新泽西州的一位校长是如何解决中学读写差距的
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新泽西州的一位校长是如何解决中学读写差距的
Thelma Ramsey-Bryant和她的团队致力于使补救阅读任务与年龄相适应，并找出与学生行为的联系。
发布于2025年1月6日
罗杰·里德尔
约翰·l·科斯特利中学校长塞尔玛·拉姆齐-布莱恩特将阅读流利度、理解力和词汇量列为她与学生一起开展扫盲工作的重点领域。 marcoventuriautieri/E+via Getty Images
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塞尔玛·拉姆齐-布莱恩特在2020年冠状病毒肺炎·疫情的鼎盛时期成为新泽西东奥兰治的约翰·l·科斯特利中学的校长。但全球健康危机并不是她开始新角色时面临的唯一障碍。
塞尔玛·拉姆齐-布莱恩特
塞尔玛·拉姆齐·布莱恩特的许可
拉姆齐-布莱恩特很快意识到，她的许多8年级学生需要在阅读流利性和理解力方面得到帮助。在2021-22学年，该校只有14%的学生在阅读方面达到或超过熟练水平。尽管这个数字上升至21%她指出，在2022-23年，学生在英语语言艺术方面的增长达到了国家标准，但仍有工作要做。
该学校的学生人口中，自2022年以来也包括七年级学生，有52%处于危险之中，59%处于经济弱势，79%为黑人，19%为拉丁裔。
拉姆齐-布莱恩特告诉K-12 Dive说:“我有很短的时间来帮助他们缩小这些差距，以便他们能够在高中阶段取得成功。”“在高中阶段，你为了理解而大量阅读，为了进行批判性思考而大量阅读，这些更高层次的阅读技能是必要的。”
如果你没有掌握这些基本的阅读技巧，她说，那么在高中及以后的生活中取得成功将会变得更加困难。我们采访了Ramsey-Bryant，以了解她所在学校的工作情况，以及她是如何克服挑战，让她的中学生感到补习识字是适龄的。
K-12 DIVE:在中学阶段促进读写能力和阅读流利性的最大障碍是什么？
塞尔玛·拉姆齐-布莱恩特:一些最大的障碍是我们的学生来找我们有困难，不是从语音的角度来阅读，而是阅读的流畅性、理解和词汇。
我们的一些学生在这三个领域有困难，这使得他们很难在各个学科领域取得优异成绩。比如，你有一定的学术词汇用于社会学、数学和科学。这使得他们很难理解所有不同的内容，因为缺乏流利性和词汇量。
当谈到让那些十几岁的学生接受可以被视为对他们基本阅读技能的补救工作时，你如何激励他们这样做？
拉姆齐-布莱恩特:有时，人们认为中学生会因为缺乏某些技能而感到尴尬。你确实有一些学生有这种感觉。
我们发现，有时学生有行为问题，当你追根究底行为问题是什么时，那是因为他们阅读有困难，他们不想让其他学生知道，所以他们表现出来。
我们开始和学生谈论，“我们想帮助你阅读，这些是我们将要做的方式。”我在这里有一个老师，他能够以一种不会让学生觉得这是一件轻而易举的事情的方式接近学生。我们向他们展示了与他们水平相当的东西，但帮助他们理解这将使他们成为更好的读者，他们实际上被吸引了，他们欣赏它。
我认为这更像是一种方法，而不仅仅是把学生带进来，然后说，“嗯，你不识字。”我们与中学生交谈的方式非常微妙，要帮助他们成为更好的读者。
你见过的在这方面行之有效的具体方法有哪些？
拉姆齐-布莱恩特:对我们的许多学生来说，我们必须真正回到基础。这意味着在语音、音素意识和开始拼写方面的一些工作。
如果我们谈论的是长“a”音，那么学生们必须拼写长“a”的单词——你知道，以“e”结尾的单词。因此，它可能不像那些基本的视觉单词那么简单，但我们确实必须回到开始教学生那些基本的拼写规则，以便他们可以改善他们的发音和他们的音素意识技能。
这是我们必须做的大量基础工作。
当谈到帮助课堂教育者建立一套技能来解决这个问题时，他们可以做哪些最重要的事情来帮助学生克服这一差距？
拉姆齐-布莱恩特:有时在中学水平上很难——因为很多时候中学老师认为自己是内容专家，他们只想处理他们的内容。如果我是数学老师，不要和我谈阅读，如果我是教科学的，我不是来教学生如何阅读的。但是为了让学生能够接触到课程，他们必须有基本的阅读能力。因此，我们不得不在我们的专业学习社区中进行大量的关于基本读写能力的培训。
另一件事是，我们必须给我们的学生机会，让他们明白你阅读是有目的的。
一旦你开始和学生分享“好的，今天我们在读一些东西，这就是为什么我们在读它，”你甚至可以把它和你在手机上读的东西联系起来。通常当你在手机上阅读东西时，它是有目的的——它让你获取信息或发送短信或娱乐。这些是你可以开始影响学生理解为什么阅读和读写能力很重要的一些方法。
你尝试过的帮助提高阅读水平的最有效的方法是什么？
拉姆齐-布莱恩特:一些最有效的干预措施是利用课堂时间将学生分成小组，与他们一起学习他们可能有的一些不足的技能，并让学生大声朗读。很多时候我们不知道学生的阅读是否流利，因为我们从来没有让他们大声朗读——尤其是在中学阶段。并且，试着鼓励学生在校外阅读。
我们做的其他一些事情是与家长合作，让他们作为中学生阅读的伙伴。很多家长确实和他们的年轻学生一起阅读，但是他们认为他们没有必要和中学生一起阅读。我们还为家长提供了在家与孩子一起工作的策略。
我们让一些中学生参观其他学校，为更年轻的学生朗读，这样他们就可以练习大声朗读和流利地朗读——即使是一本水平较低的书，因为所有的阅读练习都有助于我们的学生。
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你提到了行为和学生有问题之间的联系。在推出这些计划时，您在这方面注意到了哪些事情？
拉姆齐-布莱恩特:我们的停学率大幅下降，我们向纪律处分部门的推荐大幅下降，我们的出勤率有所提高。因此，学生在学业上对