Individualizing Teaching in Beginning Reading
ERIC Educational Resources Information Center
McDonald Connor, Carol
2014-01-01
The best way to teach children how to read has been debated for more than a century. Accumulating research now shows that there is no one best way to teach reading. The effect of various types of instruction depends on the constellation of skills learners bring to the classroom. In this article, we discuss the idea of…
Beginning Reading at All Grade Levels.
ERIC Educational Resources Information Center
Naumann, Nancy
1980-01-01
A third-grade teacher's account of her struggle to determine the most appropriate methods for teaching reading skills includes grouping techniques, methods for creating interest in reading among the students, techniques for diagnosing reading levels, and a fifth dimensional approach to teaching beginning reading. (JN)
Teaching Beginning Braille Reading Using an Alphabet or Uncontracted Braille Approach
ERIC Educational Resources Information Center
Day, Janice Neibaur; McDonnell, Andrea P.; O'Neill, Rob
2008-01-01
This study examined the effects of using a research based print reading program modified to accommodate beginning braille readers using an alphabet or uncontracted braille reading approach with five beginning braille readers. Four of the 5 participants displayed a clear increase in their ability to read high frequency words when they began using…
Teaching Reading through Language. TECHNIQUES.
ERIC Educational Resources Information Center
Jones, Edward V.
1986-01-01
Because reading is first and foremost a language comprehension process focusing on the visual form of spoken language, such teaching strategies as language experience and assisted reading have much to offer beginning readers. These techniques have been slow to become accepted by many adult literacy instructors; however, the two strategies,…
ERIC Educational Resources Information Center
Butler, Dorothy
1982-01-01
If, ideally, reading begins at home, with children listening eagerly to interesting stories, then this experience must be duplicated in the classroom for reluctant readers. Listening to good stories can motivate students to develop reading skills. Activities of the Reading Center (Auckland, New Zealand) are described. (PP)
Developing New Reading Assessments to Promote Beginning Reading in Singapore
ERIC Educational Resources Information Center
Koh, Kim H.; Paris, Scott G.
2011-01-01
Effective reading instruction and intervention are rooted in effective assessments of children's developing skills in reading. The article aims to describe the development of new reading assessments to help promote beginning reading in Singapore primary schools. We begin with an introduction to the educational landscape and policies before…
ERIC Educational Resources Information Center
Day, Richard R.
2013-01-01
"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…
Teaching Reading and Spelling to Adult Learners: The Multisensory Structured Language Approach
ERIC Educational Resources Information Center
Ali, Shamim
2012-01-01
All over the World most effective methods for teaching reading to beginning-level adults have been applied. My continuing challenge has been to determine how reading acquisition research can be applied to teaching reading to adults. In this article, I describe the techniques I have found most useful; I hope other teachers working with beginning…
Using Concept Mapping to Teach Young EFL Learners Reading Skills
ERIC Educational Resources Information Center
Teo, Adeline; Shaw, Yun F.; Chen, Jimmy; Wang, Derek
2016-01-01
Many English as a foreign language (EFL) students fail to be effective readers because they lack knowledge of vocabulary and appropriate reading strategies. We believe that teaching proper reading strategies can help second-language learners overcome their reading problems, especially when the instruction begins in elementary school. Effective…
ERIC Educational Resources Information Center
Smethurst, Wood
Questions pertaining to beginning reading, success, and failure are addressed. The issues of concern are: (1) When reading begins? (2) What preschool activities seem to help certain children succeed as readers? (3) What characteristics and conditions are associated with reading failure in first grade? (4) What early experiences might help children…
How psychological science informs the teaching of reading.
Rayner, K; Foorman, B R; Perfetti, C A; Pesetsky, D; Seidenberg, M S
2001-11-01
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.
Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms
ERIC Educational Resources Information Center
Wineburg, Sam; Martin, Daisy; Monte-Sano, Chauncey
2011-01-01
Reaching beyond textbooks, this is a guide to teaching "historical reading" with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, "Reading Like a Historian", in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an…
ERIC Educational Resources Information Center
Ricketts, Mary
1980-01-01
Described are five approaches to teaching reading: Language Experience, Modified Alphabet, Linguistic, Programmed, and Basal. It is suggested that a good teacher, well trained, certified in his or her profession, an active participant in professional organizations, can teach reading successfully using almost any approach. (KC)
Learning to Read: From Beginning to Proficient Readers.
ERIC Educational Resources Information Center
Burke, Erin
Reading aloud to children is the most important step towards making a child a reader. It exposes them to print and excites their curiosity through intriguing story lines. Parents play an enormous role in this aspect of reading development, because it begins long before a child is in school. In the beginning of school, teachers spend time assessing…
Only Connect: How Literature Teaches Children To Read and Write.
ERIC Educational Resources Information Center
Sloan, Glenna Davis
Memorable language that delights children, makes them laugh or gasp, or causes them to ponder and wonder is the literature that will begin the process of teaching them to read and write. Literature is meant to connect, not with reason primarily, but with readers' and listeners' imaginations and emotions, and in the case of poetry, with something…
Poetry: An Innovative Teaching Strategy for Exploring Empathy With Beginning Nursing Students.
Mood, Laura
2018-05-01
Empathy is a professional value difficult to teach and challenging for beginning nursing students to grasp. This article describes how a poem was integrated in a seminar to engage students in exploring empathy and its relevance to their forming professional identities. Preseminar, nursing students (N = 8) read a book chapter about thinking empathetically. In seminar, they read an assigned poem and, using guiding questions, discussed it in small and large groups. Postseminar, students wrote self-reflections about their most important learning of the week. Through in-seminar discussions and postseminar reflections, students crafted new meanings of empathy, contemplated new insights, and integrated them into their imagined professional identities. In written self-reflections, six of eight students indicated the seminar was their most important learning of the week. Poetry is an engaging platform that makes accessible to beginning students the values of the profession that are difficult to articulate and grasp. [J Nurs Educ. 2018;57(5):315-318.]. Copyright 2018, SLACK Incorporated.
Effective Beginning Reading Programs: A Best-Evidence Synthesis
ERIC Educational Resources Information Center
Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan
2009-01-01
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…
ERIC Educational Resources Information Center
Langstaff, Nancy
This book, intended for use by inservice teachers, preservice teachers, and parents interested in open classrooms, contains three chapters. "Beginning Reading in an Open Classroom" discusses language development, sight vocabulary, visual discrimination, auditory discrimination, directional concepts, small muscle control, and measurement of…
Teaching Beginning Reading Sounds to Head Start Youngsters.
ERIC Educational Resources Information Center
Von Hilsheimer, Catherine
The effectiveness of the Three Owls Reading Method was tested, using 53 children from a Head Start program. The Three Owls system combines sight, phonic, and linguistic reading methods with movement and touch modes of instruction. After a pretest for phonic letter recognition, the students were matched and assigned to one of two classes in a…
Teaching Reading Comprehension through Collaborative Strategic Reading.
ERIC Educational Resources Information Center
Vaughn, Sharon; Klingner, Janette Kettman
1999-01-01
Provides an overview of collaborative strategic reading (CSR) as an approach to enhancing the reading-comprehension skills of students with learning disabilities. Procedures for implementing CSR with collaborative groups and techniques for teaching reading-comprehension skills are provided. The role of the teacher is described and sample teaching…
Beginning Reading: Are We Doing Only Half the Job?
ERIC Educational Resources Information Center
Willems, Arnold L.
1979-01-01
Current theories about teaching children to read overemphasize use of the left brain hemisphere. Children with a right-hemisphere dominance are likely to experience difficulties unless reading experiences are planned which capitalize on right-brain characteristics: divergent thinking and creative activities, hands-on experiences, and free reading.…
Teaching Reading Sourcebook, Second Edition
ERIC Educational Resources Information Center
Honig, Bill; Diamond, Linda; Gutlohn, Linda
2008-01-01
The "Teaching Reading Sourcebook, Second Edition" is a comprehensive reference about reading instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the "Sourcebook" includes both a research-informed knowledge base and practical sample lesson models. It teaches the key elements of an effective reading…
Reading and Teaching the Novel, Volume 3.
ERIC Educational Resources Information Center
Arnold, Roslyn M., Ed.
This volume on reading and teaching the novel contains six articles: "Close Reading: The Novel in the Senior School" by S. E. Lee discusses the advantages of rereading and analytical reading in high school; "Teaching 'The Great Gatsby'" by David Mallick discusses the difficulties of teaching this novel and provides a lesson plan; "The Operation of…
Computer assisted analysis of research-based teaching method in English newspaper reading teaching
NASA Astrophysics Data System (ADS)
Jie, Zheng
2017-06-01
In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.
ERIC Educational Resources Information Center
Goswami, Usha
1993-01-01
Three experiments on vowel decoding involving primary school children partially tested an interactive model of reading acquisition. The model suggests that children begin learning to read by establishing orthographic recognition units for words that have phonological underpinning that is initially at the onset-rime level but that becomes…
The Improvisational in Teaching Reading.
ERIC Educational Resources Information Center
Commeyras, Michelle
2002-01-01
Contends that an improvisational stance in teaching avoids disagreements and blockages that can stymie reading instruction. Outlines eight graduate students' experiences teaching improvisationally. Explains that the tutors sought a collaborative teaching stance that was in tune with the individual children's interests and personality. Defines…
ERIC Educational Resources Information Center
Drum, Lora B.
2015-01-01
Knowledge and understanding of foundational reading skills are critical in teaching both beginning readers and students who continue to struggle with reading in upper elementary grade levels. The purpose of this research study was to examine the essential knowledge and aptitude of teachers and the relationship between this knowledge and the…
Teaching Reading in Vocational Education.
ERIC Educational Resources Information Center
South Carolina State Dept. of Education, Columbia. Office of Vocational Education.
This handbook on teaching reading in vocational education is designed to provide vocational education teachers with a resource to use in helping students to develop sound reading skills. Provided in the handbook are information sheets, self-checks, practice activities, and suggestions for further reading dealing with the following topics:…
ERIC Educational Resources Information Center
Fives, Helenrose; Hamman, Doug; Olivarez, Arturo
2007-01-01
The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? "Education", 105, 254-257]. Data from 49 student-teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher…
New Ways in Teaching Reading. Revised
ERIC Educational Resources Information Center
Day, Richard R.
2012-01-01
This second edition of "New Ways in Teaching Reading" bursts with new activities while retaining many of the features that made the first edition a best seller. The activities chosen for this edition are inspired by state-of-the art trends in teaching reading to English learners. Teachers now find numerous creative, classroom-ready activities in…
Teaching Reading: 3-5 Workshop
ERIC Educational Resources Information Center
Annenberg Media, 2005
2005-01-01
This video workshop with auxiliary classroom videos will show intermediate elementary teachers how to help their students transition from "learning to read" to "reading to learn." Eight half-hour workshop video programs feature leading experts who discuss current research on learning to read and teaching a diverse range of students. The research…
Read Me a Song: Teaching Reading Using Picture Book Songs.
ERIC Educational Resources Information Center
Routier, Wanda J.
This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness,…
Beginning Teachers' Perception of Their Induction into the Teaching Profession
ERIC Educational Resources Information Center
Kidd, Lynda; Brown, Natalie; Fitzallen, Noleine
2015-01-01
Beginning teachers' induction into the teaching profession needs to be personally and professionally fulfilling, which is often not the case. The main objective of this mixed method study was to gain a deeper understanding of beginning teachers' experiences and the perceptions of their induction into the teaching profession and the support they…
The Explicit Teaching of Reading.
ERIC Educational Resources Information Center
Hancock, Joelie, Ed.
Exploring the explicit teaching of reading, this book is the result of a group of Australian teachers who took a closer look at their teaching so that they could be clearer to their kindergarten through middle-school students. Chapter 1 is based on a presentation at a Saturday inservice program on explicit teaching. Chapters 2-9 were written by…
ERIC Educational Resources Information Center
Riverside Publishing Co., Chicago. IL.
The Diagnostic Assessments of Reading with Trial Teaching Strategies (DARTTS) is a program of diagnostic tests with sample lessons in aspects of literacy. Developed by Florence G. Roswell and Jeanne S. Chall, the DARTTS program is published in a multilevel format for beginning through advanced (high school) readers. Teachers administer and score…
Common Core, Commonplaces, and Community in Teaching Reading
ERIC Educational Resources Information Center
Roskos, Kathleen; Neuman, Susan B.
2013-01-01
Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands,…
ERIC Educational Resources Information Center
Macdonald, James B., Ed.
This collection of short papers examines reading as a social institution. Rolland Callaway begins with the idea that the teaching of reading must be looked at in terms of educational policy or politics. Jack E. Williams follows with a semihistorical orientation which traces social class, ethnic, and racial biases on achievement. James B. Macdonald…
Reading the Web: Internet Guided Reading with Young Children
ERIC Educational Resources Information Center
Salyer, David
2015-01-01
Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older…
Cohesion Features in ESL Reading: Comparing Beginning, Intermediate and Advanced Textbooks
ERIC Educational Resources Information Center
Plakans, Lia; Bilki, Zeynep
2016-01-01
This study of English as a second language (ESL) reading textbooks investigates cohesion in reading passages from 27 textbooks. The guiding research questions were whether and how cohesion differs across textbooks written for beginning, intermediate, and advanced second language readers. Using a computational tool called Coh-Metrix, textual…
ERIC Educational Resources Information Center
Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray; Andreasen, Lindi
2013-01-01
In this study, we tracked elementary preservice teachers' (N = 41) perceived ability to teach reading as they moved through their teacher preparation program. After graduation, we conducted follow-up teaching observations and interviews with five of these novice teachers to explore their perceptions about their ability to teach reading. An…
ERIC Educational Resources Information Center
Telfer, Hedy R.
The use of electric typewriters for beginning reading instruction was investigated. Thirty-six freshmen and sophomore education majors worked for 10 weeks with nine pairs of L-level (first-grade) children from the Wisconsin University laboratory school on SRA materials, Dolch phrases, and creative writing. Half used typewriters and the rest,…
Integrating Environmental Education With Beginning Reading and Phonics Instruction
NASA Astrophysics Data System (ADS)
Bolsem, Anne M.
The practice of integrating methods of instruction shows signs of promise as teachers seek new ways to raise student achievement. Although researchers have focused on the efficacy of environment-based education, little research has been done to investigate a framework for integration. The research question that guided this case study was designed to explore the instructional practices teachers employ to integrate environmental education with beginning reading and phonics instruction. The conceptual framework is based on the seminal idea of using the environment as an integrating context, which postulates that the natural world becomes the overarching theme for teaching and learning. Data were obtained through interviews and lesson observations using a purposeful sample of 4 kindergarten and first grade teacher participants. A focus group interview also included the on-site naturalist. Inductive data analysis was used to discover categories and themes. Findings indicated that teachers integrate instruction primarily in the areas of vocabulary and writing after purposeful planning, collaboration, and a deep understanding of broader student goals. Findings also specified that teachers' integration strategies represent a combination of who the teachers are, what they believe, and what action they take in the classroom. Site-specific recommendations for action include ongoing professional development for teachers and support staff, time for collaboration, and review of teacher personal beliefs. Implications for social change include reflection and improvement of practice by teachers at the study site, as well as continued evaluation and discussion about teaching practices and teacher roles leading to more cohesive, enriching integrated instruction rooted in authentic, place-based experiences.
The Challenge of Teaching Elementary Reading
ERIC Educational Resources Information Center
Wolf, Aline D.
2006-01-01
In this article, Aline Wolf discusses the challenges of teaching elementary reading at present time. She also raises her concern not only about the declining of reading skills, but also about the declining number of books that students actually read which creates a dilemma for teachers. She believes that the Montessori community must give priority…
ERIC Educational Resources Information Center
Wang, Jing
2014-01-01
This study is aimed at identifying reading strategies of beginning learners of Chinese as a foreign language (CFL) with and without a pop-up dictionary and at determining if learners retain the reading comprehension gained from using the dictionary. Beginning CFL learners at a Midwestern university answered questions about their reading strategies…
The Politics of the Teaching of Reading
ERIC Educational Resources Information Center
Soler, Janet
2016-01-01
Historically, political debates have broken out over how to teach reading in primary schools and infant classrooms. These debates and "reading wars" have often resulted from public concerns and media reportage of a fall in reading standards. They also reflect the importance placed on learning to read by parents, teachers, employers, and…
Teaching Reading in a Learning Assistance Center.
ERIC Educational Resources Information Center
Caverly, David
This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3)…
ERIC Educational Resources Information Center
Miller, Cathy Puett
2010-01-01
Preschool and kindergarten educators know that strong oral language skills must be in place before children can learn to read. In "Before They Read: Teaching Language and Literacy Development through Conversations, Interactive Read-Alouds, and Listening Games," Cathy Puett Miller helps educators teach those early literacy skills with engaging…
Causal Connections in Beginning Reading: The Importance of Rhyme.
ERIC Educational Resources Information Center
Goswami, Usha
2000-01-01
Discusses the implications of Goswami and Bryant's (1990) theory about important causal connections in reading for classroom teaching, and reviews more recent "rhyme and analogy" research within this framework. Discusses new research on the nature of the English spelling system and the representation of linguistic knowledge. Emphasizes the…
ERIC Educational Resources Information Center
Pumfrey, Peter D.
The second edition of this British publication provides details of recent developments in the assessment of reading attainments and the analysis of reading processes. The book begins with a description of various types of reading tests and assessment techniques with consideration given to the purposes for which normative, criterion-referenced, and…
Teaching Reading Strategies to English Language Learners.
ERIC Educational Resources Information Center
Jenks, Christopher J.
This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy,…
Reading Johanna Spyri's "Heidi" in the Beginning German Language Classroom
ERIC Educational Resources Information Center
Baumgartner, Karin
2017-01-01
The article explores the benefits of extensive reading in the beginning German language classroom. Employing a simplified version of Johanna Spyri's novel "Heidi," the article brings together research on extensive reading and cultural literacy in a unit dedicated to the incorporation of Switzerland into the German language curriculum.…
Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding
ERIC Educational Resources Information Center
Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany
2012-01-01
Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…
A Holistic Approach to Teaching College Reading.
ERIC Educational Resources Information Center
Nist, Sherrie L.
1985-01-01
Argues that college reading should be taught in a holistic manner. Presents characteristics of college developmental readers and discusses several generalizations that should be considered when teaching college reading holistically. (FL)
Creative Teaching: Why It Matters and where to Begin
ERIC Educational Resources Information Center
Rinkevich, Jennifer L.
2011-01-01
Current research indicates that creativity in teaching can and should be enhanced in order to promote student learning. This article begins by stressing the importance of creativity in education and the ways in which creative teaching benefits students. Next, it addresses key points for better understanding classroom creativity by identifying…
NASA Astrophysics Data System (ADS)
Nam, Jeonghee; Seung, Eulsun; Go, MunSuk
2013-03-01
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level (7-9th grades) in an urban area of South Korea. For each beginning teacher, five lessons were evaluated in terms of lesson design/implementation, procedural knowledge, and classroom culture by using the Reformed Teaching Observation Protocol. Five aspects of the beginning teachers' reflections were identified. This study showed that a collaborative mentoring program focusing on inquiry-based science teaching encouraged the beginning teachers to reflect on their own perceptions and teaching practice in terms of inquiry-based science teaching, which led to changes in their teaching practice. This study also highlighted the importance of collaborative interactions between the mentors and the beginning teachers during the mentoring process.
Intellectual Stimulation of the Preschooler, or Reading Readiness Begins at Birth.
ERIC Educational Resources Information Center
Jester, R. Emile
Although the controversy surrounding beginning reading instruction has often centered on the age at which it should be begun, i.e., at the ages of 5, 6, or 7, the position was taken in this study that by the time the child reaches these ages, it is too late for optimum development of reading readiness. As a part of a larger study, groups of…
Why elementary teachers might be inadequately prepared to teach reading.
Joshi, R Malatesha; Binks, Emily; Hougen, Martha; Dahlgren, Mary E; Ocker-Dean, Emily; Smith, Dennie L
2009-01-01
Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic concepts of the English language. They may be well versed in children's literature but not know how to address the basic building blocks of language and reading. The authors hypothesized that one of the reasons for this situation is that many instructors responsible for training future elementary teachers are not familiar with the concepts of the linguistic features of English language. This hypothesis was tested by administering a survey of language concepts to 78 instructors. The results showed that even though teacher educators were familiar with syllabic knowledge, they performed poorly on concepts relating to morphemes and phonemes. In a second study, 40 instructors were interviewed about best practices in teaching components and subskills of reading. Eighty percent of instructors defined phonological awareness as letter-sound correspondence. They also did not mention synthetic phonics as a desirable method to use for beginning reading instruction, particularly for students at risk for reading difficulties. In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses.
Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks
ERIC Educational Resources Information Center
Liang, Lauren Aimonette; Dole, Janice A.
2006-01-01
This article presents five instructional frameworks demonstrated by research as being effective in teaching reading comprehension: (1) The Scaffolded Reading Experience (SRE); (2) Questioning the Author (QtA); (3) Collaborative Strategic Reading (CSR); (4) Peer-Assisted Learning Strategies (PALS); and (5) Concept-Oriented Reading Instruction…
What Can Video Games Teach Us about Teaching Reading?
ERIC Educational Resources Information Center
Compton-Lilly, Catherine
2007-01-01
James Gee has suggested that video games can teach us important lessons about learning and that we can learn about teaching from these games. Reading research and the words of the author's daughter are the basis of an exploration of the learning principles Gee identifies. He explains that video games are successful in engaging children and…
ERIC Educational Resources Information Center
Ghanaat Pisheh, Etrat Alzahra; Sadeghpour, Narges; Nejatyjahromy, Yaser; Mir Nasab, Mir Mahmoud
2017-01-01
Cooperative teaching is the result of efforts made by two educators for teaching a heterogeneous group of students, especially one including those with specific needs, due to reading disorders for instance. The present study serves as an experimental investigation focusing on the effect of cooperative teaching on the development of reading skills…
ERIC Educational Resources Information Center
Bell, Athene Cooper
2012-01-01
A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable…
ERIC Educational Resources Information Center
You, JeongAe
2009-01-01
This qualitative case study examines the exemplary teaching approaches of an expert Korean dance educator who has been teaching beginning dance classes in higher education. The expert dance educator, possesses 28 years of teaching experience in higher education, is the recipient of a national award, is actively involved in professional activities,…
Schema Theory and College English Reading Teaching
ERIC Educational Resources Information Center
Zhao, Xiaoguang; Zhu, Lei
2012-01-01
Reading plays a dominant role among the four skills in foreign language acquisition for college students. Unfortunately, over the past few decades, English teaching practice shows that Chinese students are vulnerable in it. Both their reading speed and their reading skills are far from being satisfactory. Schema theory presents a very efficient…
Reading Essentials: The Specifics You Need To Teach Reading Well.
ERIC Educational Resources Information Center
Routman, Regie
Currently, there is much controversy and confusion over "best practice" issues in teaching reading. This book, written by a "lifelong teacher/learner," is based on the premise that good teaching does not have to mean lots of hours spent planning but instead requires lots of thinking--thinking about what matters to children, what children need to…
Teaching Reading to the Disadvantaged Adult.
ERIC Educational Resources Information Center
Dinnan, James A.; Ulmer, Curtis, Ed.
This manual is designed to assess the background of the individual and to bring him to the stage of unlocking the symbolic codes called Reading and Mathematics. The manual begins with Introduction to a Symbolic Code (The Thinking Process and The Key to Learning Basis), and continues with Basic Reading Skills (Readiness, Visual Discrimination,…
The Conditions of Beginning Reading Instruction for Students with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Spector, Janet E.; Cavanaugh, Brian J.
