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1

Teaching Research as a Reading Skill.  

ERIC Educational Resources Information Center

Teaching college freshman composition students how to write a research paper can be used as a way of emphasizing reading and comprehension skills as well as helping them learn to test the conclusions of other research. Research work should require more than an introduction to the Dewey Decimal System and the tools of the research room, it should…

Lawson, Anita S.

2

Teaching Reading Skills in a Foreign Language. New Edition.  

ERIC Educational Resources Information Center

This book is divided into three parts. It begins with fundamental principles about reading, texts, and teaching which underlie the way the book approaches its subject; the second part looks more closely at some of the theoretical issues and how they affect reading teaching. The third focuses on the importance of exensive reading, the choice of…

Nuttall, Christine

3

Developing students' English reading skills by developing teachers' teaching skills through action research  

Microsoft Academic Search

The importance of reading skills for a child's success cannot be emphasized enough. Effective reading skills give people the opportunity to learn new information about the world; reading opens doors to factual information about any subject. It is an important skill that needs to be developed in children. The purpose of this study was to develop students' English reading skills

Muhammad Nawaz

2010-01-01

4

Teaching Rime Analogy or Letter Recoding Reading Strategies to Prereaders: Effects on Prereading Skills and Word Reading  

Microsoft Academic Search

Two experiments and a longitudinal study examined teaching rime analogy or letter recoding reading strategies to prereaders. Grade 1 children with weak prereading skills were assigned to rime analogy, letter recoding, or control groups. Treatment groups had equal word reading except for with words like sight, where the rime analogy group excelled. Experience with rime analogy increased letter recoding ability,

Patrick D. Walton; Lona M. Walton; Kathy Felton

2001-01-01

5

Effects of Teaching Syllable Skills Instruction on Reading Achievement in Struggling Middle School Readers  

ERIC Educational Resources Information Center

Direct, explicit, and systematic instruction of critical skills has been a hallmark of effective teaching for many years. In this study, we implemented a quasi-experimental pre-/post-test design with nonequivalent groups to determine the effectiveness of syllable skills instruction on reading achievement. Classes were randomly assigned to control…

Diliberto, Jennifer A.; Beattie, John R.; Flowers, Claudia P.; Algozzine, Robert F.

2009-01-01

6

Evaluating New Approaches to Teaching of Sight-Reading Skills to Advanced Pianists  

ERIC Educational Resources Information Center

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…

Zhukov, Katie

2014-01-01

7

Teaching Reading Comprehension through Collaborative Strategic Reading.  

ERIC Educational Resources Information Center

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

Vaughn, Sharon; Klingner, Janette Kettman

1999-01-01

8

Using Basic Reading Skills Instruction and Formative Assessments to Teach an Adult with Traumatic Brain Injury to Read: A Case Study  

ERIC Educational Resources Information Center

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…

Goddard, Yvonne; Rinderknecht, Laura

2009-01-01

9

Teaching Low-Achieving Children Reading, Spelling and Handwriting: Developing Perceptual Skills with the Graphic Symbols of Language.  

ERIC Educational Resources Information Center

Two objectives of this book are to provide a rationale for using basic language forms (sounds, letters, and words) in the perceptual-skill training of low-achieving children and to present techniques for teaching reading, spelling, and handwriting to low-achieving children. The first chapter, on the reading/spelling inversion, explains the…

Markoff, Annabelle Most

10

Research-Based Techniques for Teaching Early Reading Skills to Students with Intellectual Disabilities  

ERIC Educational Resources Information Center

Teaching students with intellectual disabilities (ID) to read is extremely challenging. Fortunately, the outlook for students with ID is improving because we now know much more about how to teach reading to students who struggle, including those with ID. The central theme of this article is that reading instruction for students with ID must be a…

Allor, Jill H.; Mathes, Patricia G.; Champlin, Tammi; Cheatham, Jennifer P.

2009-01-01

11

Teaching College Level Content and Reading Comprehension Skills Simultaneously via an Artificially Intelligent Adaptive Computerized Instructional System  

ERIC Educational Resources Information Center

This paper presents a behavioral model for conceptualizing advanced reading comprehension as a "higher order" behavior class. Also discussed are strategies and tactics utilized by an artificially intelligent adaptive tutoring and testing software system designed to shape such comprehension skills while also teaching subject-specific "content" to…

Ray, Roger D.; Belden, Noelle

2007-01-01

12

ACQUIRING FOREIGN LANGUAGE READING SKILLS.  

ERIC Educational Resources Information Center

ONE-DAY WORKSHOPS WERE SET UP IN NINE DIFFERENT REGIONAL CENTERS IN MINNESOTA TO DEAL WITH THE PROBLEM OF TEACHING READING SKILLS IN A FOREIGN LANGUAGE. EACH CENTER WAS ASSIGNED SPECIFIC AND RELATED TOPICS TO WORK ON, FOREIGN LANGUAGE SPECIALISTS TO SERVE AS GROUP INSTRUCTORS, AND GUEST SPEAKERS. THE FIRST FOUR WORKSHOPS WERE CONCERNED WITH…

BIRKMAIER, EMMA; JACK, WILLIAM

13

Structured Instruction: Effective Teaching of Essential Skills.  

ERIC Educational Resources Information Center

Eight articles address research in teaching essentials of decoding, instruction and research in reading comprehension, strategy training for arithmetic instruction, functional competence in communication instruction, vocational skills instruction for the handicapped, community living skills instruction for mildly retarded persons, and…

Kauffman, James M., Ed.

1981-01-01

14

Teaching Educationally Disadvantaged Adults to Read.  

ERIC Educational Resources Information Center

This study compares the effectiveness of two approaches to teaching survival reading skills to 50 semi-literate adults. One group was given reading instruction from high interest-low vocabulary reading materials at appropriate levels of difficulty according to their results on the Gray Oral Reading Test, Form A. The second group was given reading

Schnell, Thomas R.

15

Conceptual Skills in Beginning Reading.  

ERIC Educational Resources Information Center

A task analysis of the conceptual skills prerequisite to learning to read by a phonics-based method is made in an attempt to distinguish these skills from reading's component skills. The model for task analysis presented by Gagne, in which a cumulative learning of prerequisite conceptual skills is assumed, is used. The analysis deals primarily…

Marsh, George

16

Developing Reading and Literacy Skills in Saudi Arabia  

ERIC Educational Resources Information Center

The study examines the Saudi national reading curriculum for Grades 1-6; defines the word identification, reading comprehension and teaching approaches; describes the reading lesson design, reading themes, the word identification and reading comprehension skills developed; and reports the strengths and weaknesses of the reading curriculum.…

Al-Jarf, Reima

2007-01-01

17

Teaching Organizational Skills.  

ERIC Educational Resources Information Center

Advocates teaching students organizational skills that lead to school success. Outlines seven such skills and how to teach them, including such things as bringing necessary supplies to class, organizing handouts and loose-leaf papers, taking and organizing notes, developing and following study plans, and planning and carrying out large projects.…

Bakunas, Boris; Holley, William

2001-01-01

18

The Effectiveness of Teaching Selected Reading Skills to Children Two Through Four Years of Age by Television.  

ERIC Educational Resources Information Center

The capability of the very young child to learn selected reading skills and the effectiveness of the television medium to present such skills were investigated. Television as the facilitator of such an instructional program was viewed as appropriate because of its ability to reach so many children, especially the disadvantaged. Ninety children who…

Dunn, Barbara J.

19

Teaching Reading in the Social Studies: A Global Approach. Skills Series, Volume One.  

ERIC Educational Resources Information Center

The guide is designed as an activity supplement for social studies teachers interested in helping students in grades 6-12 improve their ability to critically read social studies materials with a global focus. In addition, teachers are provided with basic tools to use in assessing the readability of social studies materials. The activities are…

Otero, George G., Jr.; Moeller, Carol

20

Shared Reading Correlates of Early Reading Skills.  

ERIC Educational Resources Information Center

Describes a study that examined the relations between shared reading and the development of phonological sensitivity and oral language skills in very young children. Explains that preschool measures of shared reading were found to be correlated significantly with these developmental outcomes. Discusses results in the context of calls for improved…

Burgess, Stephen

2002-01-01

21

Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction  

ERIC Educational Resources Information Center

There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…

Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan

2013-01-01

22

Reading skills among students with intellectual disabilities.  

PubMed

Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning environments, implement educational policies or funding models and specify future fields of research. However, there has been little research into the prevalence and variation of their reading skills. The present study assessed the reading stages of 1629 school-aged students with ID regardless of aetiology (age 6-21) in Bavaria, one of the largest regions in Germany within a randomly chosen and representative sample. Teachers described the reading and writing stages of their students in a questionnaire following the developmental model of Frith. Results indicate that 29.3% do not read at all, 6.8% read at a logographic stage, 31.9% at an alphabetic and 32% at an orthographic level. Writing achievements are lower on average. We analyze and discuss the determinants of literacy in this sample with regard to the sociocultural background of students with ID and draw conclusions for teaching and school policies. PMID:23500168

Ratz, Christoph; Lenhard, Wolfgang

2013-05-01

23

Teaching Soft Skills Employers Need  

ERIC Educational Resources Information Center

This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft…

Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

2014-01-01

24

Improving Music Reading Skills among Second Grade Students.  

ERIC Educational Resources Information Center

This project describes a program designed to improve the music reading abilities of second grade children. The intention is to discover the best possible method of teaching students basic rhythmic and melodic skills. When combined, these skills will not only increase students' understanding of the language of music, but will also increase…

Kinate, Joanna

25

Underlying skills of oral and silent reading.  

PubMed

Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes. PMID:25173643

van den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F

2014-12-01

26

Before They Read: Teaching Language and Literacy Development through Conversations, Interactive Read-Alouds, and Listening Games  

ERIC Educational Resources Information Center

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…

Miller, Cathy Puett

2010-01-01

27

Identified Sins in Teaching Reading.  

ERIC Educational Resources Information Center

This paper cites as selected taboos in teaching reading (identified by educators very frequently) the following: (1) homogeneous grouping; (2) round robin reading; (3) use of textbooks and workbooks in the curriculum; (4) individual endeavors in school work; (5) memorization of content; and (6) the controlled vocabulary in reading. The paper…

Ediger, Marlow

28

The Explicit Teaching of Reading.  

ERIC Educational Resources Information Center

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…

Hancock, Joelie, Ed.

29

Teaching Students with Intellectual Disability to Integrate Reading Skills: Effects of Text and Text-Based Lessons  

ERIC Educational Resources Information Center

This multiple baseline study investigated the effectiveness of text-based reading lessons for students with intellectual disability (ID). Three students were selected who had not responded well to explicit and systematic reading instruction. They were provided with individual instruction in daily 45-min sessions for 14 weeks (approximately 70…

Allor, Jill H.; Gifford, Diane B.; Al Otaiba, Stephanie; Miller, Saralyn J.; Cheatham, Jennifer P.

2013-01-01

30

The Teaching of Reading.  

ERIC Educational Resources Information Center

Designed as a sourcebook, this volume considers reading instruction as a complex, intellectual task rather than as just a matter of pronunciation of words. It is designed for both teachers and parents interested in developing the language and concepts of children. Contents include "Reading in Today's World" by Ralph C. Staiger, "Learning to Read"…

Staiger, Ralph C., Ed.

31

Reading skills in hyperlexia: a developmental perspective.  

PubMed

Hyperlexia is characterized by advanced word-recognition skills in individuals who otherwise have pronounced cognitive, social, and linguistic handicaps. Language, word recognition, and reading-comprehension skills are reviewed to clarify the nature and core deficits associated with the disorder. It is concluded that hyperlexia should be viewed as part of the normal variation in reading skills, which are themselves associated with individual differences in phonological, orthographic, and semantic processing, short-term memory, and print exposure. A compulsive preoccupation with reading may also be crucial to the development of a hyperlexic reading profile. A theoretical framework, based on recent connectionist models of reading development, is described. This perspective provides a satisfactory account for how individual differences in a number of different skills can lead to a variety of manifestations of reading behavior, including hyperlexia. PMID:10349355

Nation, K

1999-05-01

32

Teaching Problem-Solving Skills  

NSDL National Science Digital Library

This webpage offers some basic principles for teaching problem solving that foster critical thinking and decision-­making skills. It includes a 5-step implementation model developed by D.R. Woods and a brief list of references. [The Forshay & Kirkley paper is cataloged separately and linked as a related resource.

