不管针对母语还是外语，阅读技巧都是阅读能力的重要组成部分，尤其是语言能力发展的重要时期小学阶段。老师在课堂上如何对学生进行阅读策略训练就至关重要了。基于对新加坡356名小学教师阅读策略教学和6327名小学四年级学生阅读成绩的研究，我们发现教师在教学过程中对宏观阅读技巧的侧重对学生阅读成绩有明显作用。并且发现，喜欢与同事合作的教师更倾向于侧重阅读技巧教学。具体内容，欢迎阅读CLEAR中心主任蔡雨阳教授同香港教育大学延晶博士共同发表于Reading & Writing Quarterly的文章：Teachers’ Instruction of Reading Strategies and Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation Modelling
文章期刊网址：https://doi.org/10.1080/10573569.2021.1923100
Numerous studies have shown that students’ reading literacy depends to a large extent on how students read (i.e., what strategies they take). However, little evidence is available showing what teachers can do to help students enhance their reading literacy. Drawing on data produced by 356 teachers and 6327 students in Singapore, we explored the effect of teachers’ emphasis on two types of reading strategies, micro-level strategies (i.e., locating information) and macro-level strategies (i.e., describing the text structure), on students’ reading achievement. We found that macro-level strategies significantly benefit reading achievement. We also found that teachers that collaborate more are more ready to emphasize reading strategies during their instruction. For detailed findings please turn to our newly published article: Teachers’ Instruction of Reading Strategies and
Primary School Students’ Reading Literacy: An Approach of Multilevel Structural Equation
Modelling, which is available from https://doi.org/10.1080/10573569.2021.1923100