2015-01-01
A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to…
Beyond decoding: phonological processing during silent reading in beginning readers.
Blythe, Hazel I; Pagán, Ascensión; Dodd, Megan
2015-07-01
In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children's lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading. (c) 2015 APA, all rights reserved.
Teaching Reading at the Work Site.
ERIC Educational Resources Information Center
Ediger, Marlow
Inadequate self-concepts develop due to being a poor and insecure reader. Any company invests time and money wisely if it provides individuals opportunities to develop needed reading skills at the workplace. There are selected prerequisites for reading instructors to stress when teaching at the workplace: (1) the instructor needs to have basic…
The Application of Context Theory in English Teaching of Reading
ERIC Educational Resources Information Center
Zhu, Jiang; Han, Lemeng
2010-01-01
Context theory is a very important theory in English teaching, especially the teaching of reading. This paper first analyzes the theory of context, including the features of context and some principles in context theory. Then the paper discusses the application of context theory in English teaching of reading, including some problems met in…
Randall, David C; Baldridge, Bobby R
2018-06-01
Students are challenged in transitioning from acquiring knowledge and understanding through reading textbooks to their learning to select, read, evaluate, and synthesize the primary literature. A customary approach to teaching this transition to beginning graduate students is for a faculty member to assign "readings" from the recent literature that promise to become key publications; such assignments generally underscore recent, novel scientific content. We advocate here an alternative approach for coaching students very early in their training: first, to read, analyze, and discuss a paper that highlights critically important features of effective and valid experimental design; and, second, to study a paper that can be shown historically to have fundamentally changed the way in which physiological function is understood. We consider as an example of the first goal a study that purports to demonstrate a principle of thermoregulation, but that interaction between students and instructor reveals the study's lack of an essential control. The second goal requires sufficient time for the publication to concretely validate its contribution(s). The purpose is to identify those essential properties of the selected paper that contributed to its having become a truly exemplary study. We present a 1957 paper by Dr. A. C. Burton ( Am Heart J 54: 801-810, 1957) as an illustration and analyze the study with respect to those attributes that contributed to its lasting importance. These alternative approaches to introduce inexperienced students to the original literature can produce critical insight into the process and can help students inculcate essential practices, guiding them to more productive careers.
Teaching Reading to Learning Disabled Children: A Fourth Approach.
ERIC Educational Resources Information Center
Bateman, Barbara
The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…
Teaching Singers to Sight-Read.
ERIC Educational Resources Information Center
Phillips, Kenneth H.
1996-01-01
Advocates making sight-reading an integral part of choral music instruction and rehearsals. Recommends the Kodaly method for teaching tonic and dominant tonal patterns. Describes several instructional exercises designed to motivate and engage students. (MJP)
Effective Teaching of Reading: Research and Practice.
ERIC Educational Resources Information Center
Hoffman, James V., Ed.
Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: A Primer for a…
Group Writing: How Writing Teaches Reading
ERIC Educational Resources Information Center
Campbell-Rush, Peggy
2006-01-01
What do Slinky toys, sign language, clipboards, golf pencils, and a house icon have in common? They all are a part of the author's writing and reading program, which teaches children how to write, and then read what they have written. This book includes: effective strategies that address multiple learning styles; a ready-to-use form for ongoing…
Beginning Teachers' Challenges in Their Pursuit of Effective Teaching Practices
ERIC Educational Resources Information Center
Confait, Steve
2015-01-01
This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools' expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own…
From Teaching Physics to Teaching Children: Beginning Teachers Learning from Pupils
ERIC Educational Resources Information Center
Findlay, Morag; Bryce, Tom G. K.
2012-01-01
This article discusses the development of beginning physics teachers' pedagogical content knowledge (PCK) in the context of teaching basic electricity during a one-year Professional Graduate Diploma in Education (PGDE) course and beyond. This longitudinal study used repeated semi-structured interviews over a period of four-and-a-half years. The…
Beginning Teachers Reflect on Their Experiences Being Prepared to Teach Literacy
ERIC Educational Resources Information Center
Helfrich, Sara R.; Bean, Rita M.
2011-01-01
A descriptive study was employed to investigate beginning teachers' experiences with reading instruction in their teacher preparation programs and to determine what areas of need have emerged now that they are practicing teachers. Data collection instruments included a reflective survey and telephone interviews. Beginning teachers perceived…
Teaching Reading in Foreign Language Classes: A Bibliography.
ERIC Educational Resources Information Center
Greenewald, M. Jane
This bibliography of articles, books, and ERIC documents on the teaching of reading in foreign language classes is intended for university content reading specialists, reading coordinators and consultants, secondary and university foreign language teachers, and methodologists in foreign language education. More than 95 sources are listed in the…
Contingency Teaching during Close Reading
ERIC Educational Resources Information Center
Fisher, Douglas; Frey, Nancy
2015-01-01
12 teachers were interviewed and observed as they engaged students in close reading. We analyzed their responses and instruction to determine the scaffolds that were used as well as the contingency teaching plans they implemented when students were unable to understand the text.
Four Longitudinal Studies of the Starter Approach, a Beginning Reading Strategy for Nonreaders.
ERIC Educational Resources Information Center
Foley, Christy L.
To highlight the versatility of the Starter Approach to reading, a one-on-one beginning reading strategy for use with a nonreader of any age, this document describes the approach in detail and then briefly describes four longitudinal studies that used it. The introduction notes that the procedure combines successful components of popular,…
ERIC Educational Resources Information Center
Dunn, Lloyd M.; And Others
The Cooperative Reading Project's purpose was to examine the relative effectiveness of three approaches to the teaching of beginning reading and the effectiveness of oral stimulation. This monograph reports the results of the last year of the project. The experimental reading treatments were: (1) the Initial Teaching Alphabet (ITA), (2) the Words…
The Teaching of Reading and Its New Emphasis
ERIC Educational Resources Information Center
Ediger, Marlow
2015-01-01
Teachers and supervisors of reading instruction need to stay abreast of trends and concerns when assisting pupils to achieve more optimally. Reading which meets high expectations is needed in school and in society. Thus, professionals involved in teaching reading in different academic and curriculum areas need to utilize the best methods of…
Reading: Phonemic Awareness, Vocabulary Acquisition, Teaching and Intervention.
ERIC Educational Resources Information Center
Poliakof, Anne Rogers, Ed.
2001-01-01
To spread the word that reading instruction must be based on research and to improve the preparation of teachers to teach reading, this edition of "Basic Education" emphasizes some of the most significant findings of recent reading research and suggests how these findings should translate into immediate action and policy. The first article, "A…
A Study of the Quantity of Time for Teaching Reading.
ERIC Educational Resources Information Center
Florida Reading Association.
A study was conducted to provide descriptive information about the quantity of classroom time used for teaching reading and the interruptive events that occur during the scheduled reading time. Data were gathered from 148 public and private school teachers representing all grade levels and a wide range of teaching experience. The subjects each…
Teaching Beginning Chemistry Students Simple Lewis Dot Structures
ERIC Educational Resources Information Center
Nassiff, Peter; Czerwinski, Wendy A.
2015-01-01
Students beginning their initial study of chemistry often have a difficult time mastering simple Lewis dot structures. Textbooks show students how to manipulate Lewis structures by moving valence electron dots around the chemical structure so each atom has an octet or duet. However, an easier method of teaching Lewis structures for simple…
Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing
ERIC Educational Resources Information Center
Gündogmus, Hatice Degirmenci
2018-01-01
The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…
Teaching Critical Reading through Literature. ERIC Digest.
ERIC Educational Resources Information Center
Collins, Norma Decker
Noting that it is only within the last decade that schools have begun to identify ways to optimize language use to promote higher level thinking, this ERIC Digest focuses on developing thinking skills in reading. The digest discusses the impetus for critical reading, the use of children's literature as a tool for teaching thinking skills, a…
Smuggling Language into the Teaching of Reading.
ERIC Educational Resources Information Center
Heilman, Arthur W.; Holmes, Elizabeth Ann
Techniques and procedures for teaching reading as a meaning-making, language-oriented process are the focus of this book. The underlying premise is that children are taught to read so that they have an important tool for developing and expanding concepts. In order to accomplish this aim, children must be exposed to the precision and ambiguities of…
The Influence of Teachers' Schema in Teaching Reading on Students' Understanding
ERIC Educational Resources Information Center
Basmalah, Putri
2013-01-01
This paper tells about teachers' schema in teaching reading. Based on some articles that the writer given, there are teachers who success in teaching reading and who are failed. The one of the cause why they are failed is because they did not apply the complete activities (pre-reading activities, while-reading and post-reading) in teaching…
Exploring the Essential Components of Reading
ERIC Educational Resources Information Center
Tindall, Evie; Nisbet, Deanna
2010-01-01
Teachers of adult learners of English as a second language (ESL) have increasingly encountered students with limited literacy skills in their native language and/or in English. Yet, many of these practitioners are not adequately equipped to meet the challenge of teaching reading, especially beginning reading skills. Although there is a paucity of…
NASA Astrophysics Data System (ADS)
Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan
2018-02-01
This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.
Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill
Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher
2011-01-01
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using SWAN behavior rating scores, we conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, we focused on the role of one of these factors, which we labeled attention-memory behaviors, for predicting reading performance. Teacher ratings of attention predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using HLM, significant interactions between student attention and teacher practices observed during literacy instruction were found. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, by mid-year, better word reading performance was not associated with high levels of teacher task- orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task re-directions. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. PMID:22207616
Initiatives in Communicative Language Teaching. A Book of Readings.
ERIC Educational Resources Information Center
Savignon, Sandra J., Ed.; Berns, Margie S., Ed.
A collection of readings on communicative language teaching explains what communicative language teaching is and how the goal of communicative competence is being met by teachers. The following articles are included:"Functional Approaches to Language and Language Teaching: Another Look" (Margie S. Berns); "Contextual Considerations in…
Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing
2015-01-01
This intervention study investigated the growth of letter sound reading and growth of consonant–vowel–consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching pre-school children to decode, or read, single letters. The study compared a control group, which received the preschool’s standard letter-sound instruction, to an intervention group which received a 3-step letter-sound instruction intervention. The children’s growth in letter-sound reading and CVC word decoding abilities were assessed at baseline and 2, 4, 6 and 8 weeks. When compared to the control group, the growth of letter-sound reading ability was slightly higher for the intervention group. The rate of increase in letter-sound reading was significantly faster for the intervention group. In both groups, too few children learned to decode any CVC words to allow for analysis. Results of this study support the use of the intervention strategy in preschools for teaching children print-to-sound processing. PMID:26839494
ERIC Educational Resources Information Center
Kewaza, Samuel; Welch, Myrtle I.
2013-01-01
Research on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala,…
The Dilemmas of Teaching Reading. Eighth Yearbook of The American Reading Forum, 1988.
ERIC Educational Resources Information Center
Lumpkin, Donavon, Ed.; And Others
Articles in this eighth yearbook of the American Reading Forum address the dilemmas of teaching reading. Articles, listed with their authors, are as follows: (1) "Deepening a Dilemma: Stylus vs. Computer Writing at an Early Primary Level" (J. Heep); (2) "Concept Maps and Vee Diagrams: Strategies To Deal with the Dilemma of the Restricted…
Teaching Reading in Spanish: A Study of Teacher Effectiveness.
ERIC Educational Resources Information Center
Ramirez, Arnulfo G.
The effect of teaching behaviors on student reading achievement in Spanish was investigated. A group of 18 teachers of Spanish reading and their classes were observed across two reading lessons having similar content. Each lesson was presented in two twenty-minute segments, thus allowing for four videotaping sessions. Students were pre- and…
Teaching the Alphabet to Young Children.
ERIC Educational Resources Information Center
Wasik, Barbara A.
2001-01-01
Clarifies issues surrounding teaching of the alphabet to preschoolers. Considers the meaning of "teaching" and examines links between letter knowledge, phonemic awareness, and learning to read. Presents suggestions for teaching the alphabet within developmentally appropriate practice guidelines, including beginning with the familiar, creating a…
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
Sáez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher
2012-01-01
The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Rating Scale behavior rating scores, the authors conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, the authors focused on the role of one of these factors, which they labeled attention-memory, for predicting reading performance. Teacher ratings of attention-memory predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using hierarchical linear modeling, the authors found significant interactions between student attention and teacher practices observed during literacy instruction. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, better word reading performance was not associated with high levels of teacher task orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task redirections. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed.
Using Technology to Support Expository Reading and Writing in Science Classes
ERIC Educational Resources Information Center
Montelongo, Jose A.; Herter, Roberta J.
2010-01-01
Students struggle with the transition from learning to read narrative text in the early grades to reading expository text in the science classroom in the upper grades as they begin reading and writing to gain information. Science teachers can adapt their teaching materials to develop students' reading comprehension and recall by writing summaries…
ERIC Educational Resources Information Center
Aldridge, Jerry T.; Rust, Debra
1987-01-01
First-graders (identified as high-risk for reading difficulties) were taught to read examples of "environmental print" (words on candy wrappers, grocery bags, newspaper advertisements) and were able to identify and write words when logos and supporting detail were removed, indicating that activities using environmental print can…
Structure, Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation
ERIC Educational Resources Information Center
Waalkes, Phillip L.; Benshoff, James M.; Stickl, Jaimie; Swindle, Paula J.; Umstead, Lindsey K.
2018-01-01
The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, [Hill, C. E., 1997]) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching-related program design and a…
Teaching Reading: Sourcebook for Kindergarten through Eighth Grade.
ERIC Educational Resources Information Center
Honig, Bill; Diamond, Linda; Gutlohn, Linda
This comprehensive sourcebook, unique in content and design, is a resource for teaching reading and language arts in Grades K-8. Aiming to combine the best features of an academic text and a practical, hands-on teacher's guide, the book provides educators with proven research and instructional strategies necessary for balanced reading programs. It…
Twentieth Century Modern Language Teaching: Sources and Readings.
ERIC Educational Resources Information Center
Newmark, Maxim, Ed.
One hundred and twenty-two readings from sources published between 1900 and 1947 cover aspects of language teaching in the United States. Chapters on the history of modern language teaching and on programs, projects, and activities are particularly lengthy. Other chapters discuss values of foreign language study, foreign language in the general…
ERIC Educational Resources Information Center
Huang, Ching-Ting; Yang, Shu Ching
2015-01-01
This study examines the effects of two types of online remedial reading interventions on the reading strategy and comprehension, motivational beliefs, and self-efficacy of 36 low-achieving students (explicit teaching before reciprocal teaching [ET-RT] vs. direct instruction [DI]). We designed a 10-unit online remedial English reading program based…
Teaching the Adult Beginning Reader: Designing Research Based Reading Instructional Strategies.
ERIC Educational Resources Information Center
Boraks, Nancy; Richardson, Judy
Acknowledging that while it is difficult to suggest specific instructional strategies for accommodating differing adult beginning readers' (ABR) psychosocial behavior, this paper offers appropriate instructional principles based on the educational and social needs of the ABR. The principles presented are as follows: (1) teachers should help adults…
A teaching-learning sequence about weather map reading
NASA Astrophysics Data System (ADS)
Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine
2017-07-01
In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a weather forecast. Sixty PET capabilities and difficulties in understanding weather maps were investigated, using inquiry-based learning activities. The results show that most PET became more capable of reading weather maps and assigning wind direction and speed on them. Our results also show that PET could be guided to understand meteorology concepts useful in everyday life and in teaching their future students.
ERIC Educational Resources Information Center
Hochweber, Jan; Vieluf, Svenja
2018-01-01
The authors examined the extent to which classroom-specific relationships between students' gender and their reading achievement and enjoyment of reading are associated with student-perceived teaching quality. Based on a sample of 10,543 ninth-grade students from 427 classrooms, multilevel analyses revealed that effective classroom management,…
Waterford Early Reading Program.
ERIC Educational Resources Information Center
Education Commission of the States, Denver, CO.
This paper provides an overview of the Waterford Early Reading Program (WERP), which is designed to shift teaching and learning away from remediation and failure to prevention, early achievement, and sustained growth for every student. WERP includes three levels of instruction: emergent, beginning, and fluent readers. It targets pre-K through…
ERIC Educational Resources Information Center
Koch, Helvi; Spörer, Nadine
2017-01-01
In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the…
Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns.
Suárez, Natalia; Sánchez, Carmen R; Jiménez, Juan E; Anguera, M Teresa
2018-01-01
The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.
ERIC Educational Resources Information Center
Brannon, Diana; Fiene, Judy
2013-01-01
Many pre-service teachers express a lack of confidence and preparedness to face the challenges of teaching reading in today's classrooms. The current study looks at whether Structured Participation Experiences (SPE) in reading increase pre-service teachers' preparedness to teach reading compared to more traditional unstructured field experiences.…
How Can I Help My Child Build Positive Attitudes Toward Reading?
ERIC Educational Resources Information Center
Glazer, Susan Mandel
This booklet is one of a series of micromonographs on reading-related subjects that offers help to parents interested in stimulating reading habits in their children. Presented as a guide to developing a reading atmosphere in the home, the booklet suggests that parents begin with infant activities; teach their children through make believe; use…
Preservice Teachers' In-the-Moment Teaching Decisions in Reading
ERIC Educational Resources Information Center
Griffith, Robin
2017-01-01
This study examines the types of in-the-moment teaching decisions 97 preservice teachers made while teaching reading and how their growing bodies of teacher knowledge influenced their abilities to think, know, feel and act like a teacher (Feiman-Nemser, 2008). Findings indicated that the teacher educator's use of "metacognitive…
Teaching Guide for Indian Literature. Volume I. Reading Level 1-8.
ERIC Educational Resources Information Center
Campbell, Diana; McCarty, T. L., Ed.
The guide describes how to use a 9-point system to teach 11 high-interest, low-level novels about Indians and teenagers to students reading at levels 1-8. The nine steps are (1) determine student's instructional reading level, (2) determine level of novels to be read, (3) choose novel at student's instructional reading level, (4) introduce novel,…
ERIC Educational Resources Information Center
Wasserman, Nicholas H.; Ham, Edward
2013-01-01
The aim of this collaborative study was to understand what factors beginning secondary mathematics teachers attribute their success to in the classroom, regardless of their preparation program. Further description of how and when beginning teachers reported acquiring important teaching attributes provides a perspective on how they make the…
Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns
Suárez, Natalia; Sánchez, Carmen R.; Jiménez, Juan E.; Anguera, M. Teresa
2018-01-01
The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom. PMID:29449818
In-Service EFL Teachers' Beliefs about Teaching Reading Strategies
ERIC Educational Resources Information Center
Bamanger, Ebrahim M.; Gashan, Amani K.
2014-01-01
Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the…
From Ideal to Practice and Back Again: Beginning Teachers Teaching for Social Justice
ERIC Educational Resources Information Center
Agarwal, Ruchi; Epstein, Shira; Oppenheim, Rachel; Oyler, Celia; Sonu, Debbie
2010-01-01
The five authors of this article designed a multicase study to follow recent graduates of an elementary preservice teacher education program into their beginning teaching placements and explore the ways in which they enacted social justice curricula. The authors highlight the stories of three beginning teachers, honoring the plurality of their…
Longitudinal Effects of Induction on Teaching Skills and Attrition Rates of Beginning Teachers
ERIC Educational Resources Information Center
Helms-Lorenz, Michelle; van de Grift, Wim; Maulana, Ridwan
2016-01-01
The teaching profession faces a shortage as well as a decline of teaching skills. A possible way to mitigate this is to implement evidence-based induction arrangements. Seventy-one schools with 338 beginning secondary education teachers were randomly allocated to an experimental or a control group. The experimental schools used induction…
A Model of Reading Teaching for University EFL Students: Need Analysis and Model Design
ERIC Educational Resources Information Center
Hamra, Arifuddin; Syatriana, Eny
2012-01-01
This study designed a model of teaching reading for university EFL students based on the English curriculum at the Faculty of Languages and Literature and the concept of the team-based learning in order to improve the reading comprehension of the students. What kind of teaching model can help students to improve their reading comprehension? The…
Individualizing the Teaching of Reading through Test Management Systems.
ERIC Educational Resources Information Center
Fry, Edward
Test management systems are suggested for individualizing the teaching of reading in the elementary classroom. Test management systems start with a list of objectives or specific goals which cover all or some major areas of the learning to read process. They then develop a large number of criterion referenced tests which match the skill areas at…
Web-Based Teaching: The Beginning of the End for Universities?
ERIC Educational Resources Information Center
Wyatt, Ray
This paper describes a World Wide Web-based, generic, inter-disciplinary subject called computer-aided policymaking. It has been offered at Melbourne University (Australia) from the beginning of 2001. It has generated some salutary lessons in marketing and pedagogy, but overall it is concluded that Web-based teaching has a rosy future.…
Duñabeitia, Jon Andoni; Dimitropoulou, María; Estévez, Adelina; Carreiras, Manuel
2013-01-01
The visual word recognition system recruits neuronal systems originally developed for object perception which are characterized by orientation insensitivity to mirror reversals. It has been proposed that during reading acquisition beginning readers have to “unlearn” this natural tolerance to mirror reversals in order to efficiently discriminate letters and words. Therefore, it is supposed that this unlearning process takes place in a gradual way and that reading expertise modulates mirror-letter discrimination. However, to date no supporting evidence for this has been obtained. We present data from an eye-movement study that investigated the degree of sensitivity to mirror-letters in a group of beginning readers and a group of expert readers. Participants had to decide which of the two strings presented on a screen corresponded to an auditorily presented word. Visual displays always included the correct target word and one distractor word. Results showed that those distractors that were the same as the target word except for the mirror lateralization of two internal letters attracted participants’ attention more than distractors created by replacement of two internal letters. Interestingly, the time course of the effects was found to be different for the two groups, with beginning readers showing a greater tolerance (decreased sensitivity) to mirror-letters than expert readers. Implications of these findings are discussed within the framework of preceding evidence showing how reading expertise modulates letter identification. PMID:24273596
ERIC Educational Resources Information Center
Bui, Yvonne N.; Fagan, Yvette M.
2013-01-01
The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…
ERIC Educational Resources Information Center
Urlaub, Per
2012-01-01
Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…
ERIC Educational Resources Information Center
Lebsock, Rene Mendel
2016-01-01
This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…
Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom
ERIC Educational Resources Information Center
Bunn, Michael
2013-01-01
Teaching reading in terms of its connections to writing can motivate students to read and increase the likelihood that they find success in both activities. It can lead students to value reading as an integral aspect of learning to write. It can help students develop their understanding of writerly strategies and techniques. Drawing on qualitative…
Successful Life Experiences, Teaching Styles and Stress in Beginning Teachers.
ERIC Educational Resources Information Center
McMurray, J. G.; And Others
The data in this study measure beginning teachers' perceptions of their own success in school and the degree to which they now believe themselves to be committed to making school a happy, successful place for their students. The research also provides Canadian data on the sources and nature of stress during the first year or two of teaching and…
How to Increase Reading Ability; A Guide to Developmental and Remedial Methods.
ERIC Educational Resources Information Center
Harris, Albert J.
Intended for beginning students concerned with reading instruction as well as for graduate students, reading teachers, or remedial specialists, the text deals with the overall classroom program, methods for evaluating and diagnosing group and individual needs, and developmental and remedial teaching of specific skills. Chapters explore the…
Knowledge, Choice and Consequence: Reading and Teaching "Hamlet."