2013-01-01

33

Approach to Teaching Clinical Skills: Physical Exam  

E-print Network

state of clinical skills teaching · Teaching clinical skills through a coaching relationship in style, or they concluded the criticism was no longer relevant to their current level of performance. #12

Myers, Lawrence C.

34

Reading skill and structural brain development.  

PubMed

Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, eight boys, mean age of sample=10.06 ± 3.29) received two MRI scans (mean interscan interval=2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency, and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience, and brain maturation trajectories may help with the development and evaluation of targeted interventions. PMID:24407200

Houston, Suzanne M; Lebel, Catherine; Katzir, Tami; Manis, Franklin R; Kan, Eric; Rodriguez, Genevieve G; Sowell, Elizabeth R

2014-03-26

35

Teaching Reading: Mexico's Global Method of Structural Analysis.  

ERIC Educational Resources Information Center

In 1985, the Global Method of Structural Analysis (GMSA) for teaching reading was introduced to first and second graders in Mexico. Breaking away from the more traditional educational methods, it established a basis for more flexible education and effectively utilized critical thinking skills. The preparation stage (reading readiness) begins in…

Orozco, Cecilio

36

Training Parents to be Home Reading Tutors: Generalization of Children's Reading Skills from Home to School  

Microsoft Academic Search

The purpose of this study was to evaluate the effectiveness of a procedure for teaching parents of mildly retarded children to be home reading tutors and to examine generalization of the children's acquired skills from the home to the school setting. The parent?tutor procedures were based on Glynn, McNaughton, Robinson and Quinn (1979). Four children aged 8 to 10 years,

Joan M. Love; Alan Van Biervliet

1984-01-01

37

READING SKILL AND SUPPRESSION REVISITED  

PubMed Central

In a previous issue of Psychological Science, we (Gernsbacher, 1993) reported that less skilled readers are less able than more skilled readers to quickly suppress irrelevant information (e.g., the contextually inappropriate meaning of a homonym, such as the playing-card meaning of spade, in the sentence He dug with the spade, or the inappropriate form of a homophone, such as patience, in the sentence He had lots of patients). In the current research, we investigated a ramification of that finding: If less skilled readers are less able to suppress a contextually inappropriate meaning of a homonym, perhaps less skilled readers might be better than more skilled readers at comprehending puns. However, intuition and previous research suggest the contrary, as do the results of the research presented here. On a task that required accepting, rather than rejecting, a meaning of a homonym that was not implied by the sentence context, more skilled readers responded more rapidly than less skilled readers. In contrast, on a task that required accepting a meaning of a homonym that was implied by the sentence context, more and less skilled readers performed equally well. We conclude that more skilled readers are more able to rapidly accept inappropriate meanings of homonyms because they are more skilled at suppression (which in this case involves suppressing the appropriate meanings).

Gernsbacher, Morton Ann; Robertson, Rachel R.W.

2014-01-01

38

Improving the Teaching Skills of Registered Dietitians.  

ERIC Educational Resources Information Center

In response to a perceived need on the part of health professionals for acquiring better teaching skills, a 30-hour course called "Effective Patient Teaching" (EPT) was developed. The course focuses on interpersonal skills that establish bedside manner, essential teaching functions, delivery skills, and adherence counseling techniques. This study…

Pichert, James W.; And Others

39

Teaching Reading Vocabulary  

ERIC Educational Resources Information Center

Would you like your students to be excited when they read a new word and keen to work out its meaning straight away? This book will turn them into word detectives, ready to tackle any new word they come across. And when writing, would you like them to make sentences that have interesting and descriptive words like "shamble," "ravenous" or…

Nicholson, Tom; Dymock, Sue

2010-01-01

40

Reading to Speak: Integrating Oral Communication Skills  

ERIC Educational Resources Information Center

According to Ur (1996, 120), "of all the four skills (listening, speaking, reading and writing), speaking seems intuitively the most important." Indeed, whether for business or pleasure, a primary motivation to learn a second language is to be able to converse with speakers of that language. However, in addition to being an important skill,…

Zhang, Yun

2009-01-01

41

Executive Function and Early Reading Skills  

ERIC Educational Resources Information Center

The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses,…

Foy, Judith G.; Mann, Virginia A.

2013-01-01

42

Cognitive flexibility predicts early reading skills  

PubMed Central

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading. PMID:24966842

Cole, Pascale; Duncan, Lynne G.; Blaye, Agnes

2014-01-01

43

Teaching Children How to Read  

ERIC Educational Resources Information Center

This article describes pertinent information regarding national and state standards and tests; instructional techniques for teaching word recognition, fluency, vocabulary knowledge, and comprehension skills; the selection of appropriate texts and materials; reader response; the diverse student learner; and a variety of authentic assessments that…

Bukowiecki, Elaine M.

2007-01-01

44

Practice Your 1st grade Reading Skills  

NSDL National Science Digital Library

We are going to be reviewing our basic reading skills. You will amaze and surprise me with what you know! First, let's play a game to practice our sight words. Practice Your Sight Words Practice reading this story. See if you can do it all by yourself! I Can Do It Learn to recognize HARD words. Listen and Read Great Job! Come to school tomorrow to claim your prize! ...

Jenkins, Mrs.

2011-09-30

45

Reading and Teaching the Novel, Volume 3.  

ERIC Educational Resources Information Center

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…

Arnold, Roslyn M., Ed.

46

Read Me a Song: Teaching Reading Using Picture Book Songs.  

ERIC Educational Resources Information Center

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, concept of…

Routier, Wanda J.

47

Meeting the Demand: Teaching "Soft" Skills.  

ERIC Educational Resources Information Center

This document contains four papers (and an introduction by William Wilhelm) on teaching "soft" skills in business education programs. "The Skill Building Challenge: Preparing a Bridge for the Workforce Skills Gap" (Sheila M. Smith) examines the following topics: the workforce skills gap; the importance of academic and behavioral skills; and public…

Wilhelm, William J.; Logan, Joyce; Smith, Sheila M.; Szul, Linda F.

48

Boost Reading Skills by Summer  

ERIC Educational Resources Information Center

The end of the school year is in sight, but it's not too late to help lower-level readers catch up. Experts across the country were asked about the most common obstacles to reading success--and effective ways to over-come them. Their insights and tips can help a teacher make a real difference before summer begins.

Fink, Jennifer L. W.

2012-01-01

49

Developing Teaching Skills in Physical Education.  

ERIC Educational Resources Information Center

This textbook attempts to clarify the nature of teaching during the field experience or simulation of that experience for student teachers. The text takes a data-based approach to the development of teaching skills. It is divided into seven chapters. The first chapter, "Systematic Improvement of Teaching Skills," is a narrative description of…

Siedentop, Daryl

50

Teaching Computing Skills to Geography Students.  

ERIC Educational Resources Information Center

Examines the range of computing skills needed by geography students at the University of Leeds. Outlines resources needed for teaching computer skills including hardware, software, documentation and teachers. (Author/BSR)

Rees, Philip H.

1987-01-01

51

Identifying, Measuring, and Teaching Helping Skills.  

ERIC Educational Resources Information Center

Addressed is the need in social work education to identify the skills required for effective practice, to develop instruments to measure these skills, and to design an approach to teach them effectively. In the first chapter, "Identifying the Worker Helping Skills," 27 communication, relationship, and problem-solving skills are described. The…

Shulman, Lawrence

52

Personality Traits and College Student Reading Skills.  

ERIC Educational Resources Information Center

This document is concerned with studies of the possible relationship between the college reader and his personality traits. The results of the three studies reported gave evidence that there was a relationship between personality types and college reading skills. Intuitive and introverted personality types were better readers. When students were…

Larsen, J.; And Others

53

Development of white matter and reading skills.  

PubMed

White matter tissue properties are highly correlated with reading proficiency; we would like to have a model that relates the dynamics of an individual's white matter development to their acquisition of skilled reading. The development of cerebral white matter involves multiple biological processes, and the balance between these processes differs between individuals. Cross-sectional measures of white matter mask the interplay between these processes and their connection to an individual's cognitive development. Hence, we performed a longitudinal study to measure white-matter development (diffusion-weighted imaging) and reading development (behavioral testing) in individual children (age 7-15 y). The pattern of white-matter development differed significantly among children. In the left arcuate and left inferior longitudinal fasciculus, children with above-average reading skills initially had low fractional anisotropy (FA) that increased over the 3-y period, whereas children with below-average reading skills had higher initial FA that declined over time. We describe a dual-process model of white matter development comprising biological processes with opposing effects on FA, such as axonal myelination and pruning, to explain the pattern of results. PMID:23045658

Yeatman, Jason D; Dougherty, Robert F; Ben-Shachar, Michal; Wandell, Brian A

2012-10-30

54

Teaching Directional Skills to Preschool and Kindergarten Children  

ERIC Educational Resources Information Center

Studied a new device and training procedure for teaching the directional orientation and sentence tracking skills used in reading and writing western languages. Left-right and up-down directional confusion were shown to be rapidly corrected in normal children by the use of a simple electronic device providing clear feedback. (Author)

Sterritt, Graham M.; And Others

1976-01-01

55

Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?  

ERIC Educational Resources Information Center

The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert

2012-01-01

56

Reading Development and the Teaching of Reading: A Psychological Perspective.  

ERIC Educational Resources Information Center

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 contribution of…

Oakhill, Jane, Ed.; Beard, Roger, Ed.

57

Effects of a peer-mediated phonological skill and reading comprehension program on reading skill acquisition for middle school students with reading disabilities.  

PubMed

The purpose of this study was to examine the effect of a peer-mediated instructional approach on the teaching of phonological skills and reading comprehension for middle school (sixth- to eighth-grade) students with reading disabilities. All students (n = 38) were identified as having learning disabilities and reading at the third-grade level or below. One group was taught using a peer-mediated phonological skill program, Linguistics Skills Training (LST), and a peer-mediated reading comprehension program, Peer Assisted Learning Strategies (PALS). The contrast group was taught in the more traditional whole-class format using a widely implemented remedial reading program. The results showed significant differences between conditions, with students receiving the LST/PALS instruction outperforming the contrast group on Letter-Word Identification, Word Attack, and Passage Comprehension using the Woodcock-Johnson Test of Achievement-III. Furthermore, large effect sizes for growth were found on Letter-Word Identification, Word Attack, and Passage Comprehension for the LST/PALS treatment group. No differences were found between conditions for reading fluency. Findings are discussed in regard to instruction delivery format (peer tutoring vs. whole class) with respect to best practices for middle school students with reading disabilities. PMID:16329443

Calhoon, Mary Beth

2005-01-01

58

Coaches Guide to Teaching Sport Skills.  

ERIC Educational Resources Information Center

The purpose of this book is to help athletic coaches improve the way they teach sport skills. Section I covers the athletic coach's instructional responsibilities for a single season, and ways of adjusting teaching styles to the learning needs of athletes. Section II offers guidance in presenting sport skills and how to introduce, explain, and…

Christina, Robert W.; Corcos, Daniel M.

59

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory  

E-print Network

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages´ de Provence Usha Goswami University of Cambridge The development of reading depends on phonological representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia

Port, Robert

60

Revising Teaching Skills for Professional Empowerment  

ERIC Educational Resources Information Center

In a technology and media dominated era of education the role of teacher and there by the skills required to be mastered by each teacher need redefinition. The paper attempts to identify the list of essential teaching skills for the present age by retaining the significant ones and including those inevitable for present context. The skills

Nath, Baiju K.

2009-01-01

61

Vocabulary Is Important for Some, but Not All Reading Skills  

Microsoft Academic Search

Although there is evidence for a close link between the development of oral vocabulary and reading comprehension, less clear is whether oral vocabulary skills relate to the development of word-level reading skills. This study investigated vocabulary and literacy in 81 children aged 8 to 10 years. In regression analyses, vocabulary accounted for unique variance in exception word reading and reading

Jessie Ricketts; Kate Nation; Dorothy V. M. Bishop

2007-01-01

62

Teamwork: Effectively Teaching an Employability Skill  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

2010-01-01

63

Teaching physicists' thinking skills in the laboratory  

NSDL National Science Digital Library

We describe a prototype introductory physics laboratory designed to teach students some general intellectual skills widely useful in scientific work. These skills include both basic skills (such as estimating quantities, determining errors, or applying useful measuring techniques) and higher-level skills (such as effectively describing experiments and flexibly adapting the resulting knowledge to different conditions). The teaching methods emphasize the utility of organizing information in hierarchical and goal-directed fashion. Furthermore, they strive to use an optimum combination of instruction means ("minilabs," more major "group labs," and integrated assessment devices) to achieve the desired ends. A careful evaluation showed (i) that the prototype course is indeed quite successful in teaching the desired general intellectual skills, and (ii) that these skills are ordinarily not acquired by students in traditional courses. Students' attitudes toward the prototype course are also appreciably more positive.

