What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum.
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ABSTRACT: Supplementary information
The online version contains supplementary material available at 10.1007/s11145-021-10244-4.
SUBMITTER: Bogaerds-Hazenberg STM
PROVIDER: S-EPMC8734545 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Demand for faculty with teaching expertise is increasing as medical education is becoming well established as a career pathway. Junior faculty may be expected to take on teaching responsibilities with minimal training in teaching skills.To address the faculty development needs of junior clinician-educators with teaching responsibilities and those changing their career focus to include teaching.Sessions at two Society of General Internal Medicine (SGIM) annual meetings combined with local coaching and online learning during the intervening year.Eighty-nine faculty scholars in four consecutive annual cohorts from 2013 to 2016.Scholars participate in a full-day core teaching course as well as selective workshops at the annual meetings. Between meetings they receive direct observation and feedback on their teaching from a local coach and participate in an online discussion group.Sessions were evaluated using a post-session survey. Overall content rating was 4.48 (out of 5). Eighty-nine percent of participants completed all requirements. Of these, 100% agreed that they had gained valuable knowledge and skills.The TEACH certificate program provides inexperienced faculty teachers an opportunity to develop core skills. Satisfaction is high. Future research should focus on the impact that this and similar programs have on teaching skills.
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Project description:Understanding reading comprehension processes is vital for teachers to effectively conduct teaching and assessment of reading in schools. Hong Kong students' outstanding reading performance internationally is commonly attributed to the implementation of reading comprehension models in its Chinese language curriculum, however, the understanding of teachers' conceptions of reading comprehension is still very limited. This phenomenographic study interviewed 28 in-service Chinese language teachers from eight Hong Kong primary schools and illustrated the elicited conceptions of a model of reading comprehension processes (i.e., Six Types of Reading Comprehension Process Model, a widely used model in Hong Kong). The three categories of teachers' conceptions found are as follows: understanding basic ideas of a text, sequential development of holistic comprehension skills, and fostering independent readers. This study further employed sense-making theory to investigate the formulation of the teachers' conceptions. It is found that the conceptions were shaped when teachers' conventional practices that focused on rote-learning interplayed with the continual regulating means of the implementation. Teachers are also highly influenced by factors like attainability by their students and agreement with own philosophy. This study also implied that teachers' beliefs will need to be brought to light in order for new learning to happen.
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Project description:IntroductionA subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the discrepant poor comprehender reading profile). Prior research suggests the Visualizing and Verbalizing (V/V) for language comprehension and thinking intervention helps improve reading comprehension in autistic children with this reading profile. Previous studies have demonstrated the role of vocabulary, memory, and social functioning in reading comprehension; however, predictors and moderators of reading comprehension within this specific profile of autistic readers have not been thoroughly explored.MethodsIn this study, we examined the effectiveness of the V/V intervention by comparing reading comprehension scores between groups and across time. Participants included a sample of autistic children (AUT-EXP; n=22) and a waitlist control group of autistic children (AUT-WLC; n=17) with reading comprehension difficulties, as well as a sample of non-autistic children (Non-AUT; n=26) (all age 8-13 years). AUT-EXP and AUT-WLC groups completed a battery of cognitive assessments during pre and post tests. We also analyzed whether cognitive assessment scores predicted reading comprehension, and examined the moderating effects of group (AUT-EXP vs. AUT-WLC) on these relationships.ResultsThe AUT-EXP group significantly improved in their pre to post reading comprehension scores (t(21)=4.19, p<.001, d=.89), whereas the AUT-WLC group did not. Verbal memory significantly predicted reading comprehension, though group did not moderate relationships between cognitive test performance and reading comprehension.DiscussionResults suggest that the V/V intervention may help improve reading comprehension for autistic children with the discrepant poor comprehender reading profile. Additionally, strategies for improving verbal memory may indirectly enhance reading comprehension in autistic children with this reading profile.