ERIC Educational Resources Information Center
Baumlin, James S.; Baumlin, Tita French
1990-01-01
Offers a Pyrrhonist reading of "Hamlet." Describes an experiment in teaching that attempts to reconstruct for literature students the prudential-ethical context of human rhetoric, placing "prudentia," or practical wisdom, at the center of their own imaginative involvement. (PRA)
ERIC Educational Resources Information Center
Davis, Dennis S.; Bippert, Kelli; Villarreal, Lorena
2015-01-01
Using videos from 63 teachers in grades 4-8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by…
ERIC Educational Resources Information Center
Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas
2018-01-01
In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was…
Letter-Sound Reading: Teaching Preschool Children Print-to-Sound Processing
ERIC Educational Resources Information Center
Wolf, Gail Marie
2016-01-01
This intervention study investigated the growth of letter sound reading and growth of consonant-vowel-consonant (CVC) word decoding abilities for a representative sample of 41 US children in preschool settings. Specifically, the study evaluated the effectiveness of a 3-step letter-sound teaching intervention in teaching preschool children to…
A Review of Standards of Practice for Beginning Teaching. ACER Policy Briefs. Issue 4
ERIC Educational Resources Information Center
Ingvarson, Lawrence; Kleinhenz, Elizabeth
2003-01-01
This paper aims to provide a critical review and comparison of the following sets of standards of practice for teachers: (1) The Victorian Interim Teacher Class Standards (ITCS), especially Interim Teacher Class Standards for Beginning Teachers; (2) Professional Standards for Teachers; (3) The National Competencies for Beginning Teaching; (4) The…
ERIC Educational Resources Information Center
Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan
2018-01-01
This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…
Al Otaiba, Stephanie; Lake, Vickie E; Greulich, Luana; Folsom, Jessica S; Guidry, Lisa
2012-01-01
This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.
Shared Story Reading: Teaching Mathematics to Students with Moderate and Severe Disabilities
ERIC Educational Resources Information Center
Courtade, Ginevra R.; Lingo, Amy S.; Karp, Karen S.; Whitney, Todd
2013-01-01
Shared story reading is a practice that has been used successfully to promote literacy skills for all students. The benefits of shared story reading are not exclusive to literacy instruction and should carry into other disciplines such as mathematics. Using shared story reading to teach mathematics concepts can play an important role in…
Teach Reading, Not Testing: Best Practice in an Age of Accountability
ERIC Educational Resources Information Center
Hollingworth, Liz; Drake, Hilleary M.
2011-01-01
"Teach Reading, Not Testing" reinforces what teachers already know--test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving…
Methods of Teaching Reading to EFL Learners: A Case Study
ERIC Educational Resources Information Center
Sanjaya, Dedi; Rahmah; Sinulingga, Johan; Lubis, Azhar Aziz; Yusuf, Muhammad
2014-01-01
Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM),…
ERIC Educational Resources Information Center
Dunabeitia, Jon Andoni; Dimitropoulou, María; Estevez, Adelina; Carreiras, Manuel
2013-01-01
The visual word recognition system recruits neuronal systems originally developed for object perception which are characterized by orientation insensitivity to mirror reversals. It has been proposed that during reading acquisition beginning readers have to "unlearn" this natural tolerance to mirror reversals in order to efficiently…
ERIC Educational Resources Information Center
Couch, Richard W.
Precision teaching (PT) is an approach to the science of human behavior that focuses on precise monitoring of carefully defined behaviors in an attempt to construct an environmental analysis of that behavior and its controlling variables. A variety of subjects have been used with PT, ranging in academic objectives from beginning reading to college…
The Neurological-Impress Method of Teaching Reading.
ERIC Educational Resources Information Center
Partridge, Susan
In the neurological impress method the teacher sits slightly behind the child, a book is held jointly, and the teacher and child read aloud simultaneously with the teacher directing his/her voice into the child's ear as the child slides a finger along each line following the words as they are spoken. No attempt is made to teach sounds or word…
ERIC Educational Resources Information Center
Xu, Tuo; Zhang, Beili
2015-01-01
This article discusses the importance of functional grammar and demonstrates its application to the teaching of reading among graded college students. Functional grammar holds that a discourse is composed of two levels: the interior level and the exterior level. Therefore, reading activities involve both linguistic elements and contexts.…
Effects of Reciprocal Teaching Strategies on Reading Comprehension
ERIC Educational Resources Information Center
Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida
2011-01-01
Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…
ERIC Educational Resources Information Center
Bishop, Anne G.; Brownell, Mary T.; Klingner, Janette K.; Leko, Melinda M.; Galman, Sally A. C.
2010-01-01
Little research exists to help us understand why some beginning special education teachers of reading engage in more effective classroom practices than others. Factors that may influence these differences include personal attributes, preparation, and school environment. This mixed-methods study examined beginning special education teachers (N =…
Teaching Comprehension and Exploring Multiple Literacies: Strategies from "The Reading Teacher."
ERIC Educational Resources Information Center
Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.
Whatever grade level, content, or texts that educators teach, their ultimate goal is to develop their students' understanding of what they read. The 29 articles in this anthology were published in "The Reading Teacher" from 1993 to 1999 and offer ideas to help students comprehend different types of texts and literacies, from technology…
Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."
ERIC Educational Resources Information Center
Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.
This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…
Assigning poetry reading as a way of introducing students to qualitative data analysis.
Raingruber, Bonnie
2009-08-01
The aim of the paper is to explain how poetry reading can be used to teach interpretive analysis of qualitative data. A number of studies were located in the nursing literature that focused on using poetry to help students develop empathy for patients, to teach students to reflect on their own practice, and to assist them in developing self-understanding. No studies were found that described the use of poetry reading as a way of teaching the skill of interpretive analysis. There are, however, a number of parallels between the principles of poetry reading and qualitative analysis that suggest that this method of teaching would be successful. International papers published on PubMed, Medline, and CINAHL were reviewed to identify challenges facing educators and ways of teaching the process of qualitative data analysis using poetry reading. Using poetry reading to teach skills of qualitative data analysis helps motivate students, cultivates a reflective mindset, and develops the skill of working as a member of an interpretive group. Framing interpretive work as being like reading poetry helps students pick up more quickly on the art that is a major component of the work. This approach also helps students learn the importance of cultural and contextual particulars as they begin analyzing qualitative data. Using poetry reading to introduce students to the complex skill of qualitative data analysis is an effective pedagogical strategy.
ERIC Educational Resources Information Center
Winkeljohann, Rosemary, Comp.
This selective bibliography is one of nine documents compiled to provide titles and descriptions of useful and informative reading documents which were indexed into the ERIC system from 1966 to 1974. The 190 entries in this section of the bibliography concern methods in teaching reading and are arranged alphabetically by author in one of the…
An extension of incidental teaching procedures to reading instruction for autistic children.
McGee, G G; Krantz, P J; McClannahan, L E
1986-01-01
In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities. PMID:3733586
Computer versus Paper-Based Reading: A Case Study in English Language Teaching Context
ERIC Educational Resources Information Center
Solak, Ekrem
2014-01-01
This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The…
Effective Teaching Strategies for Predicting Reading Growth in English Language Learners
ERIC Educational Resources Information Center
Melgarejo, Melina
2017-01-01
The goal of the present study was to examine how effective use of teaching strategies predict reading growth among a sample of English Language Learners. The study specifically examined whether the types of teaching strategies that predict growth in decoding skills also predict growth in comprehension skills. The sample consisted of students in…
A Teaching-Learning Sequence about Weather Map Reading
ERIC Educational Resources Information Center
Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine
2017-01-01
In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a…
ERIC Educational Resources Information Center
Welch, Jennifer S.
Designed to meet the needs of older nonreaders, this booklet provides teaching suggestions and classroom activities for functional or survival reading skills. The topics covered include using the telephone; figuring the cost of a purchase; following directions; survival vocabulary for public signs; vocabulary for the medicine chest; reading the…
ERIC Educational Resources Information Center
Hoffman, James V.; Roller, Cathy; Maloch, Beth; Sailors, Misty; Duffy, Gerald; Beretvas, S. Natasha
2005-01-01
The study reported in this article focused on the preparation of elementary preservice teachers to teach reading and on their first 3 years of teaching in schools. Graduates of 8 programs judged as "excellent" by an expert review panel participated in this study. The research was guided by 2 questions: (1) What effects do participation…
Making a Case for the Teaching of Reading across the Curriculum in Higher Education
ERIC Educational Resources Information Center
Bharuthram, Sharita
2012-01-01
Over the past two decades there has been much written in the literature about the importance of reading and the importance of teaching students reading strategies to improve their reading comprehension. Reading is one of the most important academic tasks encountered by students. In higher education, students are exposed to a number of texts and…
Who Says You Need to Teach Reading to 11-13-Year-Olds?
ERIC Educational Resources Information Center
Parkhill, Faye Fiona; Fletcher, Jo Florence; Greenwood, Janinka; Grimley, Michael; Bridges, Sue
2013-01-01
Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11-13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading…
ERIC Educational Resources Information Center
Van Lacum, Edwin B.; Ossevoort, Miriam A.; Goedhart, Martin J.
2014-01-01
The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach--based on the work done in the field of genre analysis and argumentation theory--means that we teach students to read research articles by…
Charon, Rita; Hermann, Nellie; Devlin, Michael J.
2015-01-01
Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Since faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the pre-requisites to provide attentive, empathic clinical care. PMID:26200577
Charon, Rita; Hermann, Nellie; Devlin, Michael J
2016-03-01
Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Because faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the prerequisites to provide attentive, empathic clinical care.
How Well Prepared Are Australian Preservice Teachers to Teach Early Reading Skills?
ERIC Educational Resources Information Center
Meeks, Linda J.; Kemp, Coral R.
2017-01-01
Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early…
ERIC Educational Resources Information Center
Hudson, Peter
2012-01-01
Induction programs largely focus on informing the beginning teacher about the school culture and infrastructure yet the core business of education is teaching and learning. This qualitative study uses a survey, questionnaire, and interviews to investigate 10 beginning teachers' needs towards becoming effective teachers in their first year of…
ERIC Educational Resources Information Center
Griffin, Claire P.; Murtagh, Lelia
2015-01-01
This article outlines the impact of an eight-week Precision Teaching (PT) intervention on the sight vocabulary, reading fluency and reading attainment scores of a group of Irish primary school pupils. This study also sought to evaluate the role of PT in facilitating formative assessment of pupils' progress. Employing a mixed-method approach, this…
ERIC Educational Resources Information Center
Rice, Amber H.; Kitchel, Tracy
2016-01-01
This study explored experiences of beginning agriculture teachers' approaches to teaching content. The research question guiding the study was: how does agriculture teachers' knowledge of content and students influence their process of breaking down content knowledge for teaching? The researchers employed a grounded theory approach in which five…
Teaching African American Learners to Read: Perspectives and Practices
ERIC Educational Resources Information Center
Hammond, Bill, Ed.; Hoover, Mary Eleanor Rhodes, Ed.; McPhail, Irving Pressley, Ed.
2005-01-01
This collection of original and previously published articles fills a critical need for professional literature that documents successful research-based practices and programs that teach African American children to read. Thoughtful commentary on historic and current issues, discussion of research-based best practices, and examples of culturally…
Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists
ERIC Educational Resources Information Center
Zhukov, Katie
2014-01-01
This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…
ERIC Educational Resources Information Center
Rhein, Deborah; Alibrandi, Mary; Lyons, Mary; Sammons, Janice; Doyle, Luther
This bibliography, developed by Project RIMES (Reading Instructional Methods of Efficacy with Students) lists 80 software packages for teaching early reading and spelling to students at risk for reading and spelling failure. The software packages are presented alphabetically by title. Entries usually include a grade level indicator, a brief…
NASA Astrophysics Data System (ADS)
Demir, Abdulkadir
The purpose of this phenomenographic study was to: (a) understand how beginning science teachers recruited from various science disciplines and prepared in an Alternative Teacher Certification Program (ATCP) implemented inquiry during their initial years of teaching; (b) describe constraints and needs that these beginning science teachers perceived in implementing inquiry-based science instruction; and (c) understand the relation between what they learned in their ATCP and their practice of teaching science through inquiry. The participants of this study consisted of four ATCP teachers who are in their beginning years of teaching. Semi-structured interviews, classroom observation, field notes, and artifacts used as source of data collection. The beginning science teachers in this study held incomplete views of inquiry. These views of inquiry did not reflect inquiry as described in NRC (2000)---essential features of inquiry,---nor did they reflect views of faculty members involved in teaching science methods courses. Although the participants described themselves as reform-oriented, there were inconsistencies between their views and practices. Their practice of inquiry did not reflect inquiry either as outlined by essential features of inquiry (NRC, 2000) or inquiry as modeled in activities used in their ATCP. The research participants' perceived constraints and needs in their implementation of inquiry-based activities. Their perceived constraints included logistical and student constraints and school culture. The perceived needs included classroom management, pedagogical skills, practical knowledge, discipline, successful grade-specific models of inquiry, and access to a strong support system. Prior professional work experience, models and activities used in the ATCP, and benefits of inquiry to student learning were the declared factors that facilitated the research participants' practice of inquiry-based teaching.
ERIC Educational Resources Information Center
Douglass, Malcolm P., Ed.
The 21 essays in this collection consider the conditions under which reading is most effectively taught and learned. Topics deal with the ways in which a desire to read can be "caught" by children in their early years; the case for humanistic education; the need for changes in people's attitudes toward learning and teaching; ways of…
Teaching Reading to Bidialectal English-Speaking Caribbean American Students
ERIC Educational Resources Information Center
David Rodriguez, Ingrid
2012-01-01
There is little research on bidialectal teacher preparation for teaching bidialectal English-speaking Caribbean American students. The purpose of this qualitative case study was to understand teachers' perception of reading difficulties of Caribbean American children in a local district that has a large percentage of these students who demonstrate…
Linguistic Method of Teaching Reading: Is It a Kind of Neo-Phonics?
ERIC Educational Resources Information Center
Sizemore, Mamie, Ed.; Blossom, Grace , Ed.
1969-01-01
Since linguists have been concerned with a variety of approaches to the teaching of reading, their linguistic theories and recommended practices should become familiar to teachers of American Indian students. A number of studies have evolved from the work of Leonard Bloomfield and Charles Fries who felt that reading comprehension was a passive…
ERIC Educational Resources Information Center
American Council on the Teaching of Foreign Languages, Yonkers, NY.
These reading comprehension exercises, based on authentic Russian texts, are aimed at developing reading strategies in lower-level students of Russian. The exercises are designed for students reading at the Novice and Intermediate levels as determined by the American Counsel on Teaching of Foreign Languages (ACTFL) and the Educational Testing…
Teaching Reading in Paradise: A Fijian Principal Coping with Change.
ERIC Educational Resources Information Center
Fitzsimmons, Phil
2002-01-01
Discusses the state of elementary education in Fiji. Provides one Fijian principal's optimistic approach to implementing a whole language approach to the teaching of reading. Notes the teachers' original opposition to change, and the difficulty of maintaining change. (PM)
ERIC Educational Resources Information Center
Kelley, Michael F.; Roe, Mary; Blanchard, Jay; Atwill, Kim
2015-01-01
This investigation examined the influence of varying levels of Spanish receptive vocabulary and phonemic awareness ability on beginning English vocabulary, phonemic awareness, word reading fluency, and reading comprehension development across kindergarten through second grade. The 80 respondents were Spanish speaking children with no English…
ERIC Educational Resources Information Center
Clark, Sarah
2016-01-01
Teacher education programmes (TEPs) are left with limited research on how the coursework they provide influences the perceptions teachers have about their ability to teach young children how to read--especially over the long term. The purpose of this study was to compare how teacher candidates rate their ability to teach reading at the conclusion…
Beginning Teacher Induction: A Report on Beginning Teacher Effectiveness and Retention.
ERIC Educational Resources Information Center
Serpell, Zewelanji; Bozeman, Leslie A.
National statistics show a rise in the number of beginning teachers undergoing formal induction in their first year of teaching. This report discusses the effectiveness of induction programs and resulting outcomes for beginning teacher retention, beginning teacher effectiveness, and mentor participation. The various components of induction…
Teaching Movable "Du": Guidelines for Developing Enrhythmic Reading Skills
ERIC Educational Resources Information Center
Dalby, Bruce
2015-01-01
Reading music notation with fluency is a complex skill requiring well-founded instruction by the music teacher and diligent practice on the part of the learner. The task is complicated by the fact that there are multiple ways to notate a given rhythm. Beginning music students typically have their first encounter with enrhythmic notation when they…
What Works? Summary of Research about Teaching Reading. Learning Package No. 26.
ERIC Educational Resources Information Center
Smith, Carl, Comp.
Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on reasearch about teaching and learning reading is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…
ERIC Educational Resources Information Center
Chang, Li-Yun; Xu, Yi; Perfetti, Charles A.; Zhang, Juan; Chen, Hsueh-Chih
2014-01-01
Learning to read a second language (L2) is especially challenging when a target L2 requires learning new graphic forms. Learning Chinese, which consists of thousands of characters composed of hundreds of basic writing units, presents such a challenge of orthographic learning for adult English speakers at the beginning stages of learning. In this…
ERIC Educational Resources Information Center
International Reading Association, Newark, DE.
This collection of abstracts is representative of the sessions presented at the International Reading Association's Reading Research 2000 Conference, held in Indianapolis, Indiana on April 29, 2000. The theme of the conference, "Learning To Teach Reading: Setting the Research Agenda," was a timely one as schools, teachers, states, teacher…
ERIC Educational Resources Information Center
Jones, Joanna R., Ed.
1992-01-01
This issue of the Arizona Reading Journal focuses on the theme "reading recovery" and includes the following articles: "Why Is an Inservice Programme for Reading Recovery Teachers Necessary?" (Marie M. Clay); "What Is Reading Recovery?" (Gay Su Pinnell); "Teaching a Hard To Teach Child" (Constance A.…
ERIC Educational Resources Information Center
Goddard, Yvonne; Rinderknecht, Laura
2009-01-01
Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…
Entry Skills to Reading Using Classroom Management Strategies: A Position Statement.
ERIC Educational Resources Information Center
Speiss, Madeleine; Olivero, James
The development of an entry skills behavior package designed as lessons to prepare the culturally divergent children of the Southwestern United States for beginning reading instruction in existing school programs is described. The series of 135 discrete lessons teaches auditory discrimination, associative vocabulary, listening comprehension,…
Teaching Reading Skills to Learning-Disabled Fourth to Sixth Graders through Content Areas.
ERIC Educational Resources Information Center
Leung, Esther K.
The study examined the value of teaching reading skills to learning disabled (LD) fourth to sixth graders through the content areas. Four LD resource teachers implemented the year-long program with 12 experimental and 10 control subjects. Experimental subjects were taught specific reading skills through their Social Studies and/or Science…
Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.
ERIC Educational Resources Information Center
Gelsinger, Barry D.
Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…
Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension
ERIC Educational Resources Information Center
Gibson, Katherine D.
2009-01-01
Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …
ERIC Educational Resources Information Center
Gomaa, Omema Mostafa Kamel
2015-01-01
This study investigated the effect of using reciprocal teaching intervention strategy on improving reading comprehension of reading disabled students in primary five. A total of 66 students identified with RD participated. The sample was divided into two groups; experimental (n = 33 boys) and control (n = 33 boys). ANCOVA and T test were employed…
ERIC Educational Resources Information Center
Clark, Sarah K.; Helfrich, Sara R.; Hatch, Lance
2017-01-01
Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study…
Teaching Argument Writing to ELLs
ERIC Educational Resources Information Center
Ferlazzo, Larry; Hull-Sypnieski, Katie
2014-01-01
"How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?" The authors propose a tentative answer to a question that has been troubling educators of late. Educators, they suggest, need to keep in mind three crucial elements: Students should (1) begin by reading more informational…
ERIC Educational Resources Information Center
Migdadi, Ali Ibrahim Mohammad; Baniabdelrahman, Abdallah
2016-01-01
This study aimed to investigate the effectiveness of using team-teaching strategy on EFL students' reading comprehension. It also aimed to find out whether Team-Teaching strategy can improve EFL students' English language reading comprehension and to investigate the students' attitudes towards the use of team teaching. The study used the…
Choral Reading, an Aid to Teaching Novice Oral Interpretation Students.
ERIC Educational Resources Information Center
Washington, Earl M.
1983-01-01
Reports the following concerns of beginning oral interpretation students: (1) dealing with stage fright; (2) finding suitable material; (3) analyzing the literature; and (4) using voice and body for performance. Proposes choral reading as an effective means to deal with these concerns, since the emphasis is on group rather than solo performance.…
ERIC Educational Resources Information Center
De Piero, Zack Kramer
2017-01-01
This study examined how graduate students in humanities disciplines guide students' reading during their work as teaching assistants (TAs) in first-year (FYC) composition courses. Situated within an independent writing program, the "genre studies" approach to this FYC course is informed by the threshold concepts of the composition…
ERIC Educational Resources Information Center
Bianchini, Julie A.; Brenner, Mary E.
2010-01-01
We investigated how an induction program supported and constrained beginning teachers' efforts to teach science or mathematics in equitable and effective ways. We focused our investigation on the teaching and learning of equitable instructional practices; we conceived of such practices as attention to students' experiences, instruction for English…
Voice and Dialogue in Teaching Reading/Writing to Qatari Students
ERIC Educational Resources Information Center
Golkowska, Krystyna U.
2013-01-01
This paper describes an attempt to improve the reading comprehension and writing skills of students coming from an oral culture. The proposed approach involves using voice and dialogue--understood literally and metaphorically--as a tool in teaching students how to engage texts and write with a reader in mind. The author discusses a pilot study…
The Application of Weikart's Theories in Teaching Non-English Speaking Students How to Read.
ERIC Educational Resources Information Center
Layton, Kent
Non-English speaking students of average intelligence experience extreme frustration when learning to read. The frustration is partly a result of simultaneous requirements to speak, read, listen, and write in the new language. It also is possible that the teaching methods and strategies employed by the teachers could be harmful to non-English…
ERIC Educational Resources Information Center
Pike, Pamela D.
2014-01-01
This case study compares the teaching strategies employed by a novice and an expert instructor of two beginning children's group-piano classes. In the United States, there is a century-long tradition of teaching piano to children in groups, and group teaching is championed in pedagogy texts and at professional educator conferences throughout…
Competency in Teaching Reading of Fieldbased and On-Campus Students at Cleveland State University.
ERIC Educational Resources Information Center
Boehnlein, Mary Maher; Gans, Thomas G.
The purpose of this study was to determine if students in a field-based program performed significantly better on a test of ability to assess and to teach specific reading skills than students enrolled in on-campus reading methods courses which employed the same textual materials and different amounts of field experiences with children. The…
A CALL-Based Lesson Plan for Teaching Reading Comprehension to Iranian Intermediate EFL Learners
ERIC Educational Resources Information Center
Khoshsima, Hooshang; Khosravani, Mahboobeh
2014-01-01
The main purpose of this descriptive research is to provide a CALL (Computer-Assisted Language Learning)-based lesson plan for teaching reading comprehension to Iranian intermediate EFL learners. CALL is a new way of learning and teaching language. It is proved that CALL mainly has positive effects on educational contexts. Although teachers…
ERIC Educational Resources Information Center
Nam, Jeonghee; Seung, Eulsun; Go, MunSuk
2013-01-01
This study investigated how a collaborative mentoring program influenced beginning science teachers' inquiry-based teaching and their reflection on practice. The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants…
ERIC Educational Resources Information Center
Mechling, Linda C.; Gast, David L.; Langone, John
2002-01-01
A study evaluated use of computer-based video instruction to teach generalized reading of grocery store aisle signs and the location of the corresponding grocery items to four students (ages 9-17) mental retardation. The computer-based video program was successful in teaching generalized reading of signs and the location of items. (Contains…
Effects of coaching on educators' vocabulary-teaching strategies during shared reading.