Reif, Frederick; John, Mark S.

2005-10-20

64

Reading Essentials: The Specifics You Need To Teach Reading Well.  

ERIC Educational Resources Information Center

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…

Routman, Regie

65

Teaching Discussion Skills: A Pragmatic Approach.  

ERIC Educational Resources Information Center

Explores the verbal and behavioral strategies necessary to participate easily in conversations in French and German. Suggests methods for teaching discussion skills through observation and analysis of seminar-type discussions between native speakers and listeners. (Author/BK)

Kramsch, Claire J.

1981-01-01

66

Use of ASL To Teach Reading and Writing to Deaf Students: An Interactive Theoretical Perspective.  

ERIC Educational Resources Information Center

This paper discusses the use of American Sign Language (ASL) in an English-as-a-Second-Language approach to teaching reading and writing skills to deaf students. The paper poses and answers the following theoretical and practical questions: (1) What is the nature of first language reading? (2) What is the nature of second language reading? (3)…

Paul, Peter V.

67

Shared Story Reading: Teaching Mathematics to Students with Moderate and Severe Disabilities  

ERIC Educational Resources Information Center

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…

Courtade, Ginevra R.; Lingo, Amy S.; Karp, Karen S.; Whitney, Todd

2013-01-01

68

Developing reading skills among five year old children through stories  

Microsoft Academic Search

Reading is an important activity for any learner. Without reading skills, the journey of the learner is likely to be full of hurdles. This is especially true when it concerns learning English as a second language. In developing countries, there is a significant need to develop reading skills. Because of the rote-memory approach to learning in developing countries, learners lag

Latifa Rahman

2006-01-01

69

Sequential Levels of Reading Skills, Prekindergarten--Grade 12.  

ERIC Educational Resources Information Center

This guide is designed to help teachers, staff members responsible for teacher training, and reading supervisors provide better reading instruction. The skills that lead to mature reading are arranged on eight levels of developmental sequence. Level A is concerned with developing prereading skills. Levels B to D treat initiating and developing…

New York City Board of Education, Brooklyn, NY.

70

Teaching Social Work Students Practice Skills  

ERIC Educational Resources Information Center

Field instructors have an essential role in the development of students' skills, yet they often struggle with how best to teach students practice skills. This study asked field practicum instructors and their students about the best practice strategies available. Forty-three student/field instructor pairs participated in this research study. Field…

Mumm, Ann Marie

2006-01-01

71

Teaching Interviewing Skills by Encountering Patients.  

ERIC Educational Resources Information Center

Since first-year psychiatric residents were observed to lack many interviewing skills necessary for both physicians and psychiatrists, a method of teaching the skills in a group setting with live patients was constructed. Research results supported self-report changes in empathy, congruence, and level of regard. (Author/LBH)

Junek, Wade; And Others

1979-01-01

72

Round Robin Reading as a Teaching Method.  

ERIC Educational Resources Information Center

Concludes that Round Robin Reading is a widely used method of teaching science and social studies in the intermediate grades. Discusses the effects of this method of instruction and provides alternatives for it. (FL)

Hill, Charles H.

1983-01-01

73

Preschoolers' Reading Skills Benefit from One Modest Change by Teachers  

ERIC Educational Resources Information Center

A small change in how teachers and parents read aloud to preschoolers may provide a big boost to their reading skills later on, a new study found. That change involves making specific references to print in books while reading--such as pointing out letters and words on the pages, showing capital letters, and showing how they read from left to…

Grabmeier, Jeff

2012-01-01

74

Group Writing: How Writing Teaches Reading  

ERIC Educational Resources Information Center

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…

Campbell-Rush, Peggy

2006-01-01

75

Smuggling Language into the Teaching of Reading.  

ERIC Educational Resources Information Center

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…

Heilman, Arthur W.; Holmes, Elizabeth Ann

76

Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill  

ERIC Educational Resources Information Center

Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In "Language Development and Learning to Read", Diane…

McGuinness, Diane

2005-01-01

77

What Can Video Games Teach Us about Teaching Reading?  

ERIC Educational Resources Information Center

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…

Compton-Lilly, Catherine

2007-01-01

78

Measuring Adult Literacy Students' Reading Skills Using the Gray Oral Reading Test  

ERIC Educational Resources Information Center

There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third…

Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D.; Calhoon, Mary Beth; Nanda, Alice O.

2009-01-01

79

Morphological Processing in Reading Disabled and Skilled Spanish Children  

ERIC Educational Resources Information Center

This article presents the results of a lexical decision experiment in which the base frequency (BF) effect is explored in reading disabled children and skilled readers. Three groups of participants were created. The first group was composed of children with reading disorders, the second group of skilled readers matched with the first group for…

Lazaro, Miguel; Camacho, Lourdes; Burani, Cristina

2013-01-01

80

Improving Student Independent Reading Skills through Direct Phonics Instruction.  

ERIC Educational Resources Information Center

This report describes a program for improving student independent reading skills through direct phonics instruction. Students were exhibiting inadequate reading skills, which interfered with academic achievement. The targeted population consisted of second and third grade students from a northwestern Illinois city of about twelve thousand.…

Foes, Kathy; Sloan, Megan

81

Expressive versus Receptive Language Skills in Specific Reading Disorder  

ERIC Educational Resources Information Center

Despite ample research into the language skills of children with specific reading disorder no studies so far have investigated whether there may be a difference between expressive and receptive language skills in this population. Yet, neuro-anatomical models would predict that children who have specific reading disorder which is not associated…

Stojanovik, Vesna; Riddell, Patricia

2008-01-01

82

Effects of Comprehension Skill on Inference Generation during Reading  

ERIC Educational Resources Information Center

The purpose of this study was to investigate differences between readers with different levels of comprehension skill when engaging in a causal questioning activity during reading, and the varied effects on inference generation. Fourth-grade readers (n?=?74) with different levels of comprehension skill read narrative texts aloud and were asked…

Carlson, Sarah E.; van den Broek, Paul; McMaster, Kristen; Rapp, David N.; Bohn-Gettler, Catherine M.; Kendeou, Panayiota; White, Mary Jane

2014-01-01

83

PATHWAYS: An Adult Basic Skills Reading Workbook, Level III.  

ERIC Educational Resources Information Center

Written for adults learning basic reading, this workbook provides culturally relevant instruction and practice organized under the broad headings of word analysis, vocabulary, reading comprehension, and study skills. Each unit contains a post-test and several lessons devoted to specific skills. Lessons include instructions and examples for the…

Barabe, Rosemeri; And Others

84

Current Perspectives on Teaching the Four Skills  

Microsoft Academic Search

This article presents an overview of recent developments in second language (L2) teaching and highlights the trends that began in the 1990s and the 2000s and are likely to continue to affect instruction in L2 skills at least in the immediate future. Also highlighted are recent developments in instruction as they pertain specifically to the teaching of L2 speaking, listening,

ELI HINKEL

2006-01-01

85

Lesson Plans Prepared for Carr Grocery Employees. Conversation and Reading Skills Correlated with Skill Books 1-2 of "The Laubach Way to English." Workplace Curriculum.  

ERIC Educational Resources Information Center

This packet contains five lesson plans designed to teach reading and writing skills to grocery store employees. The lesson plans were developed, using the Laubach literacy method, for a workplace literacy project at Carr Grocery Store in Anchorage, Alaska. The lesson plans, which are correlated with Laubach skills books levels 1-2, include…

Jones, Jan; And Others

86

Guide to Software Selection Resources: Part Three. Reading and Communication Skills.  

ERIC Educational Resources Information Center

Third in a series, this loose-leaf guide reviews resources for evaluating, selecting, and using software for teaching reading and communication skills. Sources of educational software listed include both commercial publishers and public domain sources. Software selection information sources are divided into journals, newsletters, and special…

Mojkowski, Charles

87

Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills  

ERIC Educational Resources Information Center

This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

2011-01-01

88

Generic Skills in Vocational Education and Training: Research Readings  

ERIC Educational Resources Information Center

Possessing generic or employability skills is vital in the current labour market. The vocational education and training (VET) sector, like other education sectors, must ensure its clients gain and develop generic skills. This volume of readings summarises NCVER managed research into generic skills undertaken in 2001 and 2002. The work covers four…

Gibb, Jennifer, Ed.

2004-01-01

89

Cognitive Predictors of Single-Digit and Procedural Calculation Skills and Their Covariation with Reading Skill  

ERIC Educational Resources Information Center

This study examined the extent to which children's cognitive abilities in kindergarten and their mothers' education predict their single-digit and procedural calculation skills and the covariance of these with reading skill in Grade 4. In kindergarten, we assessed children's (N=178) basic number skills, linguistic skills, and visual attention. In…

Koponen, Tuire; Aunola, Kaisa; Ahonen, Timo; Nurmi, Jari-Erik

2007-01-01

90

Teach People Skills Totally Online?  

ERIC Educational Resources Information Center

Describes the adaptation for distance learning of an MBA organizational behavior course. Explains that the most effective strategy involved conducting group exercises and role plays synchronously in the chat room. A student survey indicated that online students developed skills comparable to face-to-face students. (EV)

Liebowitz, Jay

2003-01-01

91

Teaching Buddy Skills to Preschoolers.  

ERIC Educational Resources Information Center

This manual describes the buddy skills training program, which provides teachers with a set of tested strategies designed to facilitate interactions and support the development of friendships between preschoolers with and without disabilities. The training procedures are philosophically based on social exchange theory. To support the concept of…

English, Kris; Shafer, Karin; Goldstein, Howard; Kaczmarek, Louise

1997-01-01

92

Teaching Recognition Skills to Improve Products.  

ERIC Educational Resources Information Center

First year dental students (n=86) in a conservative restorations course were taught a discrimination learning paradigm to improve production quality. Evaluation of Class 1 amalgam preparations indicates the improved recognition skills corresponded with improved cavity preparation, supporting the use of this teaching model. (Author/MSE)

Knight, G. William; And Others

1990-01-01

93

Teaching Badminton Based on Student Skill Levels  

ERIC Educational Resources Information Center

Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

Wang, Jianyu; Moffit, Jeff

2009-01-01

94

Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning  

ERIC Educational Resources Information Center

"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…

Grabe, William; Zhang, Cui

2013-01-01

95

Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.  

ERIC Educational Resources Information Center

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…

Gelsinger, Barry D.

96

Six Strategies for Teaching Reading Comprehension to Learning Disabled Students.  

ERIC Educational Resources Information Center

The paper describes six skills that can be used to improve the reading comprehension of learning disabled students. The skills can be utilized in a reading program or with reading in a content area. Examples from particular models of instruction are provided as well as a rationale for each. The skills may be used either individually, as a…

Manzone, Christine A.

97

Reading practices, reading skills, and cognitive growth in adulthood  

Microsoft Academic Search

Reading is assumed to play an important role in the development of literate persons in that it is consciousness-altering activity. The manner by which reading contributes to development is unclear, however, and has been debated by social scientists for some years. Despite the importance of reading in adult life, only recently have researchers devoted significant attention to what and how

M. Cecil Smith

1995-01-01

98

MECHANICAL AIDS IN THE TEACHING OF READING.  

ERIC Educational Resources Information Center

A SURVEY OF THE MECHANICAL AIDS AVAILABLE FOR THE TEACHING OF READING WHICH DESCRIBES THEIR OPERATION, THEIR COST, AND LIMITATIONS IS PRESENTED TO PROVIDE SCHOOL PERSONNEL WITH SOME INFORMATION ABOUT MECHANICAL AIDS IN GENERAL AND ABOUT SELECTED PROTOTYPICAL DEVICES IN PARTICULAR. EDUCATORS CAN OBTAIN FURTHER INFORMATION ABOUT THE DEVICES FROM THE…

HOUSTON, CAMILLE; OTTO, WAYNE

99

Investigation of instructional reading strategies,professional development and training,and reading assessments used at the secondary level to improve student reading skills.  

E-print Network

??The purpose of this study was to investigate instructional reading strategies,professional development and training, and reading assessments used to improve student reading skills in secondary… (more)

Brown III, Neal

2006-01-01

100

THE CONTRIBUTION OF EXECUTIVE SKILLS TO READING COMPREHENSION  

PubMed Central

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9–15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

Sesma, Heather Whitney; Mahone, E. Mark; Levine, Terry; Eason, Sarah H.; Cutting, Laurie E.

