Teachers Talking and Students Listening: A Model of Learning Outcomes.Reportar como inadecuado

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A study used causal modeling to examine how second-grade students' language ability interacted with two characteristics of a teacher's language during naturalistic expository instruction to explain students' attention to and learning from a science lesson. Subjects, 120 students from 13 suburban classrooms, working with an instructor in groups of 6, listened to a 6-10 minute lesson about chipmunks. Each group heard instructional language that was fast and nonredundant, fast and redundant, slow and nonredundant, or slow and redundant. Results indicated that a significant portion of the variance in learning outcome on two measures, a multiple choice picture task and a verbal recall task, was explained by prior language ability and pace of the instructional language, mediated by students' attention to the lesson. Special needs students exhibited a different pattern of learning and attending than "regular" students. They attended to fast-paced instruction as much as regular students and learned as much. But when instructional language was slow-paced, special needs students attended less and learned less than regular students. The special needs students' different attentional and learning patterns could be attributed to attentional deficits, comprehension monitoring deficits, or to these students making different choices about how to allocate their resources. Findings suggest that teachers ought to modify their instructional language for students, and that how they do this will depend on students, teachers' instructional goals, the instructional processes they use, and their beliefs about the aims of education. (Contains 26 references, and 7 tables and 12 figures of data.) (Author/RS)

Descriptors: Attention, Communication Research, Foreign Countries, Grade 2, Language Proficiency, Learning Processes, Primary Education, Science Instruction, Special Needs Students, Teacher Behavior

Autor: Lapadat, Judith C.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8191&id=ED371422

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