Namasivayam, Ashwini M; Hipfner-Boucher, Kathy; Milburn, Trelani; Weitzman, Elaine; Greenberg, Janice; Pelletier, Janette; Girolametto, Luigi
2015-01-01
The purpose of this study was to investigate whether an emergent literacy professional development program enhanced educators' use of vocabulary-teaching strategies during shared reading with small groups of pre-schoolers. Thirty-two pre-school educators and small groups of pre-schoolers from their classrooms were randomly assigned to experimental or comparison groups. The 15 educators in the experimental group received four in-service workshops as well as five individualized classroom coaching sessions. The comparison group received only the workshops. Each educator was video-recorded reading a storybook to a small group of pre-schoolers at pre-test and post-test. The videos were transcribed and coded to yield measures of the vocabulary-teaching strategies and children's vocabulary-related talk. The findings revealed that the children in the experimental group engaged in significantly more vocabulary-related talk relative to the comparison group. A non-significant trend in the data indicated that educators in the experimental group used more vocabulary-teaching strategies at post-test. The educators' familiarity with children's authors and book titles at pre-test was a significant predictor of their outcomes. These findings suggest that an emergent literacy professional development program that includes coaching can enhance children's participation in vocabulary-related conversations with their educators.
Alice in Computerland: Using the Internet as a Resource for Teaching Reading.
ERIC Educational Resources Information Center
Fresch, Mary Jo
1999-01-01
Discusses numerous valuable resources on the Internet that are useful for teaching reading, including sites with: information on science and history; all of Grimm's fairy tales; and "Alice in Wonderland." Notes good search engines and several exciting literacy-related sites. (SR)
Reading and Secondary Music: Let the Concert Begin.
ERIC Educational Resources Information Center
Tanner, Michael L.
1983-01-01
Reading can be taught in music classes to enhance the music curriculum. Gives lesson plans and study guides for reading instruction in areas like vocabulary building, comprehension, study skills, and thinking skills, all adapted to serve musical purposes. (CS)
ERIC Educational Resources Information Center
Browder, Diane M.; Hudson, Melissa E.; Wood, Alyson Leah
2013-01-01
A modified system of least intrusive prompting was used to teach middle school students with moderate intellectual disability who were emergent readers to comprehend short passages of text. Text passages were summaries of the chapters of age-appropriate novels rewritten for a beginning reading level. Time delay was used to teach the participants…
A Case Study of Secondary District-Level Literacy Coaches' Beliefs about How to Teach Reading
ERIC Educational Resources Information Center
Crawford, Pamela Sharp
2012-01-01
This was a qualitative case study that compared data across six district-level literacy coaches' epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers.…
Lacum, Edwin B. Van; Goedhart, Martin J.
2014-01-01
The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach—based on the work done in the field of genre analysis and argumentation theory—means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors’ arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students’ ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students’ evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. PMID:26086657
ERIC Educational Resources Information Center
Wildman, Terry M.; And Others
Intended for beginning teachers in Virginia, this handbook is designed to serve as a guide for negotiating the first few years of teaching. The concept of teacher as problem solver is promoted throughout the manual. The handbook is organized around the idea that the beginning teacher's main tasks are to: (1) discover how to learn from their own…
Teaching and the Case Method. Text, Cases, and Readings. Third Edition.
ERIC Educational Resources Information Center
Barnes, Louis B.; And Others
This volume includes text, cases, and readings for a college faculty seminar to develop the knowledge, skills, and attitudes necessary for utilization of the case method approach to instruction. It builds on a long-term clinical research effort on the dynamics of the case method of teaching and application at Harvard Business School. In addition…
ERIC Educational Resources Information Center
DUNN, LLOYD M.; AND OTHERS
THE EFFECTIVENESS OF THREE APPROACHES TO TEACHING BEGINNING READING AND THE INFLUENCE OF AN ORAL LANGUAGE STIMULATION PROGRAM ON THE DEVELOPMENT OF DISADVANTAGED CHILDREN IS REPORTED IN THE FIRST-YEAR REPORT OF A 2-YEAR INTERVENTION STUDY. SUBJECTS WERE 608 FIRST-GRADE PUPILS FROM 12 ELEMENTARY SCHOOLS IN AN INNER-CITY AREA. THE THREE EXPERIMENTAL…
Developmental Relations between Reading Comprehension and Reading Strategies
ERIC Educational Resources Information Center
Muijselaar, Marloes M. L.; Swart, Nicole M.; Steenbeek-Planting, Esther G.; Droop, Mienke; Verhoeven, Ludo; de Jong, Peter F.
2017-01-01
We examined the developmental relations between knowledge of reading strategies and reading comprehension in a longitudinal study of 312 Dutch children from the beginning of fourth grade to the end of fifth grade. Measures for reading comprehension, reading strategies, reading fluency, vocabulary, and working memory were administered. A structural…
ERIC Educational Resources Information Center
Hafner, Lawrence E.; Palmer, Barbara C.
1980-01-01
Two successful teaching strategies for improving students' reading comprehension, vocabulary, and speed of reading comprehension are the MRM method (identifying sentence kernels) and the LOGANAR method (logically analyzing cognitive relationships). (CJ)
Professional Development that Supports the Teaching of Cognitive Reading Strategy Instruction
ERIC Educational Resources Information Center
Sailors, Misty; Price, Larry R.
2010-01-01
In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…
Weaving through Words: Using the Arts To Teach Reading Comprehension Strategies.
ERIC Educational Resources Information Center
Mantione, Roberta D.; Smead, Sabine
This book shows teachers how to help their learners take an active role in becoming strategic thinkers and readers and how to develop meaningful lessons to aid students in their comprehension of text. The book delineates an arts-integrated curriculum that helps teachers teach reading comprehension strategies. It is an in-depth look at the effects…
ERIC Educational Resources Information Center
Papadopoulos, Timothy C.
2001-01-01
Examines the relationship between phonological and cognitive tasks with beginning reading acquisition. Uses two teaching techniques for tasks given first-grade students in Cyprus (n=50) and Greece (n=50). Reports differences were revealed in word-decoding accuracy, Greek students showed a higher linguistic ability, and successive processing and…
Phonics Pathways: Clear Steps to Easy Reading and Perfect Spelling. 10th Edition
ERIC Educational Resources Information Center
Hiskes, Dolores G.
2011-01-01
This tenth edition of the best-selling book teaches reading using sounds and spelling patterns. These sounds and patterns are introduced one at a time, and slowly built into words, syllables, phrases, and sentences. Simple step-by-step directions begin every lesson. Although originally designed for K-2 emergent readers, this award-winning book is…
ERIC Educational Resources Information Center
Phelps, Geoffrey; Johnson, David; Carlisle, Joanne
2009-01-01
The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an…
ERIC Educational Resources Information Center
Kaufman, Leah; McLaughlin, T. F.; Derby, K. Mark; Waco, Theresa
2011-01-01
The purpose of this study was to study the effect of pairing reading racetracks and flashcards for the teaching of sight words. The first participant was diagnosed with a specific learning disability in reading and writing and was also diagnosed with ADHD. The second participant was diagnosed with a specific learning disability in reading,…
Binocular Coordination during Reading and Non-Reading Tasks
ERIC Educational Resources Information Center
Kirkby, Julie A.; Webster, Lisa A. D.; Blythe, Hazel I.; Liversedge, Simon P.
2008-01-01
The goal of this review is to evaluate the literature on binocular coordination during reading and non-reading tasks in adult, child, and dyslexic populations. The review begins with a description of the basic characteristics of eye movements during reading. Then, reading and non-reading studies investigating binocular coordination are evaluated.…
ERIC Educational Resources Information Center
Dittman, Cassandra K.
2016-01-01
Concurrent associations between teacher ratings of inattention, hyperactivity and pre-reading skills were examined in 64 pre-schoolers who had not commenced formal reading instruction and 136 school entrants who were in the first weeks of reading instruction. Both samples of children completed measures of pre-reading skills, namely phonological…
ERIC Educational Resources Information Center
Wardrip, Peter; Tobey, Jennifer
2009-01-01
Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…
ERIC Educational Resources Information Center
Nordin, Razanawati; Eng, Lin Siew
2017-01-01
Most learners studying English language feel that their educators use irrelevant, uninteresting, and culturally unfamiliar reading materials for teaching reading. As a result, most of them struggle to comprehend the English language texts used by the teachers. Therefore, the aim of this research is to investigate the genre and content preferences…
In-the-Moment Teaching Decisions in Primary Grade Reading: The Role of Context and Teacher Knowledge
ERIC Educational Resources Information Center
Griffith, Robin; Bauml, Michelle; Barksdale, Bonnie
2015-01-01
This study provides insight into the in-the-moment teaching decisions made during reading instruction in the primary grades. Eight exemplary teachers of reading drew upon pedagogical knowledge and pedagogical content knowledge to make these in-the-moment decisions. Findings indicate the focus of teachers' in-the-moment decisions varied depending…
Delivering phonological and phonics training within whole-class teaching.
Shapiro, Laura R; Solity, Jonathan
2008-12-01
Early, intensive phonological awareness and phonics training is widely held to be beneficial for children with poor phonological awareness. However, most studies have delivered this training separately from children's normal whole-class reading lessons. We examined whether integrating this training into whole class, mixed-ability reading lessons could impact on children with poor phonological awareness, whilst also benefiting normally developing readers. Teachers delivered the training within a broad reading programme to whole classes of children from Reception to the end of Year 1 (N=251). A comparison group of children received standard teaching methods (N=213). Children's literacy was assessed at the beginning of Reception, and then at the end of each year until 1 year post-intervention. The strategy significantly impacted on reading performance for normally developing readers and those with poor phonological awareness, vastly reducing the incidence of reading difficulties from 20% in comparison schools to 5% in intervention schools. Phonological and phonics training is highly effective for children with poor phonological awareness, even when incorporated into whole-class teaching.
Beginning science teachers' performances: Assessment in times of reform
NASA Astrophysics Data System (ADS)
Budzinsky, Fie K.
2000-10-01
The current reform in science education and the research on effective teaching and student learning have reinforced the importance of teacher competency. To better measure performances in the teaching of science, performance assessment has been added to Connecticut's licensure process for beginning science teachers. Teaching portfolios are used to document teaching and learning over time. Portfolios, however, are not without problems. One of the major concerns with the portfolio assessment process is its subjectivity. Assessors may not have opportunities to ask clarifying or follow-up questions to enhance the interpretation of a teacher's performance. In addition, portfolios often contain components based on self-documentation, which are subjective. Furthermore, the use of portfolios raises test equity issues. These concerns present challenges for persons in charge of establishing the validity of a portfolio-based licensure process. In high-stakes decision processes, such as teaching licensure, the validity of the assessment instruments must be studied. The primary purpose of this study was to explore the criterion-related validity of the Connecticut State Department of Education's Beginning Science Teaching Portfolio by comparing the interpretations of performances from science teaching portfolios to those derived from another assessment method, the Expert Science Teaching Educational and Evaluation Model, (ESTEEM). The analysis of correlations between the Beginning Science Teaching Portfolio and ESTEEM instrument scores was the primary method for establishing support for validity. The results indicated moderate correlations between all Beginning Science Teaching Portfolio and ESTEEM category and total variables. Multiple regression was used to examine whether differences existed in beginning science teachers' performances based on gender, poverty group, school level, and science discipline taught. None of these variables significantly contributed to the
Teaching "Islam and Human Rights" in the Classroom
ERIC Educational Resources Information Center
Muedini, Fait A.
2012-01-01
This article discusses my approach to teaching a course on Islam and human rights. I begin by examining the attention Islam has received in the media and classroom. Then, I discuss how I structure lectures on Islam and human rights, the various readings associated with the lectures, as well as common themes discussed in class that include but are…
ERIC Educational Resources Information Center
Grabe, William; Zhang, Cui
2013-01-01
"As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…
ERIC Educational Resources Information Center
Murph, Debra; McCormick, Sandra
1985-01-01
A 12-step procedure was used in teaching five minimally literate, male juvenile offenders to read and interpret prototypes of road signs displaying words, and a 5-step procedure for interpreting a sign without words. All students' correct responses in reading and interpreting signs increased and were maintained during subsequent post-checks.…
Teaching Poetry Reading in Secondary Education: Findings from a Systematic Literature Review
ERIC Educational Resources Information Center
Sigvardsson, Anna
2017-01-01
The aim of this study is to review research on poetry reading pedagogy in secondary education from 1990 to 2015. Today there is little research on poetry teaching in Sweden and thus little guidance for secondary teachers. Therefore, this study thematically analyses peer-reviewed articles from English language international journals. Articles were…
Challenge Beginning Teacher Beliefs
ERIC Educational Resources Information Center
Lannin, John K.; Chval, Kathryn B.
2013-01-01
As beginning teachers start to recognize the complexity of teaching mathematics in elementary school classrooms and how their new vision for teaching mathematics creates new challenges, they experience discomfort--a healthy awareness that much is to be learned. Brousseau (1997) notes that changes in the roles that are implicitly assigned to the…
ERIC Educational Resources Information Center
Accardo, Amy L.; Finnegan, Elizabeth G.; Gulkus, Steven P.; Papay, Clare K.
2017-01-01
Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and…
ERIC Educational Resources Information Center
Chen, Victoria; Savage, Robert S.
2014-01-01
This study examines the effects of teaching common complex grapheme-to-phoneme correspondences (GPCs) on reading and reading motivation for at-risk readers using a randomised control trial design with taught intervention and control conditions. One reading programme taught children complex GPCs ordered by their frequency of occurrence in…
Teaching Reading with Puppets.
ERIC Educational Resources Information Center
Bennett, Ruth
The use of traditional stories in American Indian language programs connects students' reading to their lives and familiarizes learners with the rhythms of the oral language. Puppet performances are one way of connecting reading programs to the Native oral tradition. A high school reading lesson in a first-year Hupa language class uses many…
Reading in the Secondary School.
ERIC Educational Resources Information Center
Teaching English, 1976
1976-01-01
The topic of discussion of this issue of the journal "Teaching English" is reading instruction in the secondary school. Articles include "Reading in the Primary School" (Alastair Hendry), "Patterns of Progress" (Fergus McBride), "Teaching Reading--Whose Business?" (James Maxwell), "A Reading Policy for the Secondary School" (Iain McGillivray),…
Teaching Portfolios and the Beginning Teacher.
ERIC Educational Resources Information Center
Zubizarreta, John
1994-01-01
Teaching portfolios are becoming the most effective tool to improve new and seasoned teachers' instruction via a supportive, convincing evaluation method. In taking a concentrated three days to write a creditable portfolio, a new teacher feels more competent to think about teaching. The portfolio's process of written reflection invokes the power…
ERIC Educational Resources Information Center
Okkinga, Mariska; van Steensel, Roel; van Gelderen, Amos J. S.; Sleegers, Peter J. C.
2018-01-01
Low-achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low-achieving adolescents' reading comprehension in whole-classroom settings (as opposed to small-group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course…
Using Collaborative Strategic Reading.
ERIC Educational Resources Information Center
Klingner, Janette K.; Vaughn, Sharon
1998-01-01
Describes collaborative strategic reading (CSR), a technique for teaching students, such as those with learning disabilities, reading comprehension and vocabulary skills in a cooperative setting. Covers teaching the four strategies of CSR (preview, click and clunk, get the gist, and wrap up), as well as teaching students cooperative learning group…
The Effects of Multiple Intelligence Teaching Strategies on Achievement in Reading and Mathematics
ERIC Educational Resources Information Center
Harriman, Vanessa
2010-01-01
Today's educators must use research-based teaching strategies that increase achievement levels of students. Howard Gardner's Theory of Multiple Intelligences is scientifically-based. The current model suggests eight different areas in which a person can demonstrate intelligence. This study compared reading and math assessments score of elementary…
Braille in the Sighted: Teaching Tactile Reading to Sighted Adults.
Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin
2016-01-01
Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind's mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms.
Braille in the Sighted: Teaching Tactile Reading to Sighted Adults
Bola, Łukasz; Siuda-Krzywicka, Katarzyna; Paplińska, Małgorzata; Sumera, Ewa; Hańczur, Paweł; Szwed, Marcin
2016-01-01
Blind people are known to have superior perceptual abilities in their remaining senses. Several studies suggest that these enhancements are dependent on the specific experience of blind individuals, who use those remaining senses more than sighted subjects. In line with this view, sighted subjects, when trained, are able to significantly progress in relatively simple tactile tasks. However, the case of complex tactile tasks is less obvious, as some studies suggest that visual deprivation itself could confer large advantages in learning them. It remains unclear to what extent those complex skills, such as braille reading, can be learnt by sighted subjects. Here we enrolled twenty-nine sighted adults, mostly braille teachers and educators, in a 9-month braille reading course. At the beginning of the course, all subjects were naive in tactile braille reading. After the course, almost all were able to read whole braille words at a mean speed of 6 words-per-minute. Subjects with low tactile acuity did not differ significantly in braille reading speed from the rest of the group, indicating that low tactile acuity is not a limiting factor for learning braille, at least at this early stage of learning. Our study shows that most sighted adults can learn whole-word braille reading, given the right method and a considerable amount of motivation. The adult sensorimotor system can thus adapt, to some level, to very complex tactile tasks without visual deprivation. The pace of learning in our group was comparable to congenitally and early blind children learning braille in primary school, which suggests that the blind’s mastery of complex tactile tasks can, to a large extent, be explained by experience-dependent mechanisms. PMID:27187496
ERIC Educational Resources Information Center
Hinds, Lillian R.
Seventy Cleveland, Ohio, inner city adult illiterates, 33 from an experimental group and 37 from a contrast group, were studied to determine the efficiency and effectiveness of Words in Color or the Morphologico-Algebraic approach to teaching reading. Results indicated that the reading achievement gain of functionally illiterate adults taught by…
van Lankveld, T; Schoonenboom, J; Kusurkar, R A; Volman, M; Beishuizen, J; Croiset, G
2017-08-01
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers' identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years.
Better Beginnings through Nurturing Touch
ERIC Educational Resources Information Center
Storm, Linda; Reese, Suzanne P.
2005-01-01
The authors of this article describe how infant massage can promote attachment and greater attunement between very young children and their parents. Infant massage instructors teach parents how to understand babies' states of arousal so they can read and respond appropriately to their cues. The authors detail the process of teaching infant…
ERIC Educational Resources Information Center
Meeks, Linda; Stephenson, Jennifer; Kemp, Coral; Madelaine, Alison
2016-01-01
This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it…
Achieve3000®. Beginning Reading. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2018
2018-01-01
"Achieve3000®" is a supplemental online literacy program that provides nonfiction reading content to students in grades preK-12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. "Achieve3000®" is designed to help students advance their nonfiction reading skills…
Dialogic Reading Aloud to Promote Extensive Reading
ERIC Educational Resources Information Center
Jacobs, George M.
2016-01-01
How can teachers motivate students to read extensively in a second language? One strategy is for teachers to read aloud to students to promote the joys of reading generally, to build students' language skills and to introduce students to specific authors, book series, genres, websites, etc. This article begins by discussing why teachers might want…
Longitudinal patterns of emerging literacy in beginning deaf and hearing readers.
Kyle, Fiona E; Harris, Margaret
2011-01-01
The emerging reading and spelling abilities of 24 deaf and 23 hearing beginning readers were followed over 2 years. The deaf children varied in their language backgrounds and preferred mode of communication. All children were given a range of literacy, cognitive and language-based tasks every 12 months. Deaf and hearing children made similar progress in literacy in the beginning stages of reading development and then their trajectories began to diverge. The longitudinal correlates of beginning reading in the deaf children were earlier vocabulary, letter-sound knowledge, and speechreading. Earlier phonological awareness was not a longitudinal correlate of reading ability once earlier reading levels were controlled. Only letter name knowledge was longitudinally related to spelling ability. Speechreading was also a strong longitudinal correlate of reading and spelling in the hearing children. The findings suggested that deaf and hearing children utilize slightly different reading strategies over the first 2 years of schooling. © The Author 2011. Published by Oxford University Press. All rights reserved.
Interaction Quality during Partner Reading
Meisinger, Elizabeth B.; Schwanenflugel, Paula J.; Bradley, Barbara A.; Stahl, Steven A.
2009-01-01
The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behavior were observed. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency. PMID:19830259
Van Lacum, Edwin B; Ossevoort, Miriam A; Goedhart, Martin J
2014-01-01
The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach-based on the work done in the field of genre analysis and argumentation theory-means that we teach students to read research articles by teaching them which rhetorical moves occur in research articles and how they can identify these. Because research articles are persuasive by their very nature, we focused on the rhetorical moves that play an important role in authors' arguments. We designed a teaching strategy using cognitive apprenticeship as the pedagogical approach. It was implemented in a first-year compulsory course in the life sciences undergraduate program. Comparison of the results of a pretest with those of the posttest showed that students' ability to identify these moves had improved. Moreover, students themselves had also perceived that their ability to read and understand a research article had increased. The students' evaluations demonstrated that they appreciated the pedagogical approach used and experienced the assignments as useful. On the basis of our results, we concluded that students had taken a first step toward becoming expert readers. © 2014 E. B. Van Lacum et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
Assessing Approaches to Teaching Systems Thinking: Reading Article vs. Game Play
NASA Astrophysics Data System (ADS)
Pfirman, S. L.; O'Garra, T.; Lee, J.; Bachrach, E.; Bachman, G.; Orlove, B. S.
2016-12-01
Problem-solving in the complex domain of climate change requires consideration of the dynamics of systems as wholes. The long time frame, coupled with multiple interacting elements is challenging to teach through traditionally linear approaches, such as lectures or reading. On the other hand some have claimed that games are potentially useful in teaching system skills, due to their iterative, interacting, and problem solving character. In this experiment, we evaluated the impact of the EcoChains: Arctic Crisis card game on participants' mental models using a `fuzzy cognitive mapping' approach. The study population included 41 participants randomly assigned to the treatment/game play n=21 and the control/reading illustrated article: n=20. To obtain cognitive maps from participants, the first step was explaining how to draw a map, using an unrelated map as an example. Following the explanation, participants were handed large sheets of paper and asked to write down all the concepts they could think of related to: Arctic marine & sea-ice ecosystems, including the species & inhabitants of these ecosystems, all the different factors that negatively affect the health of Arctic marine & sea-ice ecosystems, its species & inhabitants, all the different factors that positively affect the health of Arctic marine & sea-ice ecosystems, its species & inhabitants. Once participants had drafted their list of concepts, they were asked to construct maps with the concepts in the center followed by arrows drawn between them to represent the direction of relationships between concepts. After the intervention - either playing the EcoChains card game or reading the illustrated article - participants were handed back their maps, together with a different colored pencil from the one they used previously, and asked to adjust the maps based on what they had learned from playing Ecochains/reading the article. Results indicate that both playing EcoChains and reading an illustrated article with
Teaching Children To Read in the Second Language. Monographs on Bilingualism No. 1.
ERIC Educational Resources Information Center
Smith, Craig
The guide offers practical ideas to bilingual parents wishing to teach and encourage English-language reading while their children are attending Japanese-medium primary schools in Japan. Parents are encouraged to analyze their home language environment, including both spoken and written English use. The author provides anecdotal accounts of his…
Synthetic Phonics and the Teaching of Reading: The Debate Surrounding England's Rose Report
ERIC Educational Resources Information Center
Wyse, Dominic; Styles, Morag
2007-01-01
The Rose Report, commissioned by the Secretary of State for Education for England, recommended in March 2006 that early reading instruction must include synthetic phonics. This paper evaluates the extent to which research evidence supports this recommendation. In particular, a review of international research into the teaching of early reading…
ERIC Educational Resources Information Center
Pratt, Sharon M.; Martin, Anita M.