2009-01-01

101

The contribution of executive skills to reading comprehension.  

PubMed

Although word recognition deficits (WRD) are a known cause of reading comprehension deficits (RCD), other contributions to RCD, including executive function (EF), have not been fully explored. We examined the contribution of EF (working memory and planning), along with attention, decoding, fluency, and vocabulary to reading comprehension in 60 children (including 16 WRD and 10 RCD), ages 9-15 years. After controlling for commonly accepted contributors to reading comprehension (i.e., attention, decoding skills, fluency, and vocabulary), EF continued to make a significant contribution to reading comprehension but not to word recognition skills. These findings highlight the need for consideration of the role of EF in RCD. PMID:18629674

Sesma, Heather Whitney; Mahone, E Mark; Levine, Terry; Eason, Sarah H; Cutting, Laurie E

2009-05-01

102

Using Precision Teaching to Teach Minimum Competency Test Skills.  

ERIC Educational Resources Information Center

A project combined precision teaching techniques and a flashcard approach known as SAFMEDS, with 4 students with learning disabilities or behavior disorders, age 14-18. Project results determined that the techniques provided students with necessary skills to pass the school district's minimum competency test in the area of local, state, and…

Byrnes, Michael E.; And Others

1990-01-01

103

Learning to Teach: The Acquisition and Maintenance of Teaching Skills  

Microsoft Academic Search

We reviewed 49 studies which used direct observation procedures to provide data on the effects of pre-service and inservice training in practical classroom teaching behaviors and skills. We found stronger effects for training packages which included classroom practice with performance feedback. The research provided conflicting evidence regarding the value of modeling, role-play, cueing systems, and contingency management components in practical

Dennis J. Rose; R. John Church

1998-01-01

104

Patients’ Literacy Skills: More than just reading ability  

PubMed Central

Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, MA and Providence, RI, we conducted a principal component analysis on measures of four literacy skills: reading, numeracy, oral (speaking) and aural (listening) to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills within individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients’ relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on both the oral exchange and written health information, and not rely on a single literacy skill. PMID:21916699

Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

2010-01-01

105

Evaluation of Reading Skills in the Wisconsin Prototypic System of Reading Instruction.  

ERIC Educational Resources Information Center

A system designed to provide a framework for the individualization of reading instruction is discussed. The heart of the system is a mastery checklist of reading skills for each child which provides teachers with a means for discovering the specific skill needs of their students. Initially, the system depended upon individual assessment exercises…

Peterson, Joseph M.; Knight, Diana

106

Development of Lexical Mediation in the Relation Between Reading Comprehension and Word Reading Skills in Greek  

Microsoft Academic Search

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or increasing with grade. However, the unique

Athanassios Protopapas; Georgios D. Sideridis; Angeliki Mouzaki; Panagiotis G. Simos

2007-01-01

107

Development of Lexical Mediation in the Relation between Reading Comprehension and Word Reading Skills in Greek  

ERIC Educational Resources Information Center

This study focuses on the shared variance between reading comprehension and word-level reading skills in a population of 534 Greek children in Grades 2 through 4. The correlations between measures of word and pseudoword accuracy and fluency, on the one hand, and vocabulary and comprehension skills, on the other, were sizeable and stable or…

Protopapas, Athanassios; Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis G.

2007-01-01

108

Word reading and reading-related skills in adolescents with Williams syndrome  

Microsoft Academic Search

Background: Individuals with Williams syndrome have good spontaneous language despite low levels of intelligence. This study explores the relationship between intelligence, word decoding and reading-related skills in 20 individuals with Williams syndrome. Methods: In addition to the KBIT, the participants were administered standardized measures of reading, vocabulary, rapid naming, phonological skills and an experimental measure of rhyme judgement. Results: There

Yonata Levy; Jason Smith; Helen Tager-Flusberg

2003-01-01

109

Functional Neuroimaging Insights Into the Development of Skilled Reading  

PubMed Central

Typically developing children require years of overt training and practice to learn to read with skill. The relatively recent advent of functional neuroimaging methods amenable to the study of children has provided insight into the neurobiological underpinnings of skilled reading development. In this brief review, we discuss how neuroimaging during reading-related tasks has revealed that, when adult and child skilled readers perform identical reading-related tasks with comparable levels of performance, these groups show similar, but nonidentical patterns of regional brain activity. Children activate some neural regions that adults do not activate (or activate less), and vice versa. The activity patterns in these regions transition to mature levels with increased proficiency and maturity. The dynamic nature of the reading brain as the child matures is thought to be a demonstration of both the inherent flexibility and the increasing efficiency of brain processing over development. PMID:19750204

Schlaggar, Bradley L.; Church, Jessica A.

2009-01-01

110

The Rationale for Teaching Reading in the Content Fields.  

ERIC Educational Resources Information Center

Four considerations in the teaching of reading in the content areas were discussed: (1) the state of teaching itself, of reading, and of the content areas; (2) the characteristics of today's student; (3) some basic assumptions and arguments for content-area reading; and (4) steps toward implementing a content-area reading program. The author makes…

Courtney, Brother Leonard

111

Reading Skills and Reading Habits: A Study of New Open University Undergraduate Reservees.  

ERIC Educational Resources Information Center

Describes the use of cloze procedures to investigate the reading skills and reading habits of Open University (United Kingdom) reservees (potential undergraduate students). Discusses correlations between reading habits and other student characteristics and identifying reservees at risk based on the results of cloze tests. (Author/LRW)

Datta, Saroj; Macdonald-Ross, Michael

2002-01-01

112

Simple View of Reading in Down's Syndrome: The Role of Listening Comprehension and Reading Skills  

ERIC Educational Resources Information Center

Background: According to the "Simple View of Reading" (Hoover and Gough 1990), individual differences in reading comprehension are accounted for by decoding skills and listening comprehension, each of which makes a unique and specific contribution. Aims: The current research was aimed at testing the Simple View of Reading in individuals with…

Roch, Maja; Levorato, M. Chiara

2009-01-01

113

Components of Reading Ability: Multivariate Evidence for a Convergent Skills Model of Reading Development  

ERIC Educational Resources Information Center

Elementary and middle school children were given a large battery of tests evaluating reading subskills and reading-related cognitive abilities. These measures were used to define latent representing skills and abilities believed to be important components of reading comprehension. Hypothesized relationships among these constructs were specified…

Vellutino, Frank R.; Tunmer, William E.; Jaccard, James J.; Chen, RuSan

2007-01-01

114

Children's Oral Narrative and Reading Skills in the First 3 Years of Reading Instruction  

ERIC Educational Resources Information Center

This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children's story retelling was scored for memory and narrative quality. The quality of children's narratives…

Reese, Elaine; Suggate, Sebastian; Long, Jennifer; Schaughency, Elizabeth

2010-01-01

115

A Reading Level Match Study of Nonword Reading Skills in Poor Readers with Varying IQ.  

ERIC Educational Resources Information Center

This study, with 93 third grade poor readers, 54 fifth grade poor readers (with and without reading/IQ discrepancies), and 147 nondisabled first graders, found poor readers significantly more impaired than the matched first graders on all measures of nonword reading thus supporting the hypothesis of a deficit in nonword reading skills not…

Felton, Rebecca H.; Wood, Frank B.

1992-01-01

116

PATHWAYS: An Adult Basic Skills Reading Workbook, Level II.  

ERIC Educational Resources Information Center

This workbook for adults learning basic reading, provides culturally relevant instruction and practice organized under the broad headings of word analysis, vocabulary, comprehension, and study skills. Each unit contains a post-test and several lessons devoted to specific skills. Lessons include instructions and examples for the student and…

Barabe, Rosemeri; And Others

117

A Perspective on Reading Skills for the Individual Migrant Child.  

ERIC Educational Resources Information Center

For the migrant child, mobility disrupts the continuity and sequencing of reading skills instruction and makes the maintenance of adequate progress records very difficult. A study, covering the years from 1965 to 1979 and tracing the development of selected approaches to providing continuity in reading progress, begins with a description of the…

Tate, Enid Smith

118

Improving Reading Skills through Multiple Intelligences and Increased Parental Involvement.  

ERIC Educational Resources Information Center

This report describes an action research project designed to improve reading skills of first grade students. The targeted population consisted of two elementary classrooms located in a small, rural Mid-Western town. The problem of difficulty memorizing reading vocabulary words was documented through parent and student surveys and a document…

Burman, Tiffany N.; Evans, Deborah C.

119

Phonological Reading Skills Acquisition by Children with Mental Retardation  

ERIC Educational Resources Information Center

Twenty children with mental retardation (MR), age 7-12, completed a phonological reading skills program over approximately 10 weeks. As a result of the instruction, they were better able to sound out learned and transfer words compared to a control group matched on age, IQ, nonword reading, language comprehension, and phonemic awareness. Final…

Conners, Frances A.; Rosenquist, Celia J.; Sligh, Allison C.; Atwell, Julie A.; Kiser, Tanya

2006-01-01

120

Reading Skills in Early Readers: Genetic and Shared Environmental Influences  

ERIC Educational Resources Information Center

The present study combined parallel data from the Northeast-Northwest Collaborative Adoption Projects (N2CAP) and the Western Reserve Reading Project (WRRP) to examine sibling similarity and quantitative genetic model estimates for measures of reading skills in 272 school-age sibling pairs from three family types (monozygotic twins, dizygotic…

Petrill, Stephen A.; Deater-Deckard, Kirby; Thompson, Lee Anne; DeThorne, Laura S.; Schatschneider, Christopher

2006-01-01

121

Using Customer Reviews to Build Critical Reading Skills  

ERIC Educational Resources Information Center

Junior high school teacher Mary Rice designs a consumer research unit that cultivates students' critical reading and thinking skills. As students learn how to develop and revise criteria for evaluating the reliability of online information, they read customer reviews, research products, and present their findings orally.

Rice, Mary

2007-01-01

122

The Mathematics Skills of Children with Reading Difficulties  

ERIC Educational Resources Information Center

Although many children with reading difficulty (RD) are reported to struggle with mathematics, little research has empirically investigated whether this is the case for different types of RD. This study examined the mathematics skills of third graders with one of two types of RD: dyslexia (n = 18) or specific reading comprehension difficulty (n =…

Vukovic, Rose K.; Lesaux, Nonie K.; Siegel, Linda S.

2010-01-01

123

Assessing Reading Skills in an F.E. College.  

ERIC Educational Resources Information Center

This guide outlines a model that adult educators can use to construct a test for their adult students, regardless of subject area, that is written at the students' reading level. The problems that written tests pose for trade and technical students in further education (FE) who have poor reading skills and the drawbacks of using commercially…

Vaughan, Judy

124

The Role of Teaching Practices in the Development of Children's Interest in Reading and Mathematics in Kindergarten  

ERIC Educational Resources Information Center

This study examined the extent to which teaching practices observed in kindergarten classrooms predict children's interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following…

Lerkkanen, Marja-Kristiina; Kiuru, Noona; Pakarinen, Eija; Viljaranta, Jaana; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik

2012-01-01

125

Another Use for Dr. Seuss: Reading for Social Skills  

Microsoft Academic Search

Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with academic and social skills concerns. Finding effective ways to teach social skills in the context of academic instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to address a wide range of

Janice J. Wolf; Pamela Hudson Baker

2012-01-01

126

Another Use for Dr. Seuss: Reading for Social Skills  

ERIC Educational Resources Information Center

Time is limited. Teachers often struggle to address the diverse needs of learners in their classrooms, especially when faced with academic and social skills concerns. Finding effective ways to teach social skills in the context of academic instruction makes sense. Books by Dr. Seuss provide a variety of high-interest stories that can be used to…

Wolf, Janice J.; Baker, Pamela Hudson

2012-01-01

127

Enhancing Reading Skills and Reading Self-Concept of Children with Reading Difficulties: Adopting a Dual Approach Intervention  

ERIC Educational Resources Information Center

This article describes the need for, and the structure and contents of, a reading program to help support children disadvantaged by reading difficulties. The program, delivered by trained and supported volunteers, lasts for 15 weeks. It uses a novel dual approach which aims to improve students' reading skills and simultaneously enhance their…

Hornery, Samantha; Seaton, Marjorie; Tracey, Danielle; Craven, Rhonda G.; Yeung, Alexander S.

2014-01-01

128

Technology-Assisted Reading for Improving Reading Skills for young South African Learners  

Microsoft Academic Search

This paper addresses the controversial issues of improving the reading skills of young learners through technology-assisted reading programmes. On reporting the results of primary school learners from grade 2 to grade 7 who participated in a computer-based reading programme for seven months, we try to answer the critical questions of whether computer-assisted reading programmes should be embraced or avoided. We

Gerda van Wyk; Arno Louw

129

Speaking up for vocabulary: reading skill differences in young adults.  