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Project description:In the current age, digital technology is rapidly changing daily routines, and young people today spend most of their time using various digital tools. Therefore, traditional reading of the printed page is being transformed into digital reading of online texts among students. Thus, online reading strategies have become crucial for their development in online reading performance. This study aimed to investigate the effects of online reading strategies used by lower secondary students on reading comprehension achievement. It conducted an online survey of reading strategies, involving three types of reading strategies, global, problem-solving, and support. The study recruited 4527 students at the lower secondary school level in Hungary. The study examined the students' attitudes toward literature and grammar in their native language (L1), use of online reading strategies, reading comprehension skills, and language arts achievement as well as examining the relations between them with various methods of analysis (descriptive/inferential, Rasch and path analyses). The findings demonstrated that the students' problem-solving strategies (from among the three reading strategies) exerted significant and positive impacts on reading comprehension. Additionally, the students' attitudes toward L1 had a positively significant effect on their use of online reading strategies and language arts achievement and an indirect effect on reading comprehension skills. The study also found a significant relationship between language arts achievement and reading comprehension achievement. Therefore, this study is beneficial for language teachers in helping students improve reading comprehension skills.
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Project description:When reading a story or watching a film, comprehenders construct a series of representations in order to understand the events depicted. Discourse comprehension theories and a recent theory of perceptual event segmentation both suggest that comprehenders monitor situational features such as characters' goals, to update these representations at natural boundaries in activity. However, the converging predictions of these theories had previously not been tested directly. Two studies provided evidence that changes in situational features such as characters, their locations, their interactions with objects, and their goals are related to the segmentation of events in both narrative texts and films. A 3rd study indicated that clauses with event boundaries are read more slowly than are other clauses and that changes in situational features partially mediate this relation. A final study suggested that the predictability of incoming information influences reading rate and possibly event segmentation. Taken together, these results suggest that processing situational changes during comprehension is an important determinant of how one segments ongoing activity into events and that this segmentation is related to the control of processing during reading.
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Project description:Significant difficulties in reading comprehension, despite attendance of compulsory schooling, are a worldwide phenomenon. While previous research on adults with low literacy skills focused primarily on their reading ability, less is known about their oral language skills. In this Brief Research Report, we present an investigation of the listening comprehension skills of a selected group of German-speaking young adults, whose reading comprehension is at a primary school level (n = 32, ages 16 to 19 years). In addition, the relationship between listening comprehension and reading comprehension, beyond word reading skills, was tested. Standardized tests of reading and listening comprehension in the German language were administered. The average performance of the group in the listening comprehension tasks was below the level expected by age and educational level. In addition, when entered into a stepwise regression equation, listening comprehension, but not word reading, explained a significant amount of variance in reading comprehension. This pattern of relationship differs from previous findings in studies of adults struggling to read the opaque English orthography. Whether orthographic transparency explains this discrepancy should be further tested in cross-orthography studies with larger samples of adults with low literacy skills.
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Project description:BackgroundMedical schools have undergone a period of continual curricular change in recent years, particularly with regard to pre-clinical education. While these changes have many benefits for students, the impact on faculty is less clear.MethodsIn this study, faculty motivation to teach in the pre-clinical medical curriculum was examined using self-determination theory (SDT) as a framework. Basic science and clinical faculty were surveyed on factors impacting their motivation to teach using validated scales of motivation as well as open-ended questions which were coded using self-determination theory (SDT) as a guiding framework.ResultsFaculty reported that teaching activities often meet their basic psychological needs of competence, autonomy, and relatedness. Professors were more likely than associate professors to report that teaching met their need for autonomy. Faculty were more motivated by intrinsic as compared to external factors, although basic science faculty were more likely than clinical faculty to be motivated by external factors. Motivating and de-motivating factors fell into the themes Resources, Recognition and Rewards, Student Factors, Self-Efficacy, Curriculum, Contribution, and Enjoyment. The majority of factors tied to the faculty's need for relatedness. Based on these findings, a conceptual model for understanding medical school faculty motivation to teach was developed.ConclusionsAssessing faculty motivation to teach provided valuable insights into how faculty relate to their teaching roles and what factors influence them to continue in those roles. This information may be useful in guiding future faculty development and research efforts.