2017-01-01
This pilot study explored two methods of eliciting beginning readers' verbalizations of their thinking when self-monitoring oral reading: video-stimulated recall and concurrent questioning. First and second graders (N = 11) were asked to explain their thinking about repetitions, attempts to self-correct, and successful self-corrects, in order to…
ERIC Educational Resources Information Center
Pritchard, Stephen C.; Coltheart, Max; Marinus, Eva; Castles, Anne
2018-01-01
The self-teaching hypothesis describes how children progress toward skilled sight-word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self-teach new orthographic knowledge. We present…
Teaching Guide for Indian Literature. Volume II. Reading Level 6 and Above.
ERIC Educational Resources Information Center
Campbell, Diana; McCarty, T. L., Ed.
The guide contains detailed suggestions for teaching 10 books about Indians to older students who read easily and are ready to be introduced to serious literature. The books are When the Legends Die; Laughing Boy; Dancehall of the Dead; The Man Who Killed The Deer; Rolling Thunder; House Made of Dawn; Yes Is Better Than No; The Man To Send Rain…
Phonemic Awareness versus Meaning Instruction in Beginning Reading: A Discussion.
ERIC Educational Resources Information Center
Partridge, Susan
Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic…
ERIC Educational Resources Information Center
Rogers-Haverback, Heather; Mee, Molly
2015-01-01
The purpose of this study was to investigate middle level preservice teacher self-efficacy beliefs in general, as well as in the domain of reading. The participants were 8 middle school preservice teachers enrolled in a state-mandated reading methods course and student teaching over the course of a year. As part of the yearlong internship, the…
"If It Ain't True, Then It's Just a Book!" The Reading and Teaching of Faction Literature
ERIC Educational Resources Information Center
Olin-Scheller, Christina; Tengberg, Michael
2012-01-01
This article examines issues related to the reading and teaching of faction literature in school. Faction is defined not only as a literary genre but also as a form of reading applied to the reader. The article discusses young people's encounters with novels "based on a true story" as well as the challenges this means for literature…
Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training
ERIC Educational Resources Information Center
Singh, Binita D.; Moore, Dennis W.; Furlonger, Brett E.; Anderson, Angelika; Busacca, Margherita L.; English, Derek L.
2017-01-01
A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to…
ERIC Educational Resources Information Center
Cheung, K. C.; Toh, K. A.
This paper seeks to explore how beginning elementary school teachers (N=161) in Singapore conceive the scope and nature of science and to understand the relationship between those views and their present approach to, as well as their past experience of, science teaching and learning. Results of an inquiry into the teachers' views indicate that…
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Blömeke, Sigrid; Klein, Patricia
2013-01-01
This study examines the hypothesis that the more support beginning mathematics teachers perceive and the better they evaluate the management of their school, the higher their teaching quality is. Indicators of teaching quality were how the teachers, who were in their third year in the profession, regarded themselves able to cope with the…
ERIC Educational Resources Information Center
Shook, Anna Lorraine Braverman
2015-01-01
An Investigation of the North Carolina Center for the Advancement of Teaching and its Influence on Beginning Teacher Retention: A Companion Dissertation. Shook, Anna, 2015. Dissertation, Gardner-Webb University, Adult Learning Theory/Adult Developmental Theory/Professional Development/Beginning Teacher/North Carolina Center for the Advancement of…
ERIC Educational Resources Information Center
Instituto Nacional de Pedagogia (Mexico).
This document is an English-language abstract (approximately 1,500 words) of a guide prepared by the National Pedagogic Institute for the teaching of reading and writing. The general principles in the guide will tend to unify first grade teaching methods. A brief presentation gives a description of the parts in which the guide is divided. (1)…
Personalizing Reading Instruction
ERIC Educational Resources Information Center
Cathcart, Maureen
1973-01-01
Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)
TEACHING TECHNIQUES--SELECTED READINGS.
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Modern Language Association of America, New York, NY.
A DIVERSIFIED SELECTION OF ARTICLES CONTAINING DESCRIPTIONS AND EXPLANATIONS OF TEACHING TECHNIQUES, PUBLISHED FROM 1961 TO 1967, IS PROVIDED IN THIS PACKET. INCLUDED ARE--(1) "TOWARD BETTER CLASSROOM TEACHING" (GREW), (2) "GOOD TEACHING PRACTICES--A SURVEY OF HIGH SCHOOL FL CLASSES" (HAMLIN AND OTHERS), (3) "LISTENING COMPREHENSION" (RIVERS), (4)…
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Nurie, Yenus
2017-01-01
Various studies investigating psychological variables associated with reading comprehension are currently available. However, there has been little linguistic research conducted to examine the pedagogical practices of teachers in teaching reading comprehension of EFL Secondary Schools, Ethiopia. The present study was conducted to fill the research…
ERIC Educational Resources Information Center
Lectura y Vida: Revista Latinoamericana de Lectura, 2001
2001-01-01
Articles focus on the following: teaching of literature as a means to teaching reading comprehension; reading and discussing favorite stories; interactive literature in childhood literacy; new perspectives in teaching literature; construction of graphic aids in promoting and developing writing skills; recommended books for children and…
Defining the Good Reading Teacher.
ERIC Educational Resources Information Center
Kupersmith, Judy; And Others
In the quest for a definition of the good reading teacher, a review of the literature shows that new or copious materials, one specific teaching method, and static teaching behaviors are not responsible for effective teaching. However, observations of five reading teachers, with good references and good reputations but with widely divergent…
A Blended Learning Model for Teaching Reading in English as a Foreign Language
ERIC Educational Resources Information Center
Karkour, Islam
2014-01-01
The aim of this paper is to describe a blended learning model to be used in Egyptian schools when teaching reading classes in English as a foreign language. This paper is divided into three parts. The first part outlines the Egyptian context and describes the target learners. The second part describes the suggested blended learning model, which is…
The Effects of Teaching Informative Text through Processual Model on Reading Comprehension Skills
ERIC Educational Resources Information Center
Sulak, Süleyman Erkam; Günes, Firdevs
2017-01-01
This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade…
ERIC Educational Resources Information Center
Simmons, Deborah C.; And Others
1995-01-01
Examined effects of explicit teaching and peer tutoring on reading achievement of learning-disabled students and nondisabled, low-performing readers in academically integrated classrooms. Found that explicit-teaching students did not achieve reliably better than controls; students in the explicit teaching plus peer tutoring condition scored higher…
ERIC Educational Resources Information Center
Bastug, Muhammet
2016-01-01
The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through…
ERIC Educational Resources Information Center
Ramos, Jose A.
2012-01-01
Through a single-subject multiple-baseline across-participants design, the present study examined the effects of Reciprocal Teaching (RT) instruction and Spanish use on the cognitive strategy use and English reading comprehension of four, 4th grade Spanish-speaking bilingual students that are "good" decoders but "poor"…
ERIC Educational Resources Information Center
Filby, Nikola N.; Dishaw, Marilyn
Major analyses of the achievement tests used in the Beginning Teacher Evaluation Study were conducted to determine test reactivity to instruction. Reading and mathematics tests were administered to second and fifth grade children. Classroom teachers' records were examined to determine the amount of opportunity students had to learn the content…
ERIC Educational Resources Information Center
Davis, E. Dale
A summary of recommendations from the recent literature dealing with reading and study skills in high school history and social studies and data from interviews with high school history teachers are presented. The literature search revealed that little teaching of reading and study skills is done in high schools but that history and social studies…
ERIC Educational Resources Information Center
Chaemsai, Rungruedee; Rattanavich, Saowalak
2016-01-01
This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study,…
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Volusia County Schools, Daytona Beach, FL.
This fourth in a series of six teaching modules on decision making/beginning competency is part of the Special Partnership in Career Education (SPICE) program, which was designed to provide career awareness and exploration information to junior high-aged educable mentally handicapped students. The module follows a typical format that includes two…
Facing the Challenge of Teaching and Learning EFL Reading: Beyond the Language of Critique.
ERIC Educational Resources Information Center
Sehlaoui, Abdelilah Salim
2001-01-01
Summarizes challenges in teaching English-as-a-Foreign-Language (EFL) reading in Morocco. Argues that teachers are needed who can change and reconstruct their own identities through sound pedagogical practice and effective leadership. Provides an example of such leadership by describing how and why classroom libraries were created and a regional…
ERIC Educational Resources Information Center
Korat, Ofra; Shamir, Adina
2012-01-01
We examine the effect of direct and indirect teaching of vocabulary and word reading on pre-kindergarten and kindergarten children following use of an electronic storybook (e-book). The children in each age group were randomly assigned to an intervention group which read the e-book or to a control group which was afforded the regular school…
Phonic Analysis Training and Beginning Reading Skills.
ERIC Educational Resources Information Center
Rosner, Jerome
The purposes of the study were to determine whether phonic analysis training could be used to prepare children to be successful on the Auditory Analysis Test (AAT) of phonic skills and to then relate phonic knowledge to reading performance. Subjects were 40 first graders in suburban Pittsburgh who had attended kindergarten together. A group of 16…
Changes in Reading Habits by Low Literate Adults through Extensive Reading
ERIC Educational Resources Information Center
Rodrigo, Victoria; Greenberg, Daphne; Segal, Don
2014-01-01
This study analyzes the effect of two reading interventions on reading habits by 181 low literate adults who read at the 3-5.9 grade levels. One intervention implemented extensive reading (ER group) and the other one had direct instruction (no-ER group). A Reading Pattern survey was administered at the beginning, at the end, and 6 months after the…
Improving Reading In Every Class. Abridged Edition.
ERIC Educational Resources Information Center
Thomas, Ellen Lamar; Robinson, H. Alan
This book suggests procedures not only for teaching the fundamental processes in reading but also for teaching reading in high school subject areas. Four chapters present methods for teaching vocabulary, comprehension, rate, and problem solving. Nine chapters are devoted to practical classroom methods for teaching mathematics, science, industrial…
An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.
ERIC Educational Resources Information Center
Granite School District, Salt Lake City, UT.
The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…
Reading to a Different DRUM: The Directed Reading Using Music Strategy.
ERIC Educational Resources Information Center
Marchionda, Denise B.
The Directed Reading Using Music Strategy (DRUMS) is a type of reading strategy that can lead to the teaching of reflective thinking skills, increased reading comprehension and vocabulary, along with increased motivation for learning. Research indicates that contemporary song lyrics aid reading comprehension and can be used as motivational text. A…
Using Children's Literature To Build Literacy: A Cooperative Learning Approach.
ERIC Educational Resources Information Center
Love, Fannye E.; And Others
When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective…
Learning to Read and the Preschool Years
ERIC Educational Resources Information Center
Wilson, Lorraine
2012-01-01
You have young preschool children. You think ahead to when they will begin school, and wonder what you might do to make it easy for your children to learn to read. This article offers some hints for parents and caregivers about learning to read: (1) Reading can begin at birth; (2) When reading aloud to an infant, make the experience a warm, loving…
ERIC Educational Resources Information Center
Chantoem, Rewadee; Rattanavich, Saowalak
2016-01-01
This research compares the English language achievements of vocational students, their reading and writing abilities, and their attitudes towards learning English taught with just-in-time teaching techniques through web technologies and conventional methods. The experimental and control groups were formed, a randomized true control group…
Home Literacy Environment and the Beginning of Reading and Spelling
ERIC Educational Resources Information Center
Niklas, Frank; Schneider, Wolfgang
2013-01-01
Reading and writing are necessary prerequisites for a successful school career. Therefore it is important to identify precursor variables which predict these abilities early in order to identify children possibly at risk of developing reading or spelling difficulties. Relevant precursors include letter knowledge, phonological awareness (PA),…
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension
ERIC Educational Resources Information Center
Ahmadi, Mohammad Reza; Ismail, Hairul Nizam; Abdullah, Muhammad Kamarul Kabilan
2013-01-01
Metacognitive reading strategy awareness plays a significant role in reading comprehension and educational process. In spite of its importance, metacognitive strategy has long been the ignored skill in English language teaching, research, learning, and assessment. This lack of good metacognitive reading strategy skill is exacerbated by the central…
ERIC Educational Resources Information Center
Zibart, Rosemary
1980-01-01
Describes the Reading Is Fundamental Program (RIF), whose reading motivation concept is simple: young people who get the opportunity to freely choose and to own books may begin to experience reading as a pleasurable activity. (Author/LLS)
Improving Reading in Science. Reading Aids Series.
ERIC Educational Resources Information Center
Thelen, Judith
The material in this monograph is based on the idea that science content and the reading and reasoning processes for learning may be taught simultaneously in the science classroom. Topics of the six chapters are: distinguishing between content and process, developmental and functional reading; diagnosis in teaching science; preparatory activities…
Teaching Sam to Read: An Integrated Team Approach with One Child with Autism Spectrum Disorder
ERIC Educational Resources Information Center
Coulter, Gail; Sasnett, Roger
2016-01-01
Few evidence-based practices are available to guide educators in teaching reading to children with Autism Spectrum Disorder who have complex learning and behavioral needs associated with the symptoms of ASD and common co-occurring conditions, such as Attention Deficit/Hyperactive Disorder and Specific Learning Disability. Some researchers have…
ERIC Educational Resources Information Center
Corbell, Kristen A.; Osborne, Jason; Reiman, Alan J.
2010-01-01
In the United States, 50% of beginning teachers leave the classroom in their first 5 years of teaching (Ingersoll & Smith, 2004). This study evaluated the psychometric properties of the Perceptions of Success Inventory for Beginning Teachers (PSI-BT), an instrument that can be used to make informed decisions for improving induction programs…
Monitoring Progress toward Independent Silent Reading.
ERIC Educational Resources Information Center
Franc, Lillian H.; Hildebrandt, Jeannette
1984-01-01
Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)
ERIC Educational Resources Information Center
Finney, Frank
Monster Moose (MM) Reading is a program specifically aimed at improving children's language, beginning reading, and self-concept development through the creation and utilization of student-authored reading materials which feature a series of wordless picture books about a magical moose. The MM Program is based on the following general principles…
Beyond Cognition: Reading Motivation and Reading Comprehension
Wigfield, Allan; Gladstone, Jessica; Turci, Lara
2016-01-01
The authors review research on children’s reading motivation and its relation to their reading comprehension. They begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing work showing that many children’s reading motivation declines over the school years. Girls tend to have more positive motivation for reading than do boys, and there are ethnic differences in children’s reading motivation. Over the last 15 years researchers have identified in both laboratory and classroom-based research instructional practices that positively impact students’ reading motivation and ultimately their reading comprehension. There is a strong need for researchers to build on this work and develop and study in different age groups of children effective classroom-based reading motivation instructional programs for a variety of narrative and informational materials. PMID:27617030
A computer-based program to teach braille reading to sighted individuals.
Scheithauer, Mindy C; Tiger, Jeffrey H
2012-01-01
Instructors of the visually impaired need efficient braille-training methods. This study conducted a preliminary evaluation of a computer-based program intended to teach the relation between braille characters and English letters using a matching-to-sample format with 4 sighted college students. Each participant mastered matching visual depictions of the braille alphabet to their printed-word counterparts. Further, each participant increased the number of words they read in a braille passage following this training. These gains were maintained at variable levels on a maintenance probe conducted 2 to 4 weeks after training.
Read with a Beat: Developing Literacy through Music and Song (Teaching Reading).
ERIC Educational Resources Information Center
Kolb, Gayla R.
1996-01-01
Argues that the singing-reading connective helps children learn to read and fosters a love for reading. Discusses integrating music with reading and notes various activities designed to extend the singing-reading experience, involving book concepts, sight vocabulary, reading comprehension, and fluency. (SR)
TEACHING READING TO DEAF CHILDREN. THE LEXINGTON SCHOOL FOR THE DEAF EDUCATION SERIES, BOOK IV.
ERIC Educational Resources Information Center
HART, BEATRICE OSTERN
THE LEXINGTON SCHOOL FOR THE DEAF EDUCATIONAL SERIES CONSISTS OF A COLLECTION OF MONOGRAPHS, REPRESENTING THE THINKING OF SKILLED TEACHERS IN A PARTICULAR SUBJECT AREA. THIS MONOGRAPH PRESENTS TEACHERS OF THE DEAF WITH A DEVELOPMENTAL PROGRAM FOR TEACHING READING. THE PHILOSOPHY OF THIS PROGRAM IS EXPLAINED, AND VARIOUS TECHNIQUES FOR MOTIVATION…
Cybertext Redux: Using Digital Game-Based Learning to Teach L2 Vocabulary, Reading, and Culture
ERIC Educational Resources Information Center
Neville, David O.; Shelton, Brett E.; McInnis, Brian
2009-01-01
The essay reports on a mixed-methods study using an interactive fiction (IF) game to teach German vocabulary, reading, and culture to university students. The study measured knowledge retention and transfer, and evaluated the attitudes of students toward the game. The results tentatively indicate that contextualized, immersive role play may have…
ERIC Educational Resources Information Center
Ihmeideh, Fathi
2010-01-01
This study investigated preschool teachers' beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales--Teachers' Beliefs Scale (TB Scale) and Teachers' Practices Scale (TP Scale)--to examine the role of computer technology in teaching…
Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training.
Singh, Binita D; Moore, Dennis W; Furlonger, Brett E; Anderson, Angelika; Busacca, Margherita L; English, Derek L
2017-10-01
A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions. BST was associated with clear gains in the participant's performance on each comprehension skill, along with concomitant gains in reading comprehension both on the daily probes and a standardized measure. Skills maintained at follow-up support the conclusion that BST was effective in improving the comprehension skills of a child with autism.
Read On! II. A Sequential Reading Series. Instructor's Guide.
ERIC Educational Resources Information Center
Lawson, V. K.; And Others
This guide is intended for use by teachers and tutors who are using the assisted reading method to teach reading to adult learners. The introduction describes the contents of the guide and the other materials in the Read On! II series, i.e., six textbooks, six workbooks, and a set of tutor resource sheets for use with learners at the beginning…
The Real World of the Beginning Teacher.
ERIC Educational Resources Information Center
National Education Association, Washington, DC. National Commission on Teacher Education and Professional Standards.
Problems and goals of beginning teachers are the subject of these speeches presented by both experienced and beginning teachers at the 1965 national conference of the National Commission on Teacher Education and Professional Standards. The problems include the differences between teacher expectations and encounters, unrealistic teaching and…
ERIC Educational Resources Information Center
Jund, Suzanne, Ed.
1977-01-01
This journal issue concentrates on the theme "Parents and Reading." It presents articles on sharing books with young children, using public relations in a reading program, guiding preschool learning, assessing language readiness, working with reading problems, and teaching reading readiness in Wisconsin kindergartens. Resources and a review of…
Integrating Art and Reading--Learning to Read through the Arts.
ERIC Educational Resources Information Center
O'Brien, Bernadette C.
1982-01-01
The New York City Board of Education's Title I program, "Learning to Read through the Arts," teaches skills in reading through involvement in the arts, builds self-confidence, improves self-image, and adds to the experiences of the participating children. If children are able to read material and apply the information thus acquired to…
Reading Development and the Teaching of Reading: A Psychological Perspective.
ERIC Educational Resources Information Center
Oakhill, Jane, Ed.; Beard, Roger, Ed.
In recent years, there has been increasing emphasis on the idea of reading as a "socio-cultural" phenomenon, derived from the idea that reading is not an isolated skill but is necessarily related to the purposes reading will be put to in particular social and cultural contexts. This collection of essays acknowledges the undoubted…
Thinking Matters: Inferencing in ESL Reading Lessons
ERIC Educational Resources Information Center
Lee, Ho Cheung
2013-01-01
This article discusses the significance of inferencing in reading comprehension and addresses theoretical and practical issues related to teaching inferencing in English classrooms. The author explains the nature of inferencing in reading and, drawing on previous research findings and his own reflections on teaching reading to English as a second…
Learning to Write: Progress-Monitoring Tools for Beginning and at-Risk Writers
ERIC Educational Resources Information Center
Ritchey, Kristen D.
2006-01-01
Teachers now have a wide range of tools to help assess the beginning reading performance of kindergarten and first-grade children. However, validated procedures for assessing the beginning writing skills of kindergarten and first-grade children are less widely available. Learning to write, like learning to read, is a complex task. The ability to…
ERIC Educational Resources Information Center
Damaianti, Vismaia S.; Damaianti, Lira Fessia; Mulyati, Yeti
2017-01-01
This article describes the findings of a study aimed at producing a set of cultural literacy-oriented critical reading teaching material. This material is developed as a countermeasure to the increasingly thin sensitivity of society, especially the students toward noble values of religion, custom, and culture. With this material student get a…
Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties
ERIC Educational Resources Information Center
McConnell, Bethany M.; Kubina, Rick
2016-01-01
Kindergarten students at-risk for reading difficulties were selected for participation in a parent implemented reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"; Engelmann, Haddox, & Bruner, 1983). Parents were expected to…
ERIC Educational Resources Information Center
Sickel, Aaron J.; Friedrichsen, Patricia
2018-01-01
Pedagogical content knowledge (PCK) has become a useful construct to examine science teacher learning. Yet, researchers conceptualize PCK development in different ways. The purpose of this longitudinal study was to use three analytic lenses to understand the development of three beginning biology teachers' PCK for teaching natural selection…
ERIC Educational Resources Information Center
Karnok, Keith J.; Connors, Krista L.
1986-01-01
This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)
ERIC Educational Resources Information Center
Connors, Krista L.; Karnok, Keith J.
1986-01-01
This paper is the second of a two-part series which discusses the findings related to laboratory segments in the beginning crop science courses offered in Land Grant institutions. Survey results reveal that laboratories are used but employ traditional teaching rather than individualized or auto-tutorial techniques. (ML)
Using Reading Guides and On-Line Quizzes to Improve Reading Compliance and Quiz Scores
ERIC Educational Resources Information Center
Maurer, Trent W.; Longfield, Judith
2015-01-01
This study compared students' daily in-class reading quiz scores in an introductory Child Development course across five conditions: control, reading guide only, reading guide and on-line practice quiz, reading guide and on-line graded quiz, and reading guide and both types of on-line quizzes. At the beginning of class, students completed a 5-item…
ERIC Educational Resources Information Center
Koskinen, Patricia S.; And Others
This project investigated the effectiveness of using closed-captioned television in the teaching of reading to learning-disabled and hearing-impared students. Seven teachers of learning disabled students, and 45 students ranging in age from 8 to 13 years, from a large Maryland public school system participated in this study. The first two of nine…
Chinese College Students' English Reading Comprehension in Silent and Loud Reading-Mode
ERIC Educational Resources Information Center
Jiang, Yan
2015-01-01
In language teaching, emphasis is usually placed on students' reading comprehension, because reading comprehension remains one of the main important factors for their English language learning. Research shows, however, that reading comprehension is a sophisticated process and many students have met difficulties in constructing meaning from writing…
Developing English Learners' Reading Confidence with Whole-Class Repeated Reading
ERIC Educational Resources Information Center
Monobe, Gumiko; Bintz, William P.; McTeer, Janis S.
2017-01-01
This Teaching Tip describes how one second-grade teacher used whole-class repeated reading (WCRR) to promote social interaction and develop reading confidence with English learners (ELs). The authors share a brief review of professional literature on the challenges of ELs and the benefits of repeated reading and WCRR. The authors also provide…
ERIC Educational Resources Information Center
Hammond, Lorraine
2015-01-01
Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…
Beginning Reading and Writing. Language and Literacy Series.
ERIC Educational Resources Information Center
Strickland, Dorothy S., Ed.; Morrow, Lesley Mandel, Ed.
In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a…
Teach Like a Novice: Lessons from Beginning Teachers
ERIC Educational Resources Information Center
Eckert, Jonathan
2014-01-01
Classroom management is the greatest challenge for beginning teachers and continues to develop over their careers. Much can be learned from beginning teachers through reflection and the perspective that experience brings. Seven strategies can help improve classroom management: Maintain a growth mindset; try new ideas, reflect, then accept, reject,…
Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever.