PubMed

This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (a) Does the simple view of reading capture all nonrandom variation in reading comprehension? (b) Does orally assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the lexical quality hypothesis? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, and experience with print. In this heterogeneous sample, decoding ability clearly played an important role in reading comprehension. The simple view of reading gave a reasonable fit to the data, although it did not capture all of the reliable variance in reading comprehension as predicted. Orally assessed vocabulary knowledge captured unique variance in reading comprehension even after listening comprehension and decoding skill were accounted for. We explore how a specific connectionist model of lexical representation and lexical access can account for these findings. PMID:17518215

Braze, David; Tabor, Whitney; Shankweiler, Donald P; Mencl, W Einar

2007-01-01

130

Speaking up for Vocabulary: Reading Skill Differences in Young Adults  

PubMed Central

This study is part of a broader project that has the goal of developing cognitive and neuro-cognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. The study explores relationships among reading related abilities in participants aged 16 to 24 years spanning a wide range of reading ability. Two specific questions are addressed: (1) Does the Simple View of Reading (Gough & Tunmer, 1986) capture all non-random variation in reading comprehension? (2) Does orally-assessed vocabulary knowledge account for variance in reading comprehension, as predicted by the Lexical Quality Hypothesis (Perfetti & Hart, 2002)? A comprehensive battery of cognitive and educational tests was employed to assess phonological awareness, decoding, verbal working memory, listening comprehension, reading comprehension, word knowledge, experience with print. In this heterogeneous sample, decoding ability clearly plays an important role in reading comprehension. Gough and Tunmer’s Simple View of Reading gives a reasonable fit to the data, though it does not capture all of the reliable variance in reading comprehension as predicted. Orally assessed vocabulary knowledge captures unique variance in reading comprehension even after listening comprehension and decoding skill are accounted for. We explore how a specific connectionist model of lexical representation and lexical access can account for these findings. PMID:17518215

Braze, David; Tabor, Whitney; Shankweiler, Donald; Mencl, Einar

2010-01-01

131

Write On! Teaching Reading and Writing in the Kindergarten Classroom.  

ERIC Educational Resources Information Center

Students entering first grade are not prepared to read. They lack the readiness skills that provide the foundation for success. Learning to read and write is a struggle, particularly for those students who have not had a variety of experience with reading and writing prior to entering school. In an effort to increase the readiness skills of…

Renz, Lori

132

Web-assisted teaching of English Reading based on constructivism  

Microsoft Academic Search

With the development of computer network technology, the web has become an important virtual place for learning English. Compared with the traditional teaching methods of English reading, web-assisted teaching has significant advantages. We can use the network technology to solve some problems such as reading little and reading outdated material. It can stimulate students'reading interests as well as improve students'reading

Liu Yan; Sun Hua

2010-01-01

133

Increasing reading and communication skills in children with autism through an interactive multimedia computer program  

Microsoft Academic Search

This paper reports on the effect of using an interactive and child-initiated microcomputer program (Alpha) when teaching three groups of children (N=30) reading and communications skills: (a) 11 children with autism (Mchronological age, CA=9?4 years), (b) 9 children with mixed handicaps (MCA= 13?1), and (c) 10 normal preschool children (MCA=6?4 years). Their mental age varied from 5?8 years to 6?9

Mikael Heimann; Keith E. Nelson; Tomas Tjus; Christopher Gillberg

1995-01-01

134

Common Core, Commonplaces, and Community in Teaching Reading  

ERIC Educational Resources Information Center

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,…

Roskos, Kathleen; Neuman, Susan B.

2013-01-01

135

Teaching Empathy Skills to Children With Autism  

PubMed Central

The purpose of this study was to teach empathetic responding to 4 children with autism. Instructors presented vignettes with dolls and puppets demonstrating various types of affect and used prompt delay, modeling, manual prompts, behavioral rehearsals, and reinforcement to teach participants to perform empathy responses. Increases in empathetic responding occurred systematically with the introduction of treatment across all participants and response categories. Furthermore, responding generalized from training to nontraining probe stimuli for all participants. Generalization occurred from dolls and puppets to actual people in a nontraining setting for 2 participants. Generalization was observed initially to the nontraining people and setting for the other participants, but responding subsequently decreased to baseline levels. Introduction of treatment in this setting produced rapid acquisition of target skills. PMID:19721727

Schrandt, Jessica A; Townsend, Dawn Buffington; Poulson, Claire L

2009-01-01

136

Table Reading Skills as Quantitative Literacy  

ERIC Educational Resources Information Center

The American Institutes for Research (2006) recently reported that 20% of U.S. students graduating from four-year colleges and universities and 30% of those completing two-year degrees have quantitative literacy skills at only a basic level. Sociologists are currently working on a variety of approaches to incorporate quantitative literacy into…

Wills, Jeremiah B.; Atkinson, Maxine P.

2007-01-01

137

An extension of incidental teaching procedures to reading instruction for autistic children.  

PubMed Central

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

McGee, G G; Krantz, P J; McClannahan, L E

1986-01-01

138

Reading Acceleration Program: The Effect of Concentrated Practice on Reading Skills  

ERIC Educational Resources Information Center

A well-established principle in the literature on learning, which maintains that variability of practice enhances long-term retention, served as the foundation of a summer program intended to ameliorate reading skills in incoming freshmen. During a 4-week period, students received reading instruction in the context of four areas: humanities,…

Pilotti, Maura; Martinez, Edward; Broderick, Tyler; Caballero, Sharon; LaGrange, Linda

2012-01-01

139

The Effect of Reading Games on the Improvement of Fourth Grade Reading Skills Scores.  

ERIC Educational Resources Information Center

A study investigated whether the use of reading games would result in greater improvement in the reading skills scores of a sample of fourth grade students as compared to a control sample taught by a traditional basal method of instruction. The subjects, 20 heterogeneously grouped students (10 for the experimental group and 10 for the control…

Love, Lenora

140

A Longitudinal Investigation of Early Reading and Language Skills in Children with Poor Reading Comprehension  

ERIC Educational Resources Information Center

Background: Poor comprehenders have difficulty comprehending connected text, despite having age-appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid-childhood. Method: Two hundred and forty-two children began the study at…

Nation, Kate; Cocksey, Joanne; Taylor, Jo S. H.; Bishop, Dorothy V. M.

2010-01-01

141

Improving Reading Skills by Encouraging Children to Read: A Randomized Evaluation of the Sa Aklat Sisikat Reading Program in the Philippines. NBER Working Paper No. 17185  

ERIC Educational Resources Information Center

We evaluate a program that aims to improve children's reading skills by providing classes with age-appropriate reading material and incentivizing children to read through a 31 day read-a-thon. During the read-a-thon, the program significantly increases the propensity of children to read, causing 20 percent more children to have read a book in the…

Abeberese, Ama Baafra; Kumler, Todd J.; Linden, Leigh L.

2011-01-01

142

RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention.  

PubMed

Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N?=?112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training. PMID:24803174

Wolff, Ulrika

2014-07-01

143

COMPARISON OF READING APPROACHES IN FIRST-GRADE TEACHING WITH DISADVANTAGED CHILDREN. (THE CRAFT PROJECT)  

ERIC Educational Resources Information Center

THE RELATIVE EFFECTIVENESS OF THE SKILLS-CENTERED APPROACH AND THE LANGUAGE-EXPERIENCE APPROACH TO TEACHING READING TO DISADVANTAGED URBAN CHILDREN IN THE FIRST GRADE WAS EXAMINED, AND METHODS COMPARED. APPROXIMATELY 50 TEACHERS AND 1,150 STUDENTS MADE UP THE PROJECT SAMPLE. TYPES OF DATA GATHERED INCLUDED PRETEST AND POST-TEST SCORES OF THE…

HARRIS, ALBERT J.; SERWER, BLANCHE L.

144

Voice and Dialogue in Teaching Reading/Writing to Qatari Students  

ERIC Educational Resources Information Center

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…

Golkowska, Krystyna U.

2013-01-01

145

TEACHING READING TO DEAF CHILDREN. THE LEXINGTON SCHOOL FOR THE DEAF EDUCATION SERIES, BOOK IV.  

ERIC Educational Resources Information Center

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…

HART, BEATRICE OSTERN

146

Teaching and the Case Method. Text, Cases, and Readings. Third Edition.  

ERIC Educational Resources Information Center

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…

Barnes, Louis B.; And Others

147

Teaching English and Reading Simultaneously for Eleventh Grade Non-Regent English.  

ERIC Educational Resources Information Center

The need for simultaneous teaching of reading skills and course content prompted the formation of a study guide which coordinates these two areas in an eleventh-grade nonregent English program used by Ramapo Central School District No. 2 in Spring Valley, New York. The guide provides exercises with a range of ability and achievement levels which…

Folkemer, Paul

148

Relations among musical skills, phonological processing, and early reading ability in preschool children  

Microsoft Academic Search

We examined the relations among phonological awareness, music perception skills, and early reading skills in a population of 100 4- and 5-year-old children. Music skills were found to correlate significantly with both phonological awareness and reading development. Regression analyses indicated that music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other

Sima H. Anvari; Laurel J. Trainor; Jennifer Woodside; Betty Ann Levy

2002-01-01

149

Speaking Up for Vocabulary: Reading Skill Differences in Young Adults  

ERIC Educational Resources Information Center

This study is part of a broader project aimed at developing cognitive and neurocognitive profiles of adolescent and young adult readers whose educational and occupational prospects are constrained by their limited literacy skills. We explore the relationships among reading-related abilities in participants ages 16 to 24 years spanning a wide range…

Braze, David; Tabor, Whitney; Shankweiler, Donald P.; Mencl, W. Einar

2007-01-01

150

Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading  

Microsoft Academic Search

The present study examines the effect of dialogic reading (DR) on the promotion of Arabic phonological awareness skills (including syllable awareness, rhyme awareness, and phoneme awareness) of Egyptian kindergarteners. The participants were 67 children enrolled in the second level of kindergarten (ages 5–6), assigned to an experimental group (n?=?35) or a control group (n?=?32). Kindergarten Inventory of Phonological Awareness was

Randa Abdelaleem Elmonayer

2012-01-01

151

Why Ambiguity Detection Is a Predictor of Early Reading Skill  

ERIC Educational Resources Information Center

This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities:…

Wankoff, Lorain Szabo; Cairns, Helen Smith

2009-01-01

152

If X, Then Y: Teaching Critical Thinking Skills.  

ERIC Educational Resources Information Center

Offers advice to camp professionals on teaching critical thinking skills to staff. Lists components of teaching critical thinking and the characteristics and skills of a critical thinker. Describes staff orientation activities that emphasize critical thinking: role playing in an "if, then" format; discussing developmental stages and needs;…

Powell, Gwynn M.

2000-01-01

153

Using Parent-Delivered Graduated Guidance To Teach Functional Living Skills to a Child with Cri du Chat Syndrome.  

ERIC Educational Resources Information Center

The parents of a child with Cri du Chat syndrome successfully implemented a gradated guidance procedure the mother had read about in the training manual, "Teaching Developmentally Disabled Children: The ME Book" (Lovaas et al., 1981), to teach their child eating and ball rolling. Skills were maintained at a 52-week follow-up. (Contains…

Denny, Michael; Marchand-Martella, Nancy; Martella, Ronald C.; Reilly, Jennifer R.; Reilly, Jason F.; Cleanthous, Charalambos C.

2000-01-01

154

Teaching residents evidence-based medicine skills  

Microsoft Academic Search

OBJECTIVES: To measure the effectiveness of an educational intervention designed to teach residents four essential evidence-based medicine\\u000a (EBM) skills: question formulation, literature searching, understanding quantitative outcomes, and critical appraisal.\\u000a \\u000a \\u000a DESIGN: Firm-based, controlled trial.\\u000a \\u000a \\u000a \\u000a \\u000a SETTING: Urban public hospital.\\u000a \\u000a \\u000a \\u000a \\u000a PARTICIPANTS: Fifty-five first-year internal medicine residents: 18 in the experimental group and 37 in the control group.\\u000a \\u000a \\u000a \\u000a \\u000a INTERVENTION: An EBM course, taught 2

Christopher A. Smith; Pamela S. Ganschow; Brendan M. Reilly; Arthur T. Evans; Robert A. McNutt; Albert Osei; Muhammad Saquib; Satish Surabhi; Sunil Yadav

2000-01-01

155

Teaching communication skills to clinical students.  