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Project description:Reading subskills are generally regarded as continuous variables, while most models used in the previous reading diagnoses have the hypothesis that the latent variables are dichotomous. Considering that the multidimensional item response theory (MIRT) model has continuous latent variables and can be used for diagnostic purposes, this study compared the performances of MIRT with two representatives of traditionally widely used models in reading diagnoses [reduced reparametrized unified model (R-RUM) and generalized deterministic, noisy, and gate (G-DINA)]. The comparison was carried out with both empirical and simulated data. First, model-data fit indices were used to evaluate whether MIRT was more appropriate than R-RUM and G-DINA with real data. Then, with the simulated data, relations between the estimated scores from MIRT, R-RUM, and G-DINA and the true scores were compared to examine whether the true abilities were well-represented, correct classification rates under different research conditions for MIRT, R-RUM, and G-DINA were calculated to examine the person parameter recovery, and the frequency distributions of subskill mastery probability were also compared to show the deviation of the estimated subskill mastery probabilities from the true values in the general value distribution. The MIRT obtained better model-data fit, gained estimated scores being a more reasonable representation for the true abilities, had an advantage on correct classification rates, and showed less deviation from the true values in frequency distributions of subskill mastery probabilities, which means it can produce more accurate diagnostic information about the reading abilities of the test-takers. Considering that more accurate diagnostic information has greater guiding value for the remedial teaching and learning, and in reading diagnoses, the score interpretation will be more reasonable with the MIRT model, this study recommended MIRT as a new methodology for future reading diagnostic analyses.
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Project description:In this paper we report on a survey study of teachers' perceptions of how mathematics textbooks, including broadly student books, teacher manuals, and exercise books, facilitate or hinder teachers' teaching in Shanghai educational settings. For the study we established a conceptual framework about teachers' teaching, partly drawing on Shulman's model of pedagogical reasoning and action of teachers. The data were collected from a stratified random sample of 133 mathematics teachers in 13 secondary schools through a questionnaire, and follow-up interviews with 24 of them. The results revealed the following: the textbooks were highly regarded and used by the Shanghai mathematics teachers as facilitators rather than barriers for their teaching and instructional change, and the facilitation was most evident in the process of transformation and comprehension, and least evident in evaluation in teachers' pedagogical reasoning and action; compared with student books and exercise books, teacher manuals played a larger facilitating role in teachers' teaching; and finally, compared with teacher characteristics, school characteristics had a greater influence on the extent to which textbooks played a role of facilitation or hindrance for teachers' instructional practice. Implications and suggestions are given at the end of the paper.Supplementary informationThe online version contains supplementary material available at 10.1007/s11858-021-01306-6.
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Project description:IntroductionFollowing the Dobbs v. Jackson Women's Health Organization Supreme Court decision, it is increasingly important for all providers to be equipped to counsel on contraceptive options. Current curricula are insufficient for medical students to attain competency in contraceptive counseling. Quality contraceptive counseling requires patient-centered communication skills, which are also critical in many other clinical scenarios. Systematic teaching of patient-centered communication is lacking, both in contraceptive counseling and more broadly.MethodsWe developed a person-centered contraceptive counseling curriculum containing a reference guide, 5- to 10-minute interactive online module, and 30-minute formative standardized patient session for clerkship-year medical students. Performance during formative sessions was evaluated using a checklist, with standardized patients and preceptors providing real-time feedback. We used surveys of knowledge, self-perceived skills, and attitudes about patient-centered counseling to compare students who did and did not receive the curriculum.ResultsTwenty-seven students received the new curriculum. The reference guide and online module were easily integrated into a clinical rotation without requiring additional time spent by educators. The formative session required more resources to implement but was valuable for students to solidify the communication skills in the new curriculum. Checklist results showed that students demonstrated many of the counseling skills taught in the module. Survey results about the impact of the new curriculum were promising but limited by the small sample size.DiscussionThe curriculum successfully introduced patient-centered contraceptive counseling skills and provided a valuable practice opportunity. Other sites could adapt components of this curriculum to enhance education in person-centered contraceptive counseling.
| S-EPMC10728363 | biostudies-literature