, and instructional 资源 for small-group and individual activities in the classroom.
How do a high-quality curriculum and performance-based assessment ensure all students receive adequate, 公平的资源?
By identifying the strengths a student brings to literacy learning and creating plans to address any learning 需要s. 基于这一认识，学校领导具备:
有了额外的知识和工具, teachers are better equipped to match their instruction to a student’s 需要s, as well as identify the intensity of instruction required to help the student progress. 这保证了教学课程, 资源, and practices are not based on personal preference or personal beliefs, 但这是基于数据的, 需要, 和科学证据.
As teachers translate student 需要s into instruction, it’s important to consider:
目的和目标: Does the student understand the purpose for learning the skills and strategies taught? Does the teacher have assessment data to guide the setting of the goals?
适当的节奏: Does the pace allow for frequent student response and maximize instructional time?
教学程序: Are the instructional formats consistent from lesson to lesson so students can focus their cognitive energy on learning the new skill?
识字——阅读的能力, 写, 有效的沟通是学术成功的关键, 这反过来又为每个学生提供了公平的机会.
Empowering teachers with the knowledge and educational technology tools they 需要 to deliver an equitable, Structured Literacy curriculum will help all students reach their potential, 并帮助缩小学生能力和熟练程度之间的差距. Learn more about 如何 to incorporate Structured Literacy instruction in the classroom with 这种教育观点.