PubMed Central

Seven years' experience in teaching communication skills to first year clinical students at St Mary's Hospital School of Medicine is described. The first component consists of a day during the introductory clinical course; this is divided into a lecture and small seminar groups and involves behavioural scientists and clinicians from many departments. The second component uses simulated patients and video feedback and takes place in small groups later in the year. Participation of the students through active critical discussion, role play, and interactive video feedback are important aspects in the success of the course. The methods have been refined through evaluation by students and tutors. This article aims to allow others, already running or considering such a course, to develop effective courses within the practical constraints of their own institutions. Images p1325-a PMID:8518575

McManus, I C; Vincent, C A; Thom, S; Kidd, J

1993-01-01

156

Parents Using Explicit Instruction to Teach Reading to Their Children At-Risk for Reading Difficulties  

ERIC Educational Resources Information Center

Kindergarten students at-risk for reading difficulties were selected for participation in a 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"). Parents were expected to use "TYCTR" with their child 15 minutes a night five nights a week. The…

McConnell, Bethany M.

2011-01-01

157

Red Cloud Reading Test: American Indian Form of the Test of Individual Needs in Reading, a Competency Based Test of Reading Skills [and] Instructor's Manual.  

ERIC Educational Resources Information Center

The oral Red Cloud Reading Test provides a complete analysis of reading level and skills for American Indian students in grades 1-7 or for high school and adult students reading at or below high school levels. The test determines the basic and recreational reading levels, identifies reading problems, determines reading speeds, and analyzes the…

Gilliland, Hap

158

Teaching Media Skills: Selected Sources. Bibliographic Series No. 87.  

ERIC Educational Resources Information Center

This bibliography of materials that facilitate the teaching of library skills on the elementary and secondary levels is organized under 12 clusters of essential skills: orientation, citizenship, listening and interpreting skills, selection of media, parts of a book, publication terminology, nonbook terminology, introduction and location of…

Povsic, Frances F.

159

Comparison of Programs for Teaching Personal Safety Skills to Preschoolers  

Microsoft Academic Search

We compared the relative effectiveness of two educational approaches for teaching personal safety skills with 100 preschoolers. A behavioral skills training program was compared with a feelingsbased program, which instructs children to trust their feelings when making safety decisions. Children's abilities to discriminate between appropriate- and inappropriate-touch requests, their prevention skills, and levels of emotional distress were assessed before, immediately,

Sandy K. Wurtele; Laura C. Kast; Cindy L. Miller-Perrin; Patricia A. Kondrick

1989-01-01

160

Evaluation of Round Robin Approaches in Teaching Reading.  

ERIC Educational Resources Information Center

One approach in the teaching of reading that is criticized a lot is the round robin procedure in which the teacher, generally in a heterogeneously grouped classroom, forms three reading subgroups for instruction purposes. Each of the groups is as homogenous as possible. The teacher teaches one subgroup, while the other two are profitably engaged…

Ediger, Marlow

161

An Evaluation of Computerized Behavioral Skills Training to Teach Safety Skills to Young Children  

ERIC Educational Resources Information Center

Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which…

Vanselow, Nicholas R.; Hanley, Gregory P.

2014-01-01

162

Relationships among reading skills of adults with low literacy.  

PubMed

In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the simple view model of reading comprehension (word recognition and language comprehension) and hypothesized additional factors (vocabulary and reading fluency) in a sample of 476 adult learners with low literacy levels. The results provided evidence for reliable distinctions between word recognition, fluency, language comprehension, and vocabulary skills as components of reading. Even so, the data did not support the hypothesis that the simple view needs to be expanded to include vocabulary or fluency factors, as has been posited in a few prior studies of younger and more able readers. Rather, word recognition and language comprehension alone were found to account adequately for variation in reading comprehension in adults with low literacy. PMID:20179307

Sabatini, John P; Sawaki, Yasuyo; Shore, Jane R; Scarborough, Hollis S

2010-01-01

163

Science Teaching and Literacy, Part 2: Reading.  

ERIC Educational Resources Information Center

Discusses the importance of reading in science lessons, and offers practical solutions to the problems of structuring shared reading, making reading active, encouraging note-taking, and locating potential sources of reading material. (Author/MM)

Heselden, Russ; Staples, Rebecca

2002-01-01

164

Reading Vocabulary Influences in Phonological Recoding during the Development of Reading Skill: A Re-Examination of Theory and Practice  

ERIC Educational Resources Information Center

Children's skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading vocabulary. This recoding skill is usually assessed by children's reading of pseudowords (e.g., "yeep") that represent "new words." This study re-examined the extent to which pseudoword reading is, itself, influenced by…

McKay, Michael F.; Thompson, G. Brian

2009-01-01

165

Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge  

Microsoft Academic Search

This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders (N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of online reading comprehension. Standardized reading comprehension scores were also collected.

Julie Coiro

2011-01-01

166

Reading a note, reading a mind: children’s notating skills and understanding of mind  

Microsoft Academic Search

Are children’s understanding of mental states (understanding of mind) related to their notating skills, that is, their ability\\u000a to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners\\u000a were presented with a dictation task where they produced some written marks and were later asked to read them back. Understanding\\u000a of mind was assessed

Diana Leyva; Sarah Hopson; Ashley Nichols

167

Reading and Writing: Teaching for the Connections. Second Edition.  

ERIC Educational Resources Information Center

Adding new chapters on emergent literacy, special needs children, and technology in the reading/writing classroom, the second edition of this book emphasizes that teaching children how to read and write is not enough--teachers must create an environment that invites children to want to read and write for real, communicative purposes. Chapters in…

Harp, Bill; Brewer, Jo Ann

168

Reading: Phonemic Awareness, Vocabulary Acquisition, Teaching and Intervention.  

ERIC Educational Resources Information Center

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…

Poliakof, Anne Rogers, Ed.

2001-01-01

169

Temper and Tantrum Tamers. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.  

ERIC Educational Resources Information Center

This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It presents 20 lessons designed to teach the coping skills necessary to control one's temper. The first lesson teaches students the meaning of aggressive behavior; this lesson and several others throughout the guide focus on helping aggressive…

Wells, Ruth Herman

170

The Proper Name as Starting Point for Basic Reading Skills  

ERIC Educational Resources Information Center

Does alphabetic-phonetic writing start with the proper name and how does the name affect reading and writing skills? Sixty 4- to 5 1/2-year-old children from middle SES families with Dutch as their first language wrote their proper name and named letters. For each child we created unique sets of words with and without the child's first letter of…

Both-de Vries, Anna C.; Bus, Adriana G.

2010-01-01

171

Executive Functioning Skills Uniquely Predict Chinese Word Reading  

Microsoft Academic Search

Eighty-five Hong Kong Chinese children were tested across both the 2nd and 3rd years of kindergarten (ages 4-5 years) on tasks of inhibitory control, working memory, vocabulary knowledge, phonological awareness, morphological awareness, and word reading. With age, vocabulary knowledge, and metalinguistic skills statistically controlled, the combination of working memory and inhibitory control together independently explained approximately 14%–16% of the variance

Kevin K. H. Chung; Catherine McBride-Chang

2011-01-01

172

Relationships Among Cortical Thickness, Reading Skill, and Print Exposure in Adults  

Microsoft Academic Search

This study investigated relationships among cortical thickness in the left-hemisphere reading network, and reading skill and experience in adult nonimpaired readers. Given the relationship between print exposure and reading, it is possible that print exposure is related to cortical structure. The pattern of correlations indicated that individuals with higher print exposure had better reading skills and thicker cortices. Furthermore, print

Jason G. Goldman; Frank R. Manis

2012-01-01

173

Enhancing Japanese College Students' English Reading and Vocabulary Skills by Using CALL Innovations.  

ERIC Educational Resources Information Center

This article summarizes software which can help to enhance both local and specific reading skills (often done through what is known as intensive reading) and global or general reading skills (known as extensive reading). Although the use of computerized bilingual dictionaries (CBDs) and translation websites of various types does not appear to…

Loucky, John Paul

174

Understanding Oral Reading Fluency among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills  

ERIC Educational Resources Information Center

This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…

Mellard, Daryl F.; Anthony, Jason L.; Woods, Kari L.

2012-01-01

175

Teaching Reading and the At Risk Pupil.  

ERIC Educational Resources Information Center

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…

Ediger, Marlow

176

Lexical Inference in L2: Predictive Roles of Vocabulary Knowledge and Reading Skill beyond Reading Comprehension  

ERIC Educational Resources Information Center

The current study examined the predictive roles of L2 vocabulary knowledge and L2 word reading skills in explaining individual differences in lexical inferencing in the L2. Participants were 53 Israeli high school students who emigrated from the former Soviet Union, and spoke Russian as an L1 and Hebrew as an L2. L2 vocabulary knowledge and…

Prior, Anat; Goldina, Anna; Shany, Michal; Geva, Esther; Katzir, Tami

2014-01-01

177

Reading a Note, Reading a Mind: Children's Notating Skills and Understanding of Mind  

ERIC Educational Resources Information Center

Are children's understanding of mental states (understanding of mind) related to their notating skills, that is, their ability to produce and read written marks to convey information about objects and number? Fifty-three preschoolers and kindergarteners were presented with a dictation task where they produced some written marks and were later…

Leyva, Diana; Hopson, Sarah; Nichols, Ashley

2012-01-01

178

Reading vocabulary influences in phonological recoding during the development of reading skill: a re-examination of theory and practice  

Microsoft Academic Search

Children’s skill at recoding graphemes to phonemes is widely understood as the driver of their progress in acquiring reading\\u000a vocabulary. This recoding skill is usually assessed by children’s reading of pseudowords (e.g., yeep) that represent “new words.” This study re-examined the extent to which pseudoword reading is, itself, influenced by orthographic\\u000a rimes (e.g., eep) of words of the child’s reading

Michael F. McKay; G. Brian Thompson

2009-01-01

179

Using Goldenrod Galls to Teach Science Process Skills.  

ERIC Educational Resources Information Center

Emphasizes the importance of using examples from the student's environment to aid in teaching science process skills. The author uses diagrams to aid in discussing the various uses of goldenrod (Solidago sp) galls in the classroom. (ZWH)

Peard, Terry L.

1994-01-01

180

Teaching mothers to use non-directive play skills  

E-print Network

TEACHING MOTHERS TO USE NON-DIRECTIVE PIAY SKILLS A Thesis by LISETTE PATRICE CONSTANTIN Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE May... 1992 Major Subject: Psychology TEACHING MOTHERS TO USE NON-DIRECTIVE PLAY SKILLS A Thesis by LISETTE PATRICE CONSTANTIN Approved as to style and content by: Timothy A. Cavell (Chair of the Committee) Dou as K. Sny r (Member) Emi . Davidson...

Constantin, Lisette Patrice

2012-06-07

181

Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade  

PubMed Central

This article describes the word reading skills in English and Spanish for a sample of 244 Spanish-speaking, English-learning (hence, bilingual) students in first grade and presents a predictive model for English word reading skills. The children in the study were assessed at the end of kindergarten and first grade, respectively. Data were gathered with 3 subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to monolingual norms whereas their Spanish word reading skills averaged 1 SD below the mean. English vocabulary, English phonological awareness, and Spanish word reading skills in kindergarten were found to be significant predictors of English word reading skills in first grade. Educational implications for screening language and reading skills and promising areas for targeted instruction for this population are discussed. PMID:20396623

Paez, Mariela; Rinaldi, Claudia

2010-01-01

182

Teaching Critical Reading and Analytical Reasoning in Project SOAR.  

ERIC Educational Resources Information Center

Describes a summer program for prefreshman science students entering Xavier University, designed to develop their problem-solving and academic abilities by emphasizing the connection between reading comprehension and analytical skills. (MKM)

Whimbey, Arthur; And Others

1980-01-01

183

Teaching Pedestrian Skills to Individuals with Developmental Disabilities  

Microsoft Academic Search

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model in the gym of their school. A multiple probe design across

Sema Batu; Yasemin Ergenekon; Dilek Erbas; Nurgul Akmanoglu

2004-01-01

184

Teaching Pedestrian Skills to Individuals with Developmental Disabilities  

ERIC Educational Resources Information Center

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model…

Batu, Sema; Ergenekon, Yasemin; Erbas, Dilek; Akmanoglu, Nurgul

2004-01-01

185

Teaching Play Skills to Young Children with Autism  

ERIC Educational Resources Information Center

Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

Jung, Sunhwa; Sainato, Diane M.