ERIC Educational Resources Information Center
Fox, Mem
Based on the view that the benefits of reading aloud are not widely recognized or sufficiently promoted, this book explains why reading aloud to young children has a strong emotional and intellectual impact on their ability to read and learn. The book begins with the recollection of how the author became aware of the effects of reading aloud on…
ERIC Educational Resources Information Center
Dunn, Lloyd M.; Mueller, Max W.
The purpose of this study was to investigate, with underprivileged first-grade children, the efficacy of the Initial Teaching Alphabet (i.t.a.) in teaching beginning reading and of the Peabody Language Development Kit (PLDK) in stimulating oral language and verbal intelligence. From 17 classes in nine schools, four groups, consisting of 100, 104,…
Why Teaching? Motivations Influencing Beginning Teachers' Choice of Profession and Teaching Practice
ERIC Educational Resources Information Center
Hellsten, Laurie-Ann M.; Prytula, Michelle P.
2011-01-01
This paper explores why beginning teachers in Saskatchewan chose to enter the profession and the importance of these motivations in their first year as teachers. More specifically, using survey and interview methodologies, the purpose of this study was to: (1) investigate the entry motivations of Saskatchewan beginning teachers; (2) determine if…
Designing the Reading Curriculum.
ERIC Educational Resources Information Center
Ediger, Marlow
The design of the reading curriculum presents a vision of what will be stressed in reading instruction. A first ingredient to discuss in developing the reading curriculum emphasizes the degree to which different curriculum areas should be related in teaching and learning. Reading then could be taught as a separate subject matter area from the…
A COMPUTER-BASED PROGRAM TO TEACH BRAILLE READING TO SIGHTED INDIVIDUALS
Scheithauer, Mindy C; Tiger, Jeffrey H
2012-01-01
Instructors of the visually impaired need efficient braille-training methods. This study conducted a preliminary evaluation of a computer-based program intended to teach the relation between braille characters and English letters using a matching-to-sample format with 4 sighted college students. Each participant mastered matching visual depictions of the braille alphabet to their printed-word counterparts. Further, each participant increased the number of words they read in a braille passage following this training. These gains were maintained at variable levels on a maintenance probe conducted 2 to 4 weeks after training. PMID:22844139
Learning to teach science in urban schools by becoming a researcher of one's own beginning practice
NASA Astrophysics Data System (ADS)
Furman, Melina; Calabrese Barton, Angela; Muir, Ben
2012-03-01
An urgent goal for science teacher educators is to prepare teachers to teach science in meaningful ways to youth from nondominant backgrounds. This preparation is challenging, for it asks teachers to critically examine how their pedagogical practices might adaptively respond to students and to science. It asks, essentially, for new teachers to become researchers of their own beginning practice. This study explores the story of Ben as he coauthored a transformative action research project in an urban middle school as part of a teacher education program and, later, over his first year of teaching at that same school. We describe how Ben and his partner teacher created innovative spaces for science learning. This offered Ben an opportunity to make some of his deeply engrained pedagogical beliefs come alive within a context of distributed expertise, which provided for him a space of moderate risk where he could afford the chances of failure without undermining how he felt about his own capacity as a teacher. Our study highlights the importance of creating reform opportunities within the context of teacher education programs that may help beginner teachers construct positive images of teaching that they can hold on to in their future practice.
A School-Wide Attack on Reading Problems
ERIC Educational Resources Information Center
Shuman, R. Baird
2006-01-01
The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen…
ERIC Educational Resources Information Center
Bremer, Christine D.; Vaughn, Sharon; Clapper, Ann T.; Kim, Ae-Hwa
This brief introduces a research-based practice, Collaborative Strategic Reading (CSR). This reading comprehension practice, designed to improve secondary students reading comprehension skills, combines two instructional elements: modified reciprocal teaching and cooperative learning or student pairing. In reciprocal teaching, teachers and…
Yes, But...(An Invitation to Dialogue)--Holistic vs. Systemic Approach to the Teaching of Reading.
ERIC Educational Resources Information Center
Murray, Dorothy S.
Today, contrary to Euclid's view of things as they are, people are told that the whole is greater than the sum of its parts. Nowhere apparently has the concept of the whole been ignored more than in the teaching of reading. The "see and say" (holistic) approach, introduced in the early fifties, still dominates the classroom. Readers and…
ERIC Educational Resources Information Center
Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie
2014-01-01
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…
ERIC Educational Resources Information Center
McNinch, George H., Ed.; And Others
Conference presentations of research on reading comprehension, reading instruction, computer applications in reading instruction, and reading theory are compiled in this yearbook. Titles and authors of some of the articles are as follows: "A Rationale for Teaching Children with Limited English Proficiency" (M. Zintz); "Preliminary Development of a…
Teaching Reading and the At Risk Pupil.
ERIC Educational Resources Information Center
Ediger, Marlow
At risk students need to experience a reading curriculum which offers success in learning to read; appropriate sequence of reading activities; feedback regarding what has been accomplished in reading; rewards for doing well when comparing past with present achievement records; intrinsic motivation in wanting to read; help and guidance to achieve…
Teaching Beginning Chess Skills to Students with Disabilities.
ERIC Educational Resources Information Center
Storey, Keith
2000-01-01
This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…
ERIC Educational Resources Information Center
Noguchi, Mary Goebel
Increasingly, foreign nationals living in Japan are sending their children to Japanese elementary schools. This requires that the children's native language be taught outside of school, most often at home. While teaching oral language is not difficult for parents, teaching reading requires different skills. Some difficulties in this process are…
An Interactive, Instructor-Supported Reading Approach vs. Traditional Reading Instruction in Spanish
ERIC Educational Resources Information Center
Gladwin, Ransom F., IV; Stepp-Greany, Jonita
2008-01-01
This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct-teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model,…
ERIC Educational Resources Information Center
Stefanski, Angela J.; Leitze, Amy; Fife-Demski, Veronica M.
2018-01-01
This collective case study used methods of discourse analysis to consider what computer-mediated collaboration might reveal about preservice teachers' sense-making in a field-based practicum as they learn to teach reading to children identified as struggling readers. Researchers agree that field-based experiences coupled with time for reflection…
Learning to Read with Augustine of Hippo
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Rine, C. Rebecca
2007-01-01
The confessions of Augustine of Hippo can be read as a lesson in reading, one in which Augustine teaches by example as well as precept. Throughout this work, the relationship between faith and reading is clearly on Augustine's mind, as is his desire to teach others what he has learned. As we consider our own approaches to the confluence of faith,…
Teaching Reading through the Arts.
ERIC Educational Resources Information Center
Cowen, John E., Ed.
Exploring ways of using the arts in humanizing reading instruction and in the development of lifetime readers, the articles in this volume offer many creative approaches to help reading and classroom teachers provide their students with educational experiences that will not only help them master basic skills but also affect their capacity for…
ERIC Educational Resources Information Center
Fogelsong, Donna Fortune
2016-01-01
This study was designed to investigate teachers' perceptions about instructing listening in second-grade classrooms. Children's literature that included specific listening content was used to explore how the teachers' perceptions influenced planning read alouds for explicitly teaching listening skills. Investigations included: (1) What were…
Schema Theory: Teaching U.S. History to Beginning Amnesty Students.
ERIC Educational Resources Information Center
Chervenick, Ellen Cecelia
In order to study for citizenship tests, amnesty students need to be able to read U.S. history material, although they usually have no background knowledge for it. According to schema theory, background knowledge is important for reading comprehension. Research has shown significant improvement in the reading comprehension of intermediate level…
Challenges Beginning Teachers Face in Hong Kong
ERIC Educational Resources Information Center
Lam, Bick-Har
2014-01-01
By conducting in-depth interviews with new teachers who are about to become full-time teachers and then reinterviewing them two years later, the author of this article presents how beginning teachers think and feel about teaching and describes the challenges they face as beginning teachers in the context of Hong Kong. The stories of the teachers,…
Knowledge foundations for beginning reading teachers in EFL.
Goldfus, Carol
2012-10-01
This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.
Separating Speed from Accuracy in Beginning Reading Development
ERIC Educational Resources Information Center
Juul, Holger; Poulsen, Mads; Elbro, Carsten
2014-01-01
Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…
ERIC Educational Resources Information Center
Klingner, Janette K.; Vaughn, Sharon
1999-01-01
Describes procedures for teaching Collaborative Strategic Reading (CSR), in which students of mixed reading and achievement levels work in small, cooperative groups to assist one another in applying reading strategies to facilitate their comprehension of content-area text. Discusses whole-class instruction of CSR strategies, implementing CSR in…
Activating the Need to Know in Reading Instruction: One Teacher Educator's Practice
ERIC Educational Resources Information Center
Nelson, Priscilla S.
2012-01-01
This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by…
Pennsylvania Jumps into Reading.
ERIC Educational Resources Information Center
McShane, Barbara A.; Strain, Richard L.
The Bethlehem Area Chamber of Commerce addressed family literacy through the promotion of a "Jump into Reading" videotape and its accompanying brochure in local businesses and schools as well as throughout Pennsylvania. Jump into Reading was designed to teach parents the importance of reading aloud to their children and offer techniques…
Why Reading Fluency Should Be Hot
ERIC Educational Resources Information Center
Rasinski, Timothy V.
2012-01-01
This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading…
From Autos To Stereos. A Collection of Readings.
ERIC Educational Resources Information Center
Ferri, Kathy
Designed to provide materials which the high school teacher can use to teach some of the basic reading skills or as supplementary reading material, this guide is composed of thirty-five articles of general interest which are vocationally oriented, followed by exercises designed to test comprehension and to teach reading concepts. The articles have…
ERIC Educational Resources Information Center
Devonshire, Victoria; Morris, Paul; Fluck, Michael
2013-01-01
A novel intervention was developed to teach reading and spelling literacy to 5 to 7 year-old students using explicit instruction of morphology, etymology, phonology, and form rules. We examined the effects of the intervention compared to a phonics-based condition using a cross-over design with a baseline measure. One hundred and twenty children…
The Effects of Sustained Silent Reading on Motivation to Read
ERIC Educational Resources Information Center
Williams, Nocola Ann
2011-01-01
A discrepancy exists on both state and local assessments between economically disadvantaged and noneconomically disadvantaged 4th grade students in the area of reading. As students enter the intermediate grades, their motivation to read begins to dwindle. This lack of motivation can ultimately put the academic career of these students in jeopardy.…
Teaching Deanna to Read: A Case Study.
ERIC Educational Resources Information Center
Tiwald, Jeanette M.
1995-01-01
Describes a Reading Recovery case study involving a first-grade student who was at risk for learning how to read and write. Notes that this student learned to read strategically and was accelerated to the average band in her classroom after 81 Reading Recovery lessons, without first knowing the alphabet. (SR)
Make Student Reading Interesting: An Analysis of Student Reading in Two Courses
ERIC Educational Resources Information Center
O'Connor, Jeremy J.
2012-01-01
One of the many challenges faculty members face when teaching courses is insuring that students read the assigned material by the due date. This study examines student reading behavior in two courses in order to better understand how student reading behavior changes over the course of the semester. The purpose of this study is to identify factors…
Mothers' Reading-Related Activities at Home and Learning to Read during Kindergarten
ERIC Educational Resources Information Center
Silinskas, Gintautas; Parrila, Rauno; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Niemi, Pekka; Nurmi, Jari-Erik
2010-01-01
This longitudinal study investigates how the reading-related activities of mothers at home relate to the development of reading skills among their kindergarten children. A total of 1,529 children (5-to-6-year-olds) were tested on word reading twice, once at the beginning and once at the end of a kindergarten year. The mothers of the children (n =…
Readability and Reading Ability.
ERIC Educational Resources Information Center
Wright, Benjamin D.; Stenner, A. Jackson
This document discusses the measurement of reading ability and the readability of books by application of the Lexile framework. It begins by stating the importance of uniform measures. It then discusses the history of reading ability testing, based on the assumption that no researcher has been able to measure more than one kind of reading ability.…
ERIC Educational Resources Information Center
Al-Dhafir, Mohammad
2015-01-01
The purpose of the study was to examine the Kuwaiti first grade teachers' perceptions of developmentally appropriate practices in teaching reading and writing. To achieve the research purpose, a questionnaire was developed and administrated to 167 first grade teachers. Results revealed that first grade teachers hold moderate agreement towards…
Six Beginning Music Teachers' Music Teacher Role Identities
ERIC Educational Resources Information Center
Paise, Michele Paynter
2010-01-01
In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers…
Reading Cooperatively or Independently? Study on ELL Student Reading Development
ERIC Educational Resources Information Center
Liu, Siping; Wang, Jian
2015-01-01
This study examines the effectiveness of cooperative reading teaching activities and independent reading activities for English language learner (ELL) students at 4th grade level. Based on simple linear regression and correlational analyses of data collected from two large data bases, PIRLS and NAEP, the study found that cooperative reading…
Match the Style of Instruction to the Style of Reading
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Carbo, Marie
2009-01-01
Many reading problems are caused by using the wrong teaching methods. This article advocates using a reading style inventory and matching the teaching method to the student's reading style. The author holds copyright to this article. (Contains 3 figures.)
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Ellis, DiAnn Waskul
1980-01-01
Describes a successful event at a San Francisco shopping mall where young children were read to and parents became acquainted with the importance of reading to preschool children and beginning readers. (DD)
Exploring Beginning Inference with Novice Grade 7 Students
ERIC Educational Resources Information Center
Watson, Jane M.
2008-01-01
This study documented efforts to facilitate ideas of beginning inference in novice grade 7 students. A design experiment allowed modified teaching opportunities in light of observation of components of a framework adapted from that developed by Pfannkuch for teaching informal inference with box plots. Box plots were replaced by hat plots, a…
Geography and Reading: An Integrated Approach to Teaching Reading Skills.
ERIC Educational Resources Information Center
Fitzhugh, William P.
This document discusses the advantages of integrating social studies--geography in particular--and reading skills. Time is saved because literature based reading is a high interest means of introducing social studies concepts and vocabulary to children. Skills can be taught using the vocabulary from the social studies unit. This paper presents…
ERIC Educational Resources Information Center
Calfee, Robert; Calfee, Kathryn Hoover
The Beginning Teacher Evaluation Study (BTES), Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and pupil behaviors and other factors which could influence each of them and…
Terry, Nicole Patton; Connor, Carol McDonald; Petscher, Yaacov; Conlin, Catherine Ross
2015-01-01
Purpose In this study, we examined (a) whether children who spoke Nonmainstream American English (NMAE) frequently in school at the beginning of 1st grade increased their use of Mainstream American English (MAE) through the end of 2nd grade, and whether increasing MAE use was associated with (b) language and reading skills and school context and (c) greater gains in reading skills. Method A longitudinal design was implemented with 49 children who spoke NMAE moderately to strongly. Spoken production of NMAE forms, word reading, and reading comprehension were measured at the beginning, middle, and end of 1st and 2nd grades. Various oral language skills were also measured at the beginning of 1st grade. Results Results indicate that most children increased their MAE production during 1st grade and maintained these levels in 2nd grade. Increasing MAE use was predicted by children’s expressive vocabulary and nonword repetition skills at the beginning of 1st grade. Finally, the more children increased their MAE production, the greater were their reading gains from 1st grade through 2nd grade. Conclusions The findings extend previous reports of a significant association between NMAE use and specific reading skills among young children and have implications for theory, educational practice, and future research. PMID:22199203
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Eason, Sarah H.; Levine, Susan C.
2017-01-01
Children demonstrate gaps in the math knowledge that they possess by the time they begin school, and these gaps have been found to predict long-term outcomes not only in math but also in reading. Consequently, it is important to identify what accounts for these early differences and how they can be addressed to ensure that all children enter…
ERIC Educational Resources Information Center
Roddy, Michael
This book aims to meet the needs of students who are beginning to learn English and to help them reach such goals as gaining an education, finding a job, continuing on to higher education, or functioning better in everyday life in the United States. The book stresses the basic language skills of vocabulary development, grammar, reading, writing,…
Reading and Writing for Preservice Teachers: Making Meaningful Connections
ERIC Educational Resources Information Center
Martinez-Alba, Gilda
2015-01-01
In many states, preservice physical education teachers are required to take reading courses to obtain their teaching certificate. However, many future physical educators are not enthusiastic about this requirement. In fact, many candidly state, "I don't like reading" and "I am not becoming a PE teacher so I can teach reading."…
Focus on the Essentials of Reading Instruction
ERIC Educational Resources Information Center
Frager, Alan M.; Frye, Elizabeth A.
2010-01-01
The reading instruction of beginning teachers needs to be assessed according to the teacher's use of practices that work. Therefore, a rubric that specifically looks for best practices is presented to be used in both formative and summative evaluations of beginning teachers' reading instruction. The criteria are based on the vision of a highly…
Mindfulness and the Beginning Teacher
ERIC Educational Resources Information Center
Bernay, Ross S.
2014-01-01
This article reviews a hermeneutic phenomenological study of five beginning teachers who were introduced to mindfulness during their initial teacher education programme. The participants kept fortnightly journals and engaged in three interviews with the researcher to assess the benefits of using mindfulness during the first year of teaching. The…
ERIC Educational Resources Information Center
Meng, Lingqi; Muñoz, Marco; King Hess, Kristin; Liu, Shujie
2017-01-01
This study investigated effective teaching factors and student reading strategies as predictors of student reading achievement in the United States and China. Participants were 10,348 students in the 2009 Program for International Student Assessment (PISA) study, 5115 from China and 5233 from the United States. Exploratory factor analysis (EFA)…
ERIC Educational Resources Information Center
Bear, Donald R.
Designed to instruct adult literacy teachers in using Language-Experience and Oral History techniques and distributed statewide to teachers in Nevada, this manual presents reading materials, diagnostic packages, and guidelines for adult literacy program organization. The first of three chapters begins with an introduction to the manual, and…
ERIC Educational Resources Information Center
Shih, Ru-Chu; Cho, Chia-Liang; Tsai, Chih-Cheng; Lou, Shi-Jer
2013-01-01
This study aimed to investigate junior high school students' learning attitudes and learning effectiveness through administering Microsoft Live@edu to assist in teaching Chinese reading. Quasi-experimental approach was used and a total of 63 eighth grade students were divided into the experimental group (N = 32) and control group (N = 31).…
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Baldwin, Anna; And Others
This publication contains materials used in the three phases of the reading and mathematics components of work-specific classes. Each section begins with an overview of developments in that phase. Section 1 focuses on Phase 1 during which math and reading were taught as separate components. It contains a math placement appraisal, worksheets and…
Basic Skills Resource Center: Teaching Reading Comprehension to Adults in Basic Skills Courses
1985-08-01
paper trash out to be burned 4. A hockey coach telling his players to keep shooting at the goalie . What skill, or skills, did you use to answer the...With this exercise the learner is introduced to the idea of INFERENCE. The learner’s mind must INFER the rest of the idea in order to pull the four...to pull the ideas of the paragraph together. (Lesson 3 will teach learners how to construct an "umbrella" idea to act as a topic sentence for readings
ERIC Educational Resources Information Center
Leffert, Beatrice G.
From the perspective of a reading consultant, the processes of thinking and reading apply to efficient learning. Language teachers should know: (1) the difference between surface structure and deep meaning of an utterance, (2) the importance of "affect" on learning: the reader's personal involvement with the material and with its presentation,…
The Starting Place: English, Reading.
ERIC Educational Resources Information Center
Monyek, Arlyne
A description is presented of the reading laboratory course for secondary school students on reading levels three through nine in the Dade County, Florida, public schools. The course includes diagnosis of specific reading needs, and teaching word recognition, comprehension, and study skills. Classroom organization for the course focuses on…
ERIC Educational Resources Information Center
Aghaie, Reza; Zhang, Lawrence Jun
2012-01-01
This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…
The First R: Fundamentals of Initial Reading Instruction. Developments in Classroom Instruction.
ERIC Educational Resources Information Center
Shuman, R. Baird
Addressing subjects ranging from reading readiness to phonics, this book examines several fundamental elements of beginning reading instruction. Divided into 12 chapters, the book begins with a chapter providing a general overview of reading instruction, including the debate between the perception of reading as decoding or comprehension, and other…
Phonics and the Teaching of Reading.
ERIC Educational Resources Information Center
Hughes, John M.
Suggestions for various activities, games, and materials for teaching phonics are presented in this handbook for teachers and teachers in training. The chapters and materials covered include: (1) "Why Phonics," which presents the rationale for teaching phonics; (2) "A Suggested Order for Teaching Phonics," which discusses the order of difficulty…
Making Reading Important in Kids' Lives.
ERIC Educational Resources Information Center
Marshall, Kristine E.
1984-01-01
Students' personal responses to literature provide the focus that makes a reading curriculum effective. Teachers can create a classroom that instills positive attitudes towards reading by providing a variety of reading materials, encouraging students to share responses, and by not using literature as a camouflage for teaching reading skills. (DF)
ERIC Educational Resources Information Center
Clarke, Mark A.
1980-01-01
Examines a sampling of current ESL reading instruction practices, addressing the concern that the lack of a generally accepted theory of L2 reading constitutes a major obstacle to teaching and testing ESL reading skills. Summarizes the results of two studies and discusses their implications for ESL teachers. (MES)
On the efficacy of a computer-based program to teach visual Braille reading.
Scheithauer, Mindy C; Tiger, Jeffrey H; Miller, Sarah J
2013-01-01
Scheithauer and Tiger (2012) created an efficient computerized program that taught 4 sighted college students to select text letters when presented with visual depictions of Braille alphabetic characters and resulted in the emergence of some braille reading. The current study extended these results to a larger sample (n = 81) and compared the efficacy and efficiency of the instructional program using 2 different response modalities. One variation of the program required a response in a multiple-choice format, and the other variation required a keyed response. Both instructional programs resulted in increased braille letter identification and braille reading. These skills were maintained at a follow-up session 7 to 14 days later. The mean time needed to complete the program was 22.8 min across participants. Implications of these results for future research, as well as practical implications for teaching the braille alphabet, are discussed. © Society for the Experimental Analysis of Behavior.
Improve Reading with Complex Texts
ERIC Educational Resources Information Center
Fisher, Douglas; Frey, Nancy
2015-01-01
The Common Core State Standards have cast a renewed light on reading instruction, presenting teachers with the new requirements to teach close reading of complex texts. Teachers and administrators should consider a number of essential features of close reading: They are short, complex texts; rich discussions based on worthy questions; revisiting…
Reading and the English Teacher.
ERIC Educational Resources Information Center
Matthews, Dorothy, Ed.
1977-01-01
In this issue, articles deal with various aspects of the relationship between reading and the English teacher. Titles include "Literary Humor" by Wilmer Lamar and "200 Adolescent Novels Worth Reading" by Ken Donelson; both suggest reading materials. Practical teaching tips are provided in "Comprehension Is Comprehension, Is . . ." by Jerry Walker,…
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Williams, Joanna P.; Kao, Jenny C.; Pao, Lisa S.; Ordynans, Jill G.; Atkins, J. Grant; Cheng, Rong; DeBonis, Daniel
2016-01-01
We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, comparison, causation, description, and problem-solution) were embedded in a social studies curriculum that…
ERIC Educational Resources Information Center
O'Flanagan, M. J. R.
A course was developed for teaching reading comprehension of English technical texts to German speaking professionals. Before proceeding with the course, students are administered a memory test and vocabulary test to determine their initial skill levels in English. The materials used for the course include learner's dictionaries of approximately…
ERIC Educational Resources Information Center
Klingner, Janette Kettmann; Vaughn, Sharon
1996-01-01
Investigated the efficacy of two related reciprocal teaching interventions--with cooperative grouping or with cross-age tutoring--on the reading comprehension of learning disabled English-as-a-Second-Language (ESL) students. Found no significant difference between the two groups: both made comprehension gains and continued to improved when…
What Do Beginning Special Educators Need to Know about Intensive Reading Interventions?
