全球智库信息集成服务系统(G2TT): An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools

G2TT

来源类型	Publication
	An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools
	Hanley Chiang; Elias Walsh; Timothy Shanahan; Claudia Gentile; Alyssa Maccarone; Tiffany Waits; Barbara Carlson; and Samuel Rikoon
发表日期	2017-07-31
出版者	Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education
出版年	2017
语种	英语
概述	This study investigates instructional practices that hold potential promise for promoting young children’s language development and comprehension.",
摘要	The practices most consistently related to student growth include: Engaging students in defining new words during or after reading a text Helping students make connections between their prior knowledge and the texts they read• Promoting higher-order thinking by asking questions that require students to analyze information, explain their thinking, and develop new ideas Focusing students’ attention on the meaning of a text before reading it, such as by introducing the topic and encouraging predictions Given the modest and inconsistent effects of existing large-scale early literacy interventions, the Institute of Education Sciences at the U.S. Department of Education commissioned this study to investigate additional types of instructional practices that hold potential promise for promoting young children’s language development and comprehension. Using an exploratory design, the study team collected extensive information about instructional practices in prekindergarten through grade 3 within Title I schools and examined the relationships between these practices and student growth in a range of language and comprehension outcomes. Findings from this study are intended to help identify potentially promising practices that ought to be studied further and evaluated on a large scale.
URL	https://www.mathematica.org/our-publications-and-findings/publications/an-exploration-of-instructional-practices-that-foster-language-development-and-comprehension
来源智库	Mathematica Policy Research (United States)
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/488953
推荐引用方式 GB/T 7714	Hanley Chiang,Elias Walsh,Timothy Shanahan,et al. An Exploration of Instructional Practices that Foster Language Development and Comprehension: Evidence from Prekindergarten through Grade 3 in Title I Schools. 2017.

条目包含的文件
文件名称/大小	资源类型	版本类型	开放类型	使用许可
Instructional Practi（2210KB）	智库出版物		限制开放	CC BY-NC-SA	浏览