2013-01-01

186

Teaching Academic Learning Skills in College Learning Improvement Programs.  

ERIC Educational Resources Information Center

The use of thought modeling as an effective technique for teaching academic learning skills is examined. Based on decision theory, it is proposed that learning is improved when the student makes active decisions about learning actions or skills. Control over learning is dependent upon the quality of decisions about matching learning resources and…

Sherman, Thomas M.

187

Strategies for Developing Effective Teaching Skills in the Affective Domain  

ERIC Educational Resources Information Center

Perhaps more than any other academic discipline, physical education holds the highest potential for teaching affective skills. By its very nature, the typical physical education setting offers countless teachable moments and opportunities to capitalize on the development of affective skills. The seeming lack of attention given to affective…

Hansen, Ken

2009-01-01

188

Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition  

ERIC Educational Resources Information Center

With the new edition of this activity book--the companion to Judith Birsh's bestselling text, "Multisensory Teaching of Basic Language Skills"--students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher…

Carreker, Suzanne; Birsh, Judith R.

2011-01-01

189

Tomorrow's Professors: Helping University Teaching Assistants Develop Quality Instructional Skills.  

ERIC Educational Resources Information Center

The purpose of this study was to identify the training needs and preferences of Graduate Teaching Assistants (GTAs) employed by a large state university that depends heavily on Teaching Assistants for lower level undergraduate instruction. A survey exploring 21 instructional skills relevant for GTA training was returned by 160 GTAs. More than half…

Takalkar, Pradnya; Micceri, Theodore; Eison, James

190

Project AIM: A New Way to Teach Coping Skills  

ERIC Educational Resources Information Center

The Apperceptual Interaction Method (AIM), developed by World Education, teaches coping skills to Adult Basic Education and English as a Second Language students. AIM develops teaching materials locally in the form of leaflets which students build into books. Special emphasis is placed on solving practical life problems. (NHM)

Rivera, William M.

1975-01-01

191

Early teaching of Chinese literacy skills and later literacy outcomes  

Microsoft Academic Search

This study followed 88 children in Beijing and Hong Kong for three years to investigate the relationships between the early teaching of literacy skills and later literacy outcomes. The children were administered the Preschool and Primary Chinese Literacy Scale at the age of five years, and three years later. Their parents and teachers reported on their involvement in literacy teaching,

Hui Li; Loraine F. Corrie; Betty Kit Mei Wong

2008-01-01

192

Instruction dialogues: Teaching new skills to a robot  

NASA Technical Reports Server (NTRS)

Extended dialogues between a human user and a robot system are presented. The purpose of each dialogue is to teach the robot a new skill or to improve the performance of a skill it already has. The particular interest is in natural language dialogues but the illustrated techniques can be applied to any high level language. The primary purpose is to show how verbal instruction can be integrated with the robot's autonomous learning of a skill.

Crangle, Colleen; Suppes, P.

1989-01-01

193

Oral Reading as a Content Area Teaching Method.  

ERIC Educational Resources Information Center

Concludes that round robin reading is an accepted and widely used method of teaching science and social studies in the fifth grade in South Dakota, in spite of the fact that administrators and teachers doubt its value. (FL)

Hill, Charles H.

1983-01-01

194

Teaching Problem-Solving Skills to Adults  

ERIC Educational Resources Information Center

College teachers have done an excellent job over the years of teaching technical concepts, but they may not have done as good a job of teaching their adult students to be a good problem-solvers. Nine representatives from the technical industry and academia were interviewed in this study for their expert opinions on the subject of teaching

Jozwiak, Jim

2004-01-01

195

Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge  

ERIC Educational Resources Information Center

This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders (N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of…

Coiro, Julie

2011-01-01

196

Teaching Students to Read the Primary Literature Using POGIL Activities  

ERIC Educational Resources Information Center

The ability to read, interpret, and evaluate articles in the primary literature are important skills that science majors will use in graduate school and professional life. Because of this, it is important that students are not only exposed to the primary literature in undergraduate education, but also taught how to read and interpret these…

Murray, Tracey Arnold

2014-01-01

197

Poor reading skills may involve a failure to focus attention.  

PubMed

A source localization analysis was carried out to provide brain functional and structural assessments of individuals with poor reading skills. Standardized low-resolution brain electromagnetic tomography was used to locate sources of P2 and P3 event-related potential components in normal readers and in poor reader children performing a cued continuous performance task. Cue-elicited P2 sources in the right superior parietal gyrus were smaller in 37 poor readers than in 40 normal readers. Poor readers showed a higher P3 activation in response to a false target in frontal and frontorbital regions than normal readers. These results suggest that reading disabilities may be attributed to failures in attentional focalization for incoming stimuli. PMID:19996811

Silva-Pereyra, Juan; Bernal, Jorge; Rodríguez-Camacho, Mario; Yáñez, Guillermina; Prieto-Corona, Belén; Luviano, Lourdes; Hernández, Miguel; Marosi, Erzsebet; Guerrero, Vicente; Rodríguez, Héctor

2010-01-01

198

TLC--Teaching, Learning, and Caring: Teaching Interpersonal Problem-Solving Skills to Behaviorally Disordered Adolescents.  

ERIC Educational Resources Information Center

The article describes "Teaching, Learning, and Caring" (TLC), a program designed for partially mainstreamed behavior disordered adolescents (ages 14-18). Eight TLC skill areas are the focus of interpersonal skills training: communication mode, empathy, goal identification, cue sensitivity, alternative thinking, skills implementation, consequential…

Vaughn, Sharon

1987-01-01

199

An Integrative Review of Teaching Reading in Kenyan Primary Schools  

ERIC Educational Resources Information Center

This integrative review on the teaching of reading in Kenyan primary schools provides a foundation for the growing movement there to improve reading education. In gathering sources for this review, we took an inclusive historical stance. Thus, we did not dismiss research reports that lacked traditional indicators of quality such as being published…

Commeyras, Michelle; Inyega, Hellen N.

2007-01-01

200

IMPLICATIONS OF STRUCTURE IN LANGUAGE FOR THE TEACHING OF READING.  

ERIC Educational Resources Information Center

THE USEFULNESS OF MODERN GRAMMAR, PARTICULARLY OF KNOWLEDGE OF LANGUAGE PATTERNS, IN FACILITATING READING EFFICIENCY IS CONSIDERED IN A DISCUSSION OF THE IMPLICATIONS OF STRUCTURE IN LANGUAGE FOR THE TEACHING OF READING. THE FOLLOWING TOPICS ARE DISCUSSED--(1) THE DUAL CONCEPT OF MEANING, (2) THE FOUR STAGES OF LANGUAGE STRUCTURE (SOUNDS,…

BRIGGS, F. ALLEN

201

Modifiable Letterforms for Teaching Reading: The Graphophonic Alphabet.  

ERIC Educational Resources Information Center

Describes a modified alphabet for beginning readers based on psychologies of reading and visual perception. The Graphophonic Alphabet (GP) is explained, motivations for modifying the alphabet are discussed, and possibilities for teaching phonics and second languages as well as reading with the GP and microcomputers are considered. (16 references)…

Sanocki, Thomas; Rose, Virginia

1990-01-01

202

Illuminating Texts: How To Teach Students To Read the World.  

ERIC Educational Resources Information Center

Today's students face a barrage of competing texts in many different forms and media, and it is now up to teachers to help students determine not only "what" should be read but "how" it should be read. This book addresses this issue. The book explores the idea of "textual intelligence"; offers both practical and theoretical information on teaching

Burke, Jim

203

Clinical Examination of Three Methods of Teaching Reading Comprehension to Deaf and Hard-of-Hearing Students: From Research to Classroom Applications.  

PubMed

This study shows how to integrate research-based teaching methods in reading comprehension with real classroom teaching activities. The performance of 30 male (n = 13; mean age = 11.51 years) and female (n = 17; mean age = 12.11 years) deaf and hard-of-hearing students from the United Arab Emirates (UAE) was examined under three teaching conditions: the key word strategy, modified reciprocal teaching, and the basic reading approach. Analyses showed that the key word strategy and modified reciprocal teaching significantly enhanced students' overall performance in reading comprehension scores. Results revealed that any one of these three methods would be adequate for teaching factual information. However, results indicated that the key word strategy and modified reciprocal teaching would be better for teaching factual information, comprehension, and memorization skills than the basic reading approach. PMID:15448064

Al-Hilawani, Yasser A

2003-01-01

204

The Effects of Embedded Phonological Awareness Training on the Reading and Spelling Skills of Kindergarten Students  

ERIC Educational Resources Information Center

Phonological awareness is the ability to attend to and recognize the sound structure of a language. This skill is known to be important for learning to spell and read and a lack of phonological awareness skills is linked with reading difficulties. Previous research has shown phonological awareness training improves phonological awareness skills,…

Robinson, Sarah

2010-01-01

205

Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior  

Microsoft Academic Search

Young children entering school with poor oral vocabulary skills may be doubly disadvantaged. Their poor oral vocabulary skills will likely impede their attempts to become proficient readers while also possibly increasing the frequency of their problem behaviors. Dialogic reading (DR) is a scientifically validated shared storybook reading intervention that is known to boost at-risk children's oral vocabulary skills. Use of

Paul L. Morgan; Catherine R. Meier

2008-01-01

206

Exploration of Reading Interest and Emergent Literacy Skills of Children with Down Syndrome  

ERIC Educational Resources Information Center

This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills.…

Ricci, Leila A.

2011-01-01

207

Predictors of Reading Skill Development in Children with Early Cochlear Implantation  

Microsoft Academic Search

Objective: The present study sought to document the word reading and comprehension levels at- tained by children who were implanted by 5 yr of age. It was hypothesized that the improved speech perception abilities acquired with cochlear implan- tation would promote phonological coding skills and facilitate the acquisition of beginning reading skills. Design: Three subtests from diagnostic reading as- sessment

Ann E. Geers

2003-01-01

208

The Development of a String Sight-Reading Pitch Skill Hierarchy  

ERIC Educational Resources Information Center

This study was designed to determine a pitch skill hierarchy for string sight-reading, to determine the effects of key on string sight-reading achievement, and to determine the validity of a tonal pattern system as a measurement of melodic sight-reading skill for string players. High school string students (n = 94) obtained a mean score of 27.28…

Alexander, Michael L.; Henry, Michele L.

2012-01-01

209

Reading and Writing Are Essential Skills for All Educational and Career Pathways  

ERIC Educational Resources Information Center

This newsletter focuses on the importance of reading and writing skills in all educational and career pathways. It includes a variety of strategies for integrating reading and writing skills across the curriculum--in academic, career/technical and fine arts courses--in ways that improve student achievement in reading and writing and in the content…

Southern Regional Education Board (SREB), 2008

2008-01-01

210

Cloze Procedure and the Teaching of Reading.  

ERIC Educational Resources Information Center

By examining the full range of uses of the cloze procedure, this book intends to help teachers use the procedure to better understand the reading behavior of their students and to assist their students in making reading progress. Chapter 1 defines the cloze procedure and discusses the similarities and differences in reading processes when using…

Rye, James

211

Teaching Reading Strategies in Social Studies Contexts.  

ERIC Educational Resources Information Center

Addresses the difficulties for upper elementary students in shifting from reading to learn to reading for content. Suggests that integrating reading instruction into social studies lessons will help students improve in confidence and responsibility for learning. Includes detailed plans for two lessons and the strategies to be used. (DK)

Franklin, Mary R.; Roach, Patricia B.

1992-01-01

212

SUPPLEMENTARY TEACHING ASSISTANCE IN READING. PROJECT STAR.  

ERIC Educational Resources Information Center

THE PROCEEDINGS AT THE SECOND MEETING OF A READING CLINIC FOR PARENTS OF CULTURALLY DISADVANTAGED YOUTH IS DESCRIBED. AT THE READING CLINIC THE PARENTS WERE INTRODUCED TO SEVERAL ACTIVITIES WHICH THEIR CHILDREN MIGHT TRY AT HOME IN CONNECTION WITH NEWSPAPERS, MAGAZINES, THE TV GUIDE, AND OTHER SUCH READING MATERIALS. THE ACTIVITIES INCLUDED…

Mobilization for Youth, Inc., New York, NY.

213

Anatomy is strategy: skilled reading differences associated with structural connectivity differences in the reading network.  