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Coyne, Michael D.; Koriakin, Taylor A.
2017-01-01
Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction.…
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Rumley, Mark Alvis
2010-01-01
The purpose of this qualitative study was to understand and "make sense" of how beginning teachers experience and define lack of principal/administrative support during their beginning years of teaching. Utilizing grounded theory as a conceptual framework, I sought to deconstruct the stories and lived experiences of nine beginning…
ERIC Educational Resources Information Center
Pitfield, Maggie; Obied, Vicky
2010-01-01
This article charts the progress of one cohort of student-teachers (variously known as beginning teachers and pre-service teachers) training to teach English in London secondary schools during 2008-9. The research focuses specifically on the experiences which facilitate their development as confident and creative teachers and assessors of reading…
Read to Eat: A Teaching Strategy.
ERIC Educational Resources Information Center
Eshelman, Martha
1988-01-01
Teachers may use classroom cooking projects to encourage students to read. While developing basic reading skills, students also learn to follow directions and to cooperate in a group project. Three sample recipes are given. The article outlines steps to successfully complete a classroom cooking project. (JL)
Reading and reading instruction for children from low-income and non-English-speaking households.
Lesaux, Nonie K
2012-01-01
Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for
How To Help Beginning Teachers Succeed. 2nd Edition.
ERIC Educational Resources Information Center
Gordon, Stephen P.; Maxey, Susan
This book explores the reasons that beginning teachers struggle and provides research-based plans for helping them make the most of their initial teaching years. It proposes Beginning Teacher Assistance Programs (BTAPs) as a practical strategy for success. BTAPs draw on the knowledge and expertise of teachers, principals, central office…
ERIC Educational Resources Information Center
DeBruin-Parecki, Andrea
2007-01-01
Everyone knows how important it is to read to young children--but it is the "quality" of shared reading that really affects emergent literacy. How well are adults engaging and teaching children as they read together? How well are children listening and responding? The first and only tool to measure the quality of adult and child interactions…
Sports Splash: A Handbook of Reading Activities for Use with Children. A Fun with Reading Book.
ERIC Educational Resources Information Center
Thomas, Carol H.
Intended for individuals involved in teaching children to read--parents, teachers, librarians, and reading specialists--this handbook provides activities and resources to supplement programs designed to encourage children's enjoyment of books. The reading activities presented in this handbook have been developed around a sports theme. The…
Integration of Phonics into Elementary Reading Programs
ERIC Educational Resources Information Center
Bast, Jenna M.
2013-01-01
Understanding phonics is an important part of a young student's ability in learning how to read. The problem is that there is no set system that teachers follow in teaching phonics skills. The purpose of this study is to discover the ways that first grade teachers teach phonics to their students to help promote students success in reading. The…
The Challenges of Beginning Teachers in Urban Primary Schools
ERIC Educational Resources Information Center
Gaikhorst, Lisa; Beishuizen, Jos; Roosenboom, Bart; Volman, Monique
2017-01-01
This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively…
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Setayesh, Mahnam; Marzban, Amin
2017-01-01
The present study primarily aimed at investigating the effect of Task-Based Language Teaching (TBLT) on development of the Iranian EFL learners' ESP Reading Comprehension Skills. Moreover, it was aimed at investigating the probable difference between the TBLT-instructed students of Law and Mechanical Engineering with respect to their ESP reading…
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Greenberg, Julie; Jacobs, Sandi
2009-01-01
As a follow up to National Council on Teacher Quality (NCTQ's) national studies of how well elementary teachers are prepared to teach reading and mathematics, NCTQ looks at preparation in both subjects in all undergraduate teacher preparation programs in New Mexico. This analysis evaluated New Mexico's eight undergraduate elementary teacher…
ERIC Educational Resources Information Center
McCormick, Kathleen; And Others
This study is the 11th and last report from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. The report consists of an Introduction and seven essays, each of which discusses ways to teach a variety of aspects of reading and writing which have been tried…
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Roberts, Will; Norwich, Brahm
2010-01-01
This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves…
ERIC Educational Resources Information Center
Ranker, Jason
2007-01-01
A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…
Character Reading Fluency, Word Segmentation Accuracy, and Reading Comprehension in L2 Chinese
ERIC Educational Resources Information Center
Shen, Helen H.; Jiang, Xin
2013-01-01
This study investigated the relationships between lower-level processing and general reading comprehension among adult L2 (second-language) beginning learners of Chinese, in both target and non-target language learning environments. Lower-level processing in Chinese reading includes the factors of character-naming accuracy, character-naming speed,…
ERIC Educational Resources Information Center
Iwai, Yuko; Filce, Hollie; Ramp, Ellen
2011-01-01
In this study, the authors examined the impact of metacognitive reading strategies on international college students' academic success by correcting the Survey of Reading Strategies (SORS) instrument with (a) grade point averages (GPAs) and (b) the English language proficiency levels, categorized by beginning (students at the English Language…
Read All about It! What States Are Doing to Ensure Kids Are Reading by Third Grade
ERIC Educational Resources Information Center
Riccards, Patrick
2012-01-01
The fights currently raging under the banner of "education reform" are nothing compared to those battles fought on the fronts of the "Reading Wars." For decades now, educators, policymakers, parents, and communities have battled fiercely over how best to teach reading--phonics, whole language, or scientifically based reading.…
Wearing Your Heart on Your Face: Reading Lovesickness and the Suicidal Impulse in Chaucer.
McNamara, Rebecca F
2015-01-01
Geoffrey Chaucer frequently depicts the emotions of his characters via the outward physical signs of the body, and he often does so using a discourse that draws on Galenic theories. A striking example of Chaucer's medicalized descriptions of emotion is his adaptation of the suicidal impulse associated with lovesickness. Chaucer reconstructs this motif in "The Knight's Tale" and The Book of the Duchess by altering his sources (Boccaccio, and Froissart and Machaut) to anatomize the emotional body of the suffering knight. Through the medicalized language of bodily health describing emotional upheavals, other characters and the reader are prompted to feel with and begin to understand and appropriately respond to the suffering individual. This reading shows Chaucer using moments of embodied emotional examination to teach his audience how to read, interpret, and respond to literature.
Speaking My Mind: Stop Reading Shakespeare!
ERIC Educational Resources Information Center
Spangler, Susan
2009-01-01
Reading skills are vital to student success, and those skills could be practiced with Shakespeare "if students are taught reading skills in the classroom." The problem is that many teachers of English do not consider themselves reading specialists and do not teach reading skills to their students. Fred L. Hamel notes that teachers in a recent…
Reading Mastery. What Works Clearinghouse Intervention Report
ERIC Educational Resources Information Center
What Works Clearinghouse, 2012
2012-01-01
"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…
Emerging Concerns in Reading; Highlights of the 21st Annual Reading Conference of Lehigh University.
ERIC Educational Resources Information Center
Kender, Joseph P., Ed.
Addressing the question, "How can we teach all educable children to read effectively?" the papers in the first part of this volume look at several topical concerns in reading: "On Relocating the Reading Program: Finding a Better Barn for Our Sacred Cow,""The Transitional Open Classroom,""A Computer Program for Initial Screening of Problem…
Achieving Excellence in Reading. Yearbook of the American Reading Forum, Volume X, 1990.
ERIC Educational Resources Information Center
Hayes, Bernard L., Ed.; Camperell, Kay, Ed.
This yearbook contains papers which relate to issues in administering, supervising, researching, teaching, implementing, assessing, and strengthening programs and approaches in reading. The 22 papers and their authors are as follows: "Reading in Early America" (Ruskin Teeter); "Looking Back for the Future: Amish Literacy and Its…
ERIC Educational Resources Information Center
Dogoe, Maud S.; Banda, Devender R.; Lock, Robin H.; Feinstein, Rita
2011-01-01
This study examined the effectiveness of the constant timed delay procedure for teaching two young adults with autism to read, define, and state the contextual meaning of keywords on product warning labels of common household products. Training sessions were conducted in the dyad format using flash cards. Results indicated that both participants…
THE CRAFT PROJECT--INSTRUCTIONAL TIME IN READING RESEARCH.
ERIC Educational Resources Information Center
HARRIS, ALBERT J.; SERWER, BLANCHE L.
THE FIRST YEAR OF A 3-YEAR PROJECT ENTITLED "COMPARING READING APPROACHES IN FIRST GRADE TEACHING WITH DISADVANTAGED CHILDREN" (CRAFT) IS REPORTED. CRAFT COMPARES A SKILLS-CENTERED APPROACH WITH A LANGUAGE-EXPERIENCE APPROACH TO TEACHING READING. VARIATIONS OF THE SKILLS-CENTERED APPROACH ARE THE BASAL READER METHOD AND THE PHONOVISUAL…
Scaffolding Experiences in Reading Instruction.
ERIC Educational Resources Information Center
Ediger, Marlow
This paper discusses the importance of scaffolding and other techniques in teaching reading. It details numerous ways to employ scaffolding, such as the following: a teacher may read aloud new passages while students follow along; a teacher may print new words on the chalkboard before students read a passage which uses the words; and teachers may…
All about Reading and Technology.
ERIC Educational Resources Information Center
Karbal, Harold, Ed.
1985-01-01
The central theme in this journal issue is the use of the computer in teaching reading. The following articles are included: "The Use of Computers in the Reading Program: A District Approach" by Nora Forester; "Reading and Computers: A Partnership" by Dr. Martha Irwin; "Rom, Ram and Reason" by Candice Carlile; "Word Processing: Practical Ideas and…
Conflicting Approaches to Reading Research and Instruction.
ERIC Educational Resources Information Center
Smith, Frank
Reading research and reading instruction can each be grouped in two distinct categories, depending on the assumed source of control for the particular reading act that is studied or taught. "Outside-in" theorists view the reading process as beginning with print and ending with some representation or interpretation inside the brain, while…
INTERMEDIATE READINGS IN TAGALOG.
ERIC Educational Resources Information Center
BOWEN, J. DONALD, ED.
THE SECOND IN A SERIES OF TEXTS DESIGNED TO HELP THE STUDENT ACHIEVE AN UNDERSTANDING OF FILIPINO CULTURE AND ACQUIRE ENOUGH PROFICIENCY IN TAGALOG TO COMMUNICATE EASILY AND MEANINGFULLY, THESE INTERMEDIATE READINGS ARE COORDINATED WITH THE EDITOR'S "BEGINNING TAGALOG" (ED 014 696). INCLUDED IN PART I ARE READINGS WRITTEN ESPECIALLY FOR THIS TEXT…
Improving Reading in Science. Second Edition. Reading Aids Series; An IRA Service Bulletin.
ERIC Educational Resources Information Center
Thelen, Judith N.
Based on the idea that reading instruction in science means teaching simultaneously the science content and the reading and reasoning processes by which that content is learned, this booklet offers practical and theoretical suggestions for science teachers to help students improve their content area comprehension. Chapters discuss the following…
Reading Improvement in the Secondary School.
ERIC Educational Resources Information Center
Dechant, Emerald
This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…
Nonfiction Readers Theatre for Beginning Readers
ERIC Educational Resources Information Center
Fredericks, Anthony D.
2007-01-01
Test scores across the country show American students are far more able to read narrative than nonfiction text. Some research speculates this is due to a great lack in the background knowledge of many children. Librarians are beginning to realize that a unique fit for the school librarian is as a provider of background knowledge materials for…
Exploring reading-spelling connection as locus of dyslexia in Chinese.
Leong, C K; Cheng, P W; Lam, C C
2000-01-01
This paper advances the argument that in learning to read/spell Chinese characters and words, it is important for learners to understand the role of the component parts. These constituents consist of phonetic and semantic radicals, or bujians, made up of clusters of strokes in their proper sequence. Beginning readers/spellers need to be sensitive to the positional hierarchy and internal structure of these constituent parts. Those Chinese children diagnosed with developmental dyslexia tend to have more difficulties in spelling Chinese characters and in writing to dictation than in reading. A lexical decision study with two groups of tertiary students differing in their Chinese language ability was carried out to test their efficiency in processing real and pseudo characters as a function of printed frequency of the characters, and the consistency of their component semantic radicals. There is some evidence that even for adult readers differing in their Chinese language ability, lexicality, frequency of characters and the consistency of the semantic radicals affect accurate and rapid character identification. Suggestions for research and teaching approaches are made to enhance the analysis and synthesis of the phonetic and semantic radicals to promote efficient reading and spelling in Chinese.
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
ERIC Educational Resources Information Center
Graham, Steve; Hebert, Michael
2011-01-01
Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…
The Contribution of Morphological Awareness to Reading Comprehension in Early Stages of Reading
ERIC Educational Resources Information Center
Vaknin-Nusbaum, Vered; Sarid, Miri; Raveh, Michal; Nevo, Einat
2016-01-01
The contribution of morphological awareness to reading comprehension in Hebrew was studied in 298 second grade students who practiced two types of inflections, plural and possessive. Reading tasks at the beginning and end of the school year indicated that all improved on all tests in that period. Orthographic word recognition and morphological…
Pedagogical Considerations in Reading.
ERIC Educational Resources Information Center
Ediger, Marlow
This paper outlines various approaches to teaching reading. The first approach considered focuses on a teacher strictly following a textbook. The paper notes that textbooks which employ programmed reading help students progress at a slow but steady rate. It then discusses the hierarchical method of state mandated objectives and testing. Features…
A Beginning Elementary Teacher's Technology Integration Practices
ERIC Educational Resources Information Center
Lu, Ya-Huei
2017-01-01
The purpose of the study is to gain a better understanding of how a beginning elementary teacher conceptualized technology integration and the degree to which technology can be infused in her pedagogy during her first two years of teaching. This beginning first-grade teacher, Lily, was chosen because she was considered as a well-prepared beginning…
[Critical reading of reports of educational research in teachers of IMSS. Multicenter study].
Leyva-González, Félix Arturo; Cacho-Salazar, Julio M; Degollado-Bardales, Lilia; Zavala-Arenas, Jesús Arturo; Angulo-Bernal, Sonia Elizabeth; Leyva-Salas, César Arturo; Orozco-Bisson, Gisele Victorine
2011-01-01
To determine the effect of an educational strategy promoting participation in the development of critical reading of educational research reports on professors of Educational Research and Teacher Education (CIEFD's). We performed an intervention study, multicenter professors (medical specialists) who enrolled in the courses: Diploma in teaching methodological level 1 and 2 (n = 46, n = 29, respectively) in the six CIEFD's (D.F. Siglo XXI, DF. La Raza, Nuevo León, Sonora, Puebla and Jalisco), in the period March to August 2007. A tool was built that assessed the variables critical appraisal of educational research reports, the construct validity, content and reliability was assessed by experts in education research. The educational strategy developed in the form of seminars, which were held three times a week in the Certification in teaching methodological level 1 and twice per week in the Certification Level 2 in teaching methodology duration per session: 6 h. The instrument was applied at the beginning and end of the course. In the two Graduates it was observed in the total group, an advance in the three indicators of critical reading, which was expressed with statistically significant differences; in the global score of the Diploma level 1 (final vs. initial measurement) the following mediums were observed: 36-67 (p = 0.0001); in the Diploma level 2, it was observed in its overall rating: 42-78 (p = 0.0001). This inquiry from the results observed some of theoretical approaches to mainstreaming participatory. An educational strategy promoting participation produced a breakthrough in the three indicators (to interpret, to judge and to formulate proposals) for critical reading of educational research reports.
Teaching Students to Read through Their Individual Learning Styles.
ERIC Educational Resources Information Center
Carbo, Marie; And Others
Designed to assist parents, classroom teachers, reading specialists, and special educators, this book describes effective reading programs that promote reading success and achievement for children at all reading levels. The 10 chapters of the book are as follows: (1) "Preventing Reading Failure and Increasing Reading Achievement through Learning…
Improving text comprehension: scaffolding adolescents into strategic reading.
Ukrainetz, Teresa A
2015-02-01
Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.
Reading Teacher Burnout and Stress.
ERIC Educational Resources Information Center
Hollingsworth, Paul M.
1990-01-01
Considers causes for stress and burnout in the reading teacher's profession. Suggests ways for reading teachers to reduce stress. Identifies two categories of problems: (1) work overload, excessive paperwork, and repetitive tasks; and (2) isolation from other teaching which leads to loneliness. (KEH)
Reading Strategies for Students with Mild Disabilities
ERIC Educational Resources Information Center
Boyle, Joseph R.
2008-01-01
Teaching children with mild disabilities to read can be a challenging task for even the most seasoned teacher. In order to be successful, teachers need to be knowledgeable about the big five of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). While the ultimate goal of reading is…
Exploring Poetry: The Reading and Writing Connection.
ERIC Educational Resources Information Center
Ediger, Marlow
Connecting reading and writing has become an important trend in teaching the language arts. Poetry, as a salient facet of the reading curriculum, integrates well with different purposes in writing. Poetry read aloud to students can assist learners to enjoy reading activities and develop the feeling and aesthetic dimension of learning, among other…
ERIC Educational Resources Information Center
Wood, Robin L.
2017-01-01
The purpose of this multiple case study was to understand the beliefs held by content area social studies teachers who teach reading. The rationale for this study is that students in the 21st century must be able to meet the demands of disciplinary literacy to compete in the workforce. The data from the semi-structured interviews and classroom…
Paying attention to reading: the neurobiology of reading and dyslexia.
Shaywitz, Sally E; Shaywitz, Bennett A
2008-01-01
Extraordinary progress in functional brain imaging, primarily advances in functional magnetic resonance imaging, now allows scientists to understand the neural systems serving reading and how these systems differ in dyslexic readers. Scientists now speak of the neural signature of dyslexia, a singular achievement that for the first time has made what was previously a hidden disability, now visible. Paralleling this achievement in understanding the neurobiology of dyslexia, progress in the identification and treatment of dyslexia now offers the hope of identifying children at risk for dyslexia at a very young age and providing evidence-based, effective interventions. Despite these advances, for many dyslexic readers, becoming a skilled, automatic reader remains elusive, in great part because though children with dyslexia can be taught to decode words, teaching children to read fluently and automatically represents the next frontier in research on dyslexia. We suggest that to break through this "fluency" barrier, investigators will need to reexamine the more than 20-year-old central dogma in reading research: the generation of the phonological code from print is modular, that is, automatic and not attention demanding, and not requiring any other cognitive process. Recent findings now present a competing view: other cognitive processes are involved in reading, particularly attentional mechanisms, and that disruption of these attentional mechanisms play a causal role in reading difficulties. Recognition of the role of attentional mechanisms in reading now offer potentially new strategies for interventions in dyslexia. In particular, the use of pharmacotherapeutic agents affecting attentional mechanisms not only may provide a window into the neurochemical mechanisms underlying dyslexia but also may offer a potential adjunct treatment for teaching dyslexic readers to read fluently and automatically. Preliminary studies suggest that agents traditionally used to treat
ERIC Educational Resources Information Center
Maduabuchi, Chinyere Henrietta; Emechebe, Vivian I.
2016-01-01
This study is aimed at identifying both prospects and problems of using Information and Communication Technology (ICT) in teaching reading comprehension in English as Second Language. To achieve this aim, a total of 25 secondary school English teachers were interviewed through the use of questionnaire. The teachers were purposively and…
Computer and Software Use in Teaching the Beginning Statistics Course.
ERIC Educational Resources Information Center
Bartz, Albert E.; Sabolik, Marisa A.
2001-01-01
Surveys the extent of computer usage in the beginning statistics course and the variety of statistics software used. Finds that 69% of the psychology departments used computers in beginning statistics courses and 90% used computer-assisted data analysis in statistics or other courses. (CMK)
Beginning Teachers' Job Satisfaction: The Impact of School-Based Factors
ERIC Educational Resources Information Center
Lam, Bick-har; Yan, Hoi-fai
2011-01-01
Using a longitudinal design, the job satisfaction and career development of beginning teachers are explored in the present study. Beginning teachers were initially interviewed after graduation from the teacher training programme and then after gaining a two-year teaching experience. The results are presented in a fourfold typology in which the…
Reading Aloud to Children: Benefits and Implications for Acquiring Literacy Before Schooling Begins.
Massaro, Dominic W
2017-01-01
Extensive experience in written language might provide children the opportunity to learn to read in the same manner they learn spoken language. One potential type of written language immersion is reading aloud to children, which is additionally valuable because the vocabulary in picture books is richer and more extensive than that found in child-directed speech. This study continues a comparison between these 2 communication media by evaluating their relative linguistic and cognitive complexity. Although reading grade level has been used only to assess the complexity of written language, it was also applied to both child-directed and adult-directed speech. Five measures of reading grade level gave an average grade level of 4.2 for picture books, 1.9 for child-directed speech, and 3.0 for adult-directed speech. The language in picture books is more challenging than that found in both child-directed and adult-directed speech. It is proposed that this difference between written and spoken language is the formal versus informal genre of their occurrence rather than their text or oral medium. The value of reading books aloud therefore exposes children to a linguistic and cognitive complexity not typically found in speech to children.
Reading Titles of Empirical Research Papers
ERIC Educational Resources Information Center
Labassi, Tahar
2009-01-01
The restricted time allocated to courses and the immediate need to read literature in English necessitates the teaching of selective reading in many English as a foreign language contexts. This paper reports on one element of an expeditious (quick, effective, efficient and selective) reading course for learners in an English for Academic Purposes…
Fluent Reading in Special Primary Education
ERIC Educational Resources Information Center
Houtveen, Anthonia A. M.; van de Grift, Wim J. C. M.; Brokamp, Saskia K.
2014-01-01
The learning gains in reading of students in 57 classrooms in special primary education doubled as a result of implementing the Reading Impulse in Special Education (RISE) programme. Raising the scheduled reading time with 1.5 hr in all classrooms and implementing standards-based teaching characterised by "monitoring of pupil progress",…
ERIC Educational Resources Information Center
Maultsby-Springer, Barbara Michelle
2009-01-01
This research examined the impact of collaborative teaching (co-teaching) on the Reading/Language Arts and Math achievement of Middle Tennessee students in grades 5-8, as measured by the Tennessee Comprehensive Assessment Program (TCAP) Achievement test. Within the context of this study, the co-teaching model of instruction is defined as the…
Applying Piaget's Theory to Reading Instruction.
ERIC Educational Resources Information Center
Heatherly, Anna L.
This paper discusses beginning reading instruction in the light of Piaget's theory, which demands that we think more broadly about the term "where the child is" in terms of his level of thinking, not simply his reading level or reading skill level. Using Piaget's four major developmental stages as the basis, the task of instruction in…
Reading, Dyslexia and the Brain
ERIC Educational Resources Information Center
Goswami, Usha
2008-01-01
Background: Neuroimaging offers unique opportunities for understanding the acquisition of reading by children and for unravelling the mystery of developmental dyslexia. Here, I provide a selective overview of recent neuroimaging studies, drawing out implications for education and the teaching of reading. Purpose: The different neuroimaging…
School Librarians and the Teaching of Reading.
ERIC Educational Resources Information Center
Miller, Larry
1980-01-01
Points out the techniques and practices school librarians intuitively use to encourage and enhance reading by children and notes that cooperation between instructors and librarians can do much to improve children's reading skills. (RAA)
ERIC Educational Resources Information Center
Viholainen, Antti; Asikainen, Mervi; Hirvonen, Pekka E.
