Unrecognized ambiguities in validity of intervention research: an example on explicit phonics and text-centered teaching

Frontiers in Psychology

G. Brian Thompson¹ 

关键词: teaching reading;    beginner reading;    low reading attainment;    instruction intervention;    intervention research method;    reading acquisition theory;    explicit phonics;    text-centered teaching;   

DOI  :  10.3389/fpsyg.2014.01535

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

Tse and Nicholson (2014) have tested a small-group instructional intervention that they propose as a modification to enhance reading progress among low attainment 6-year-olds in a “text-centered” teaching approach. The authors (T&N) cite a Ministry of Education (2003) handbook to describe this approach. It has four main components (pp. 91–101): (i) Teacher Reading of texts to listening children, (ii) Shared Reading in which the children engage in watching the text print (“Big Books”) as the teacher shows how it matches the spoken text, (iii) Guided Reading in which there is detailed teacher support of the individual children's attempts at reading a text (e.g., for “using word-level information to decode new words” p. 97), (iv) Children's Independent Reading of texts (with minimal errors) by themselves for individual levels and interests. This report of T&N, however, lacked evidence about what the children received of each of these components prior to, and concurrent with, the intervention study. Without such evidence we cannot tell in what way the instructional interventions were the same, different from, or in conflict with other instruction received.

【 授权许可】

CC BY