{"title":"每个孩子，每一天","authors":"R. Allington, Rachael E. Gabriel","doi":"10.1037/e526182010-001","DOIUrl":null,"url":null,"abstract":"The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.","PeriodicalId":47905,"journal":{"name":"Educational Leadership","volume":"69 1","pages":"10-15"},"PeriodicalIF":0.4000,"publicationDate":"2012-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"78","resultStr":"{\"title\":\"Every Child, Every Day\",\"authors\":\"R. Allington, Rachael E. Gabriel\",\"doi\":\"10.1037/e526182010-001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.\",\"PeriodicalId\":47905,\"journal\":{\"name\":\"Educational Leadership\",\"volume\":\"69 1\",\"pages\":\"10-15\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2012-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"78\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Leadership\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1037/e526182010-001\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Leadership","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1037/e526182010-001","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The research base on student-selected reading is robust and conclusive: Students read more, understand more, and are more likely to continue reading when they have the opportunity to choose what they read. In a 2004 meta-analysis, Guthrie and Humenick found that the two most powerful instructional design factors for improving reading motivation and comprehension were (1) student access to many books and (2) personal choice of what to read.
期刊介绍：
How can schools cultivate a greater sense of overall safety, in both physical and emotional terms? The October 2019 issue of Educational Leadership® (EL®) explores this pressing topic, offering ideas and strategies for ensuring that students and teachers feel protected, supported, and free to learn.
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