2014-01-01
This article examines Finnish mathematics student teachers' epistemological beliefs concerning the nature of mathematics and the goals of mathematics teaching and learning solely in the beginning of their studies at university. A total of 18 students participated in a study consisting of a short questionnaire and interviews. The data was analyzed…
ERIC Educational Resources Information Center
Binkley, Marilyn, Ed.; And Others
Presenting nine papers from the IEA (International Association for the Evaluation of Educational Achievement) Reading Literacy Study that place results in an international perspective, this report address factors related to variation in literacy outcomes, both across and within countries; the teaching of reading; and the quality of life in…
ERIC Educational Resources Information Center
Burns, Matthew K.; Maki, Kathrin E.; Karich, Abbey C.; Coolong-Chaffin, Melissa
2017-01-01
The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions,…
ERIC Educational Resources Information Center
Yeh, Hui-Chin; Hung, Hsiu-Ting; Chiang, Yu-Hsin
2017-01-01
Studies suggest that the incorporation of online annotations in reading instruction can improve students' reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional…
Explicit Instruction in Core Reading Programs
ERIC Educational Resources Information Center
Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.
2014-01-01
The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…
Retaining Beginning Special Educators: What Should Administrators Know and Do?
ERIC Educational Resources Information Center
Leko, Melinda M.; Smith, Stephen W.
2010-01-01
The experiences that beginning special education teachers encounter moving from the pre-service environment into the first year of classroom teaching put them in a uniquely tenuous position that could lead to leaving the classroom after only a few years of teaching. District- and school-level administrators can influence the retention rates of…
A Read-Aloud for English Classrooms (Read It Aloud).
ERIC Educational Resources Information Center
Richardson, Judy S.; Cantrell, R. Jeffrey
1996-01-01
Presents a read-aloud from Lois Lowry's novel "Anastasia Krupnik" showing how Anastasia's first experience writing a poem helped form negative attitudes. Discusses the selections and offers suggestions for teaching poetry and for integrating poetry in other classrooms. (SR)
Education: Is Reading Important?
ERIC Educational Resources Information Center
USA Today, 1980
1980-01-01
Summarizes arguments in favor of teaching people to read. Arguments include that television and radio cannot help individuals adapt and retrain quickly in their jobs; promotion in the armed services and elsewhere depends upon a certain degree of reading expertise; and people are unable to fill out income tax and other forms if they do not possess…
Reading: What Else Matters besides Strategies and Skills?
ERIC Educational Resources Information Center
Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun; Crassas, Maria Elliker; Doyle, Brie
2013-01-01
How can we best contribute to our students' reading development and achievement? What are the hallmarks of successful, independent student readers? An examination of reading curricula, reading assessment, and related Federal education policy reveals the ongoing emphasis on the cognitive strategies and skills of reading. The teaching and learning…
Integrating Reading and Technology: The Development of "Pamanpintermu"
ERIC Educational Resources Information Center
Arifani, Yudhi; Rosyid, Harunur
2016-01-01
Reading as one of English skills has paramount features in shaping EFL English competence. Referring to the importance for reading, it is inevitable that teaching method, assessments tools, reading material and activities have indispensable tasks to attain EFL learners' reading objectives. This study is intended to develop integrated reading…
Coding System for the First Grade Reading Group Study.
ERIC Educational Resources Information Center
Brophy, Jere; And Others
The First-Grade Reading Group Study is an experimental examination of teaching behaviors and their effects in first-grade reading groups. The specific teaching behaviors of interest are defined by a model for small group instruction which describes organization and management of the class, and ways of responding to children's answers that are…
DEVELOPING CRITICAL READING POWER THROUGH NEWSPAPER READING.
ERIC Educational Resources Information Center
SAILER, CARL
A METHOD OF DEVELOPING CRITICAL READING POWER BY ANALYZING ADVERTISEMENTS, CARTOONS, EDITORIALS, AND CONTROVERSIAL ISSUES FOUND IN NEWSPAPERS IS DESCRIBED. SPECIFIC EXAMPLES OF TEACHING PROCEDURES ARE GIVEN. IT IS SUGGESTED THAT A WIDE RANGE OF NEWSPAPERS BE USED SO THAT THE DIFFERENT VIEWPOINTS EXPRESSED IN COLUMNS, EDITORIALS, AND POLITICAL NEWS…
ERIC Educational Resources Information Center
Acre, Andrea M.
2014-01-01
This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of…
ERIC Educational Resources Information Center
Gibbs, Vanita M., Comp.; Pabst, Robert L., Comp.
One of a series of publications on selected aspects of reading curriculum development, this monograph contains eight papers that deal with expectations in the teaching of reading. Topics covered include (1) the relationship between reading and writing, (2) changing expectations in education, (3) skills programs for remedial readers, (4) ways to…
Learning To Teach Reading: Setting the Research Agenda.
ERIC Educational Resources Information Center
Roller, Cathy M., Ed.
The reading-focused reform environment of the new millennium is fertile ground for strengthening the link between research and public policy. This compilation of papers by presenters at International Reading Association's Reading Research 2000 Conference offers a compelling case for increased investment in teacher preparation for reading…
Laboratory Practices of Beginning Secondary Science Teachers: A Five-Year Study
ERIC Educational Resources Information Center
Wong, Sissy S.; Firestone, Jonah B.; Luft, Julie A.; Weeks, Charles B.
2013-01-01
During the beginning years of teaching, science teachers develop the knowledge and skills needed to design and implement science laboratories. In this regard, this quantitative study focused on the reported laboratory practices of 61 beginning secondary science teachers who participated in four different induction programs. The results…
ERIC Educational Resources Information Center
Gorsuch, Greta; Taguchi, Etsuo; Umehara, Hiroaki
2015-01-01
A perennial challenge to second language educators and learners is getting sufficient input in settings where the L2 is not widely used, in this case beginning-level American university students learning Japanese. Reading is a significant means of getting L2 input, with recent calls for attention to reading and authentic texts as curriculum…
ERIC Educational Resources Information Center
Schünemann, Nina; Spörer, Nadine; Völlinger, Vanessa A.; Brunstein, Joachim C.
2017-01-01
The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing…
Stopping the Leak: Retaining Beginning Teachers
ERIC Educational Resources Information Center
Richardson, Rita C.; Glessner, Linda L.; Tolson, Homer
2007-01-01
The need for teacher retention has prompted numerous American states to provide programs for training mentors. The goal of mentor training is to offer a support mechanism that will retain novice teachers and assist them in developing their teaching skills. Such a program is the Texas Beginning Educator Support System (TxBESS) which has supported…
Rhyme and Analogy in Beginning Reading: Conceptual and Methodological Issues.
ERIC Educational Resources Information Center
Goswami, Usha; East, Martin
2000-01-01
Two experiments replicated an earlier study on the causal connection between rhyming skills and reading development found in English. Different results were found from the first study. Argues that methodological and instructional factors may be very important for the conceptual interpretation of studies attempting to pit small units (phonemes)…
The State of Professional Development for Teachers of Beginning Readers in Florida's Rural Schools
ERIC Educational Resources Information Center
Helvenston, Susan S.
2013-01-01
This study reviews the state of professional development (PD) for teachers of beginning readers in Florida's rural schools. Teachers of beginning readers need to have a deep understanding of language, of how the reading process develops, and of effective pedagogy in early literacy. Few teachers begin their careers with sufficient knowledge and…
The Electric Company; Television and Reading, 1971-1980: A Mid-Experiment Appraisal.
ERIC Educational Resources Information Center
Cooney, Joan Ganz
"The Electric Company" was created by the Children's Television Workshop as an experiment to teach reading to 2nd, 3rd, and 4th grade children having difficulty learning to read. Solidly based on research in the teaching of reading, the curriculum emphasizes decoding skills. The production process included several phases: (1) assembling…
Improving Reading in Every Class: A Sourcebook for Teachers.
ERIC Educational Resources Information Center
Thomas, Ellen Lamar; Robinson, H. Alan
This sourcebook for high school teachers suggests procedures not only for teaching the fundamental process of reading, but also for teaching reading in all of the high school content areas. It features motivating activities, a subject-area index, and guide sheets and work sheets. Chapters include "How to Use This Book,""Building Vocabulary and…
Using Geography and a Story-Based Approach in the Beginning German Classroom
ERIC Educational Resources Information Center
Hager, Michael
2004-01-01
This article provides ideas for teaching culture using of a story-based approach. An overview of the story-based approach followed by a discussion about the application of this method to the teaching of culture in the beginning German classroom is presented. The primary cultural focus is on the teaching of geography for German speaking countries.
Teaching Children with Hearing Loss in Reading Recovery
ERIC Educational Resources Information Center
Charlesworth, Ann; Charlesworth, Robert; Raban, Bridie; Rickards, Field
2006-01-01
This study quantitatively analyzed the structure of Reading Recovery lessons for children with hearing loss by examining and comparing the supportive interactions of three Reading Recovery teachers of 12 children with hearing loss and three Reading Recovery teachers of 12 hearing children. All of the children were in the second year of primary…
ERIC Educational Resources Information Center
Burns, Matthew K.; Dean, Vincent J.; Foley, Sarah
2004-01-01
Research has consistently demonstrated that strategic preteaching activities led to improved reading fluency, but lacked studies examining the effect on reading comprehension. The current study investigated the effect of teaching unknown key words as a preteaching strategy with 20 students identified as learning disabled in basic reading skills…
ERIC Educational Resources Information Center
Foorman, Barbara R.; Petscher, Yaacov; Stanley, Christopher
2016-01-01
The idea of targeting reading instruction to profiles of students' strengths and weaknesses in component skills is central to teaching. However, these profiles are often based on unreliable descriptions of students' oral reading errors, text reading levels, or learning profiles. This research utilized latent profile analysis (LPA) to examine…
Teaching At-Risk Students to Read Strategically.
ERIC Educational Resources Information Center
Bergman, Janet L.; Schuder, Ted
1993-01-01
A Maryland school system developed a program called "Students Achieving Independent Learning" (SAIL) to help low-achieving students learn how to read. SAIL helps students become successful readers by showing them steps they can take throughout the reading process to increase their understanding. (13 references) (MLF)
ERIC Educational Resources Information Center
Clements, Millard
1982-01-01
What should social studies teachers be trying to teach students how to do? Every culture provides its members with social "maps" that explain how things are--e.g., school materials, advertisements. Teaching students how to read these social "maps" should be the central task for social studies education. (RM)
Sustained Silent Reading: Try It, You'll Like It!
ERIC Educational Resources Information Center
Anderson, Cynthia
2000-01-01
Recommends Sustained Silent Reading (SSR) in grades 2-12 to improve students' reading and to teach them to love to read. Outlines rules for SSR, and offers notes to the teacher on its implementation. (SR)
Curriculum-Based Measurement for Beginning Writers (K-2)
ERIC Educational Resources Information Center
Dombek, Jennifer L.; Al Otaiba, Stephanie
2016-01-01
Assessment and instruction of reading tend to dominate current discussions of early literacy. Shifting the focus to writing, this article addresses the assessment of writing for students in kindergarten through second grade. Using curriculum-based measurement of written expression for beginning writers, teachers can measure growth of smaller…
Phau Xyaum Nyeem Zaj Lus = Beginning Hmong Reader.
ERIC Educational Resources Information Center
Xiong, Ge
A collection of lessons for beginning reading instruction in Hmong includes 22 lessons on (1) natural resources (soil, water, rock and stone, trees, non-flowering fruit trees, and flowering fruit trees); (2) Hmong agricultural practices (planting vegetable gardens, choosing seeds, seed development, corn, cuttings, and spreading and standing…
The Journey toward Literacy Begins in Infancy: The Reach out and Read Innovation
ERIC Educational Resources Information Center
Fahey, Jean Ciborowski; Forman, Judith
2012-01-01
Reach Out and Read is an evidence-based nonprofit organization that promotes early literacy and school readiness in pediatric exam rooms throughout the United States by giving new books to children and advice to parents about the importance of reading aloud. The program began in 1989 at what was then called Boston City Hospital, and is now known…
Differing effects of two synthetic phonics programmes on early reading development.
Shapiro, Laura R; Solity, Jonathan
2016-06-01
Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. We compared the impact of two synthetic phonics programmes on early reading. Children received Letters and Sounds (L&S; 7 schools) which teaches multiple letter-sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. © 2015 The British Psychological Society.
Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie
2013-01-01
The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162
Seaber, Emma
2016-01-01
This article explores the relationship between eating disorders and reading behaviors, arguing that there is a meaningful difference in a minority of readers' approach to and understanding of anorexia life-writing, and of literary texts more broadly. To illuminate this distinction, this article begins by considering the reported deleterious influence of Marya Hornbacher’s anorexia memoir, Wasted, elaborating the ways Hornbacher offers a positive presentation of anorexia nervosa that may, intentionally or not, induce certain readers to “try it” themselves. This is followed by an exploration of how Hornbacher’s own reading praxis is implicated in a discursive feedback loop around anorexia narratives. It concludes with a discussion of disordered reading attitudes in relation to the emergence of the “pro-anorexia” phenomenon. PMID:28569728
Beyond Reading: Developing Visual Literacy in French.
ERIC Educational Resources Information Center
Sacco, Steven J.; Marckel, Beverly G.
Reading can and should be a more widely used foreign language skill, and visual literacy in a foreign language goes beyond comprehension of basal reading materials. Authentic, real-life reading need not wait for foreign language mastery, but can begin at an early level if materials geared to the students' prior knowledge and interest are chosen.…
Pondering the Ubiquity of Reading: What Can We Learn?
ERIC Educational Resources Information Center
Commeyras, Michelle
2001-01-01
Describes the author's teaching practice of sending her preservice reading teachers (and herself) on a reading odyssey that results in the creation of a personal anthology. Includes guidelines for the odyssey and the anthology. Discusses five books the author read on her reading odyssey and discusses the ways in which reading was ubiquitous in…
The Role of Comic Reading Materials in Enhancing the Ability to Read in EFL
ERIC Educational Resources Information Center
Roozafzai, Zahra Sadat
2012-01-01
Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated…
Children's Book Reading Habits: A New Criterion for Literacy. Reading Education Report No. 63.
ERIC Educational Resources Information Center
Wilson, Paul T.; And Others
To the traditional arguments for teaching children to read can be added the contemporary idea that literacy is a tool, the necessary skill for full participation in society, and the ticket to social mobility and success. New reasons for reading books have emerged from recent gains in the understanding of the comprehension process and the nature of…
Do Errors on Classroom Reading Tasks Slow Growth in Reading? Technical Report No. 404.
ERIC Educational Resources Information Center
Anderson, Richard C.; And Others
A pervasive finding from research on teaching and classroom learning is that a low rate of error on classroom tasks is associated with large year to year gains in achievement, particularly for reading in the primary grades. The finding of a negative relationship between error rate, especially rate of oral reading errors, and gains in reading…
Brain-based individual difference measures of reading skill in deaf and hearing adults.
Mehravari, Alison S; Emmorey, Karen; Prat, Chantel S; Klarman, Lindsay; Osterhout, Lee
2017-07-01
Most deaf children and adults struggle to read, but some deaf individuals do become highly proficient readers. There is disagreement about the specific causes of reading difficulty in the deaf population, and consequently, disagreement about the effectiveness of different strategies for teaching reading to deaf children. Much of the disagreement surrounds the question of whether deaf children read in similar or different ways as hearing children. In this study, we begin to answer this question by using real-time measures of neural language processing to assess if deaf and hearing adults read proficiently in similar or different ways. Hearing and deaf adults read English sentences with semantic, grammatical, and simultaneous semantic/grammatical errors while event-related potentials (ERPs) were recorded. The magnitude of individuals' ERP responses was compared to their standardized reading comprehension test scores, and potentially confounding variables like years of education, speechreading skill, and language background of deaf participants were controlled for. The best deaf readers had the largest N400 responses to semantic errors in sentences, while the best hearing readers had the largest P600 responses to grammatical errors in sentences. These results indicate that equally proficient hearing and deaf adults process written language in different ways, suggesting there is little reason to assume that literacy education should necessarily be the same for hearing and deaf children. The results also show that the most successful deaf readers focus on semantic information while reading, which suggests aspects of education that may promote improved literacy in the deaf population. Copyright © 2017 Elsevier Ltd. All rights reserved.
Teaching Anthropology to "Nonelite" Students: A Beginning Discussion.
ERIC Educational Resources Information Center
Newman, Stanley M.
1990-01-01
Describes a strategy for designing an introductory course in cultural anthropology for "nonelite" students. Discusses the thematic approach to teaching anthropology. Emphasis is placed on the importance of using the culture concept as an analytical tool to understand culturally different behaviors. (JS)
Summative Evaluation of Reading for a Reason: A Reading Series for Grades 7 and 8.
ERIC Educational Resources Information Center
Webb, Norman L.
A summative evaluation of the instructional television series "Reading for a Reason" was conducted during the spring of 1982 as part of the premier showing of the series over the Wisconsin Educational Television Network. The series consisted of eight programs designed to teach skills for content area reading to seventh and eighth grade…
Black Dialect, Reading Interference and Classroom Interaction.
ERIC Educational Resources Information Center
Simons, Herbert D.
A major problem that continues to plague United States education is the fact that large numbers of disadvantaged black students are not learning to read well enough to function in society. This paper discusses three reasons for the problem of teaching reading to these students. First, there exist no comprehensive developmental reading theories, no…
ERIC Educational Resources Information Center
Shum, Mark Shiu-kee; Tai, Chung Pui; Shi, Dan
2018-01-01
Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. "Reading to Learn,…
Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence
ERIC Educational Resources Information Center
Rasinski, Timothy; Homan, Susan; Biggs, Marie
2009-01-01
Reading fluency has been identified as a key component in reading and in learning to read. Moreover, a significantly large number of students who experience difficulty in reading manifest difficulties in reading fluency that appear to contribute to their overall struggles in reading. In this article we explore the nature of effective instruction…
Focus on Teacher Education in Reading.
ERIC Educational Resources Information Center
Denton, David R.
Teachers and administrators often note that preservice programs do not prepare future teachers adequately to teach reading. Several Southern Regional Education Board (SREB) states have addressed this problem. In 1997, the Georgia Professional Standards Review Commission began examining reading certification requirements and found that most teacher…
Increasing Oral Reading Fluency in Upper Elementary Students through Direct Phonics Instruction
ERIC Educational Resources Information Center
Benton, Turrah S.
2016-01-01
Over the years, teachers have looked for the best way to teach their students to read. There are those who believe that teaching sight words is the best way to teach while others believe that a foundation in phonics instruction is a must. The purpose of this study is to determine the effect that phonics instruction has on the oral reading fluency…
Preparing Industrial Education Teachers as Reading Specialists.
ERIC Educational Resources Information Center
Cranney, A. Garr; McKell, William E.
Three years ago Brigham Young University in Provo, UT began offering a required two-credit pass-fail course to prepare industrial education teachers to teach reading in their field. The course is team taught by a reading teacher and an industrial education faculty member who had done his/her dissertation in reading. Addressed in the course are the…
Perspectives: Readings on Contemporary American Government.
ERIC Educational Resources Information Center
Close Up Foundation, Arlington, VA.
This document is composed of readings and activities concerning the government of the United States. The main topics addressed are: the Constitution, the Presidency, the Congress, the Judiciary, the bureaucracy, interest groups, the media, and the people. Each section begins with an introductory reading, followed by essays from prominent citizens…
NASA Astrophysics Data System (ADS)
Castells, Marina; Konstantinidou, Aikaterini; Cerveró, Josep M.
2016-05-01
Researches on electrostatics' conceptions found that students have ideas and conceptions that disagree with the scientific models and that might explain students' learning difficulties. To favour the change of student's ideas and conceptions, a teaching sequence that relies on a historical study of electrostatics is proposed. It begins with an exploration of electrostatics phenomena that students would do with everyday materials. About these phenomena they must draw their own explanations that will be shared and discussed in the class. The teacher will collect and summarize the ideas and explanations which are nearer the history of science. A brief history of electrostatics is introduced then, and some texts from scientists are used in an activity role-play-debate type in which the "supporters of a single fluid" and "supporters of two fluids" have to present arguments for their model and/or against the other model to explain the phenomena observed in the exploration phase. In the following, students will read texts related to science applications, the main aim of this activity is to relate electrostatics phenomena with current electricity. The first text explains how Franklin understood the nature of the lightning and the lightning rod and the second is a chapter of a roman about one historical episode situated in the Barcelona of the XVIII Century. Students will use the historical models of one and of two fluids to explain these two phenomena, and will compare them with the scientific explanation of the "accepted" science of nowadays introduced by the teacher. With this type of teaching proposal, conceptual aspect of electrostatics will be learnt, but also the students will learn about the nature and history of science and culture, as well as about the practice of argumentation.
The Family Literacy Reading Project.
ERIC Educational Resources Information Center
Cason, Ann; Shoufler, Ann
This report describes a summer project using children's literature as a teaching tool in the literacy section of the Family Literacy Reading Project. The idea for the project arose in response to a need for other resources for the English-as-a-Second-Language program and to students' desire to read to their children and grandchildren as one…
Early Precursor of Reading: Acquisition of Phonological Awareness Skills
ERIC Educational Resources Information Center
Turan, Figen; Gul, Gozde
2008-01-01
Phonological awareness skills begin to develop at preschool ages and support reading skills during school ages. Studies on phonological awareness show great relationship with reading skills development. Since literacy talents such as phonological awareness and vocabulary represent future success in reading, assisting literacy skills during…
ERIC Educational Resources Information Center
Shepherd, Terry R.
The author, a university professor, describes his experiences in teaching language to his autistic-like son who also has visual impairments. "Experience Language," an adaptation of Language Experience Approach (LEA) is described, and its contributions to the child's reading, writing, and talking are noted. Suggestions are made on the importance of…
Nguyen, Thi Phuong; Zhang, Jie; Li, Hong; Wu, Xinchun; Cheng, Yahua
2017-01-01
This study investigates the effects of teaching semantic radicals in inferring the meanings of unfamiliar characters among nonnative Chinese speakers. A total of 54 undergraduates majoring in Chinese Language from a university in Hanoi, Vietnam, who had 1 year of learning experience in Chinese were assigned to two experimental groups that received instructional intervention, called “old-for-new” semantic radical teaching, through two counterbalanced sets of semantic radicals, with one control group. All of the students completed pre- and post-tests of a sentence cloze task where they were required to choose an appropriate character that fit the sentence context among four options. The four options shared the same phonetic radicals but had different semantic radicals. The results showed that the pre-test and post-test score increases were significant for the experimental groups, but not for the control group. Most importantly, the experimental groups successfully transferred the semantic radical strategy to figure out the meanings of unfamiliar characters containing semantic radicals that had not been taught. The results demonstrate the effectiveness of teaching semantic radicals for lexical inference in sentence reading for nonnative speakers, and highlight the ability of transfer learning to acquire semantic categories of sub-lexical units (semantic radicals) in Chinese characters among foreign language learners. PMID:29109694
Synthetic Phonics and Learning to Read: A Cross-Language Perspective
ERIC Educational Resources Information Center
Goswami, Usha
2005-01-01
Arguments about how to teach initial reading are once more in the news. Proponents of "synthetic phonics" argue that there is only one effective way to teach a child to read. In this anniversary issue, it is worth taking a step back from the polarisation of the "synthetic" versus "analytic" phonics debate, to consider the evidence base for reading…
Assessing Reading Rate in the Primary Grades (1-3)
ERIC Educational Resources Information Center
Morris, Darrell; Trathen, Woodrow; Gill, Tom; Schlagal, Robert; Ward, Devery; Frye, Elizabeth M.
2017-01-01
In this study we explore students' reading rates in grades 1-3. We begin with a short history of reading rate as an assessment measure in the early grades. Next, we share rate data from a recent study (N = 305) where children's contextual reading was assessed with a traditional passage-reading inventory. A comparison of our average grade-level…