PubMed

Are there multiple ways to be a skilled reader? To address this longstanding, unresolved question, we hypothesized that individual variability in using semantic information in reading aloud would be associated with neuroanatomical variation in pathways linking semantics and phonology. Left-hemisphere regions of interest for diffusion tensor imaging analysis were defined based on fMRI results, including two regions linked with semantic processing - angular gyrus (AG) and inferior temporal sulcus (ITS) - and two linked with phonological processing - posterior superior temporal gyrus (pSTG) and posterior middle temporal gyrus (pMTG). Effects of imageability (a semantic measure) on response times varied widely among individuals and covaried with the volume of pathways through the ITS and pMTG, and through AG and pSTG, partially overlapping the inferior longitudinal fasciculus and the posterior branch of the arcuate fasciculus. These results suggest strategy differences among skilled readers associated with structural variation in the neural reading network. PMID:24735993

Graves, William W; Binder, Jeffrey R; Desai, Rutvik H; Humphries, Colin; Stengel, Benjamin C; Seidenberg, Mark S

2014-06-01

214

Effects of Reading Skill and CaSe MiXiNg on Nonword Reading in German  

ERIC Educational Resources Information Center

Many low-skill readers have problems with visual word recognition. In particular, low-skill readers show a substantial nonword reading deficit that is attributed to deficits in sub-lexical processing. In this study, I examined whether the nonword deficits of German 14-year-old low-skill readers were associated with inefficient use of multi-letter…

Schroeder, Sascha

2013-01-01

215

Learning to Read in Arabic: Reading, Syntactic, Orthographic and Working Memory Skills in Normally Achieving and Poor Arabic Readers.  

ERIC Educational Resources Information Center

Examines relationships between phonological skills and reading in 143 Arab children in Arab villages of central Israel. Finds that a word recognition test was highly correlated with phonological skills, semantic processing, syntactic knowledge, and short-term memory, and that poor readers significantly lagged in skill development. Discusses…

Abu-Rabia, Salim

1995-01-01

216

Modelling reading development through phonological decoding and self-teaching: implications for dyslexia  

PubMed Central

The most influential theory of learning to read is based on the idea that children rely on phonological decoding skills to learn novel words. According to the self-teaching hypothesis, each successful decoding encounter with an unfamiliar word provides an opportunity to acquire word-specific orthographic information that is the foundation of skilled word recognition. Therefore, phonological decoding acts as a self-teaching mechanism or ‘built-in teacher’. However, all previous connectionist models have learned the task of reading aloud through exposure to a very large corpus of spelling–sound pairs, where an ‘external’ teacher supplies the pronunciation of all words that should be learnt. Such a supervised training regimen is highly implausible. Here, we implement and test the developmentally plausible phonological decoding self-teaching hypothesis in the context of the connectionist dual process model. In a series of simulations, we provide a proof of concept that this mechanism works. The model was able to acquire word-specific orthographic representations for more than 25 000 words even though it started with only a small number of grapheme–phoneme correspondences. We then show how visual and phoneme deficits that are present at the outset of reading development can cause dyslexia in the course of reading development. PMID:24324240

Ziegler, Johannes C.; Perry, Conrad; Zorzi, Marco

2014-01-01

217

An Interprofessional Approach to Teaching Communication Skills  

ERIC Educational Resources Information Center

Introduction: Recent research suggests that effective interprofessional communication and collaboration can positively influence patient satisfaction and outcomes. Health professional communication skills do not necessarily improve over time but can improve with formal communication skills training (CST). This article describes the development,…

Sargeant, Joan; MacLeod, Tanya; Murray, Anne

2011-01-01

218

Teaching Critical Thinking and Problem Solving Skills  

ERIC Educational Resources Information Center

Critical thinking is a learned skill that requires instruction and practice. Business education instructors at both the secondary and post-secondary levels can enhance students' critical thinking skills by (1) using instructional strategies that actively engage students in the learning process rather than relying on lecture and rote memorization,…

Snyder, Lisa Gueldenzoph; Snyder, Mark J.

2008-01-01

219

Teaching Basic Skills in Business Education.  

ERIC Educational Resources Information Center

This document provides a business education model or set of criteria against which instructional practices in basic and survival skills may be compared. These criteria are valid for business instruction at the 9th- through 12th-grade levels. Section 1 contains the Business Education Survival Skills Matrix. An "x" indicates that 50 percent or more…

California State Dept. of Education, Sacramento.

220

Teaching social skills to isolated children  

Microsoft Academic Search

The effects of a social skill training program on socially isolated children are reported. The training program was derived from the results of a previous study of the specific social skills that discriminated popular from unpopular children. Training effects in the present investigation were assessed on sociometric position, and on the quality, frequency, and distribution of social interaction to peers.

John Gottman; Jonni Gonso; Philip Schuler

1976-01-01

221

Reading and Reading-Related Skills in Children Using Cochlear Implants: Prospects for the Influence of Cued Speech  

ERIC Educational Resources Information Center

We assessed the reading and reading-related skills (phonemic awareness and phonological short-term memory) of deaf children fitted with cochlear implants (CI), either exposed to cued speech early (before 2 years old) (CS+) or never (CS-). Their performance was compared to that of 2 hearing control groups, 1 matched for reading level (RL), and 1…

Bouton, Sophie; Bertoncini, Josiane; Serniclaes, Willy; Cole, Pascale

2011-01-01

222

The Effect of Reading Strategies on Reading Comprehension in Teaching Turkish as a Foreign Language  

ERIC Educational Resources Information Center

The purpose of this study is to determine which reading strategies students use while learning Turkish as a foreign language and investigate the effects of these strategies on reading comprehension skill. Conducted in compliance with "pretest-posttest control group model" as the experimental design, this research involved totally 36…

Bolukbas, Fatma

2013-01-01

223

Teaching Empathy Skills to Children with Autism  

ERIC Educational Resources Information Center

The purpose of this study was to teach empathetic responding to 4 children with autism. Instructors presented vignettes with dolls and puppets demonstrating various types of affect and used prompt delay, modeling, manual prompts, behavioral rehearsals, and reinforcement to teach participants to perform empathy responses. Increases in empathetic…

Schrandt, Jessica A.; Townsend, Dawn Buffington; Poulson, Claire L.

2009-01-01

224

Into the Curriculum: Reading/Language Arts/Art: Using Amelia Bedelia Books to Teach Figurative and Literal Meanings [and] Reading/Language Arts/Mathematics: Create an Internet Pizza Cafe that Serves Pizza, Poetry, Technology, and More! [and] Reading/Language Arts: Finding Secret Words: Beginning Dictionary Skills [and] Science: What Big Teeth You Have! Alligators All Around [and] Science: Rube Goldberg and Simple Machines [and] Social Studies: Folklore--An Integrated Unit.  

ERIC Educational Resources Information Center

Provides six fully developed library media activities that are designed for use with specific curriculum units in reading and language arts, art, mathematics, science, and social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. (LRW)

Wood, Eve; Maggi, Barbara Hall; Napier, Marion; Troisi, Andrea; Heiser, Pam; Rinehart, Sharon

1998-01-01

225

The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers  

ERIC Educational Resources Information Center

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching

Sazak Pinar, Elif; Sucuoglu, Bülbin

2013-01-01

226

The Dilemmas of Teaching Reading. Eighth Yearbook of The American Reading Forum, 1988.  

ERIC Educational Resources Information Center

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…

Lumpkin, Donavon, Ed.; And Others

227

Teaching a robot manipulation skills through demonstration  

E-print Network

An automated software system has been developed to allow robots to learn a generalized motor skill from demonstrations given by a human operator. Data is captured using a teleoperation suit as a task is performed repeatedly ...

Lieberman, Jeff I. (Jeff Ian), 1978-

2004-01-01

228

Improving the Reading Comprehension Skills of Minority Adults from Educationally Disadvantaged Backgrounds  

ERIC Educational Resources Information Center

This article presents a synergistic reading comprehension program to help minority adults from educationally disadvantaged backgrounds improve their reading skills in preparation for academics, standardized testing, and medical school. (Contains 3 tables and 1 figure.)

Paul, Gina; Verhulst, Steve

2010-01-01

229

Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading.  

PubMed

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. PMID:24955519

Mani, Nivedita; Huettig, Falk

2014-10-01

230

Clarifying Linguistic Comprehension in the Simple View of Reading: The Influence of Word-, Sentence-, and Discourse-Level Linguistic Skills on Reading Comprehension  

ERIC Educational Resources Information Center

There are a high number of students who struggle with reading comprehension beyond the primary grades and understanding the skills involved in successful reading comprehension continues to be a topic of investigation. The Simple View of Reading (SVR) is a viable theory of reading that suggests reading comprehension results from developing skills

Santoro, Julie Kay

2012-01-01

231

Reading skills in children with Turner's syndrome: an analysis of hyperplexia.  

PubMed

Most neuropsychological studies of cases of chromosomal abnormalities report associations with disorders or disabilities. Studies of Turner's Syndrome (TS), in which their is functional absence of the information carried on the short arm of the second X chromosome, have emphasised disorders of spatial skill and potential abnormality of the parietal lobes or right hemisphere. In contrast, language skills have received little investigation despite suggestions by Shaffer (1962) of considerable verbal skill. This paper reports on an analysis of reading skill, in girls with TS. The girls with TS attained reading levels higher than those predicted on the basis of their age and intelligence. Moreover, they attained significantly higher reading levels than controls. Unlike many previous studies of hyperlexia, reading comprehension was also better than controls. The hyperlexia of the girls with TS was characterised by strength in both lexical reading systems, as assessed by the ability to read irregular words, and strength in alphabetical or phonological reading skills, as assessed by the ability to read long unfamiliar regular words. Hyperlexia need not therefore co-occur with comprehension difficulties nor need it reflect strength in only part of the reading system. In TS it appears to represent a genuine hyperdevelopment of a skill. The strength of reading skill counterbalances the spatial difficulties of a comparable sample of girls with TS (Temple and Carney, 1995), and with other verbal skills may potentially be exploited in remedial enterprises. PMID:8800619

Temple, C M; Carney, R

1996-06-01

232

Communication on Computer. Improving Reading & Writing Skills Using a Computer. Instructor's Guide. Workplace Education. Project ALERT.  

ERIC Educational Resources Information Center

This course is designed to enhance reading and writing skills. It is tied to an interactive computer program (The New Reading Disc) that provides opportunities for reading, hearing sentences read, and writing letters and memos. Special emphasis is placed on workers' understanding of the importance of their jobs and how they fit into the total…

Jarvis, Mary I.; Hale, Yulonda

233

The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement  

ERIC Educational Resources Information Center

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading

Echols, Julie M. Young

2010-01-01

234

School-Based Teacher Professional Development to Transform the Teaching of Reading Comprehension: An Irish Case Study  

ERIC Educational Resources Information Center

Despite recent research indicating that students require explicit teaching in the key reading skill of comprehension in order to become successful readers, a significant gap in the research relates to teacher professional development (PD) in the area. A recent Irish study used gathered survey data to create a year-long PD programme for teachers in…

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

235

Investigation of Comprehension Monitoring Skills of First-Year Students of College Reading Courses  

Microsoft Academic Search

This study investigates the comprehension monitoring skills of first-year readers at both a two-year institution and a four-year institution in the Midwest. The Metacognitive Awareness of Reading Strategies Inventory (MARSI) was used to assess skills. The MARSI, developed by Mokhtari and Reichard (2002), assesses reading strategies in the areas of problem-solving, support reading, and global reading. Simple t-tests were used

Barbara Revor

2011-01-01

236

Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children  

Microsoft Academic Search

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically\\u000a developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese\\u000a reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic children performed significantly\\u000a less well than the CA controls but similarly to RL controls

Pakey Pui-man Chik; Connie Suk-han Ho; Pui-sze Yeung; Yau-kai Wong; David Wai-ock Chan; Kevin Kien-hoa Chung; Lap-yan Lo

237

Cinemeducation: teaching family assessment skills using full-length movies.  

PubMed

A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality. PMID:23586768

Wilson, Astrid H; Blake, Barbara J; Taylor, Gloria A; Hannings, Glenda

2013-05-01

238

Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD  

PubMed Central

Objective Linkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with Attention-Deficit/Hyperactivity Disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Method Children with ADHD and poor word reading (i.e., ?25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. Results SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Discussion Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading. PMID:24528537

Tamm, Leanne; Epstein, Jeffery N.; Denton, Carolyn A.; Vaughn, Aaron J.; Peugh, James; Willcutt, Erik G.

2014-01-01

239

Maternal Reading Skills and Child Mortality in Nigeria: A Reassessment of Why Education Matters  

PubMed Central

Mother’s formal schooling—even at the primