Effects of Technology-Based Teacher Training (Article Critique Sample)

Article Critique: Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies
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TIME \@ "MMMM d, yyyy" February 14, 2016
Article Critique: Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies
Summary of Article and Meaning
This study was done to examine the efficiency of an expertly advanced comprehensive reading comprehension strategies program. The purpose was to compare it to the traditional reading comprehension instruction which was offered to over 800 fourth and fifth graders. The study was done using 34 classrooms in the United States. Also, the treatment involved a strong, technology-founded teacher training component in addition to extremely encouraging materials that would be used for 53 classroom-delivered student instructions. The study utilized a research design which was a randomized trial performed at the classroom level. It was done with classes unsystematically apportioned to either the treatment which (classroom n=16) or the control made up of (classroom n=17) circumstances. Hierarchical Linear Modeling was executed on student success statistics, nested inside classrooms within treatment situations, for the classes that were intact. Hierarchical Linear Modeling analyses using experimenter-designed achievement tests as the result variable was able to display an important effect for disorder. However, the students in the treatment condition were the ones that scored higher than those students who were in the control condition through all the different student groups which were comprised of gender English Language proficiency and ethnicity. The article tried to make the point that there are a lot of U. S. students that are not doing that well in reading. It points out that students are not developing the proper sophisticated reading comprehension skills needed in order to be successful in the 21st century. The article explains that the U. S. economy is demanding a more universally higher level of learning achievement than at any previous point in history, and it is rational to believe that literacy stresses will increase in the future.
On the other hand, the article stresses the fact that while the demand for a more sophisticated reading comprehension skills is in demand and increasing, the reading abilities of U. S. students have not been doing that well. Their comprehension skills stayed these same, they hardly changed and they stayed unchanged for over the past 30. The article talks about the specific issue that is motivating the research talked about in the study which is that fact that there are not many U. S. students which are being taught the reading comprehension policies they need in order to do the classy reading essential in today's world. The article supported this claim by mentioning that teaching reading comprehension strategies to students was not a part of the entire language program, which seriously dominated in U. S. classrooms during the course of most of the previous decade, and as a result teaching comprehension strategies was just not an urgency during that time. The article also stressed that teachers have not been sufficiently trained when it comes to teach reading comprehension tactics. Also with the training, teaching comprehension is extremely stimulating. For most teachers, positively teaching comprehension policies is dependent on having proper and influential materials in order to use in teaching the policies.
The authors even talk about how over the past 15 years, there has been a considerable body of concept and research which has reinforced two methods to teaching comprehension strategies. The authors call them the "direct explanation of strategies" and "transactional strategies instruction." The article explains that both of these strategies have been effective but that direct explanation of strategies has been recurrently authenticated and recommended over the past two decades.
The Critique
Research Problem
In their research, the authors provide their problem as a statement somewhat as a questioning so, for clearness, I can rephrase it:  Are teachers in primary schools being trained in by utilizing the templates of either direct instruction or cognitive apprenticeship?  The authors make note that, through the research for example that which was conducted by other researchers has been confirmed that training in Direct Instruction is effective for improving the development basic skills for students.  Furthermore, they specify that lab experiments were able to prove the efficiency of Cognitive Apprenticeship on the growth of metacognitive abilities in situations that are considered to be controlled.
There were 83 primary school teachers used in the study. These teachers were the proximate of the population that were from the northern part of the Netherlands.  Moreover to being distinguishable by occupation and locale, the population is likewise specific in that each person within the group was before acquainted with and had been reading and applying I Know What I Read. This is a specific curriculum for reading comprehension. The authors did a good job with using this book as an example.
Review of the Literature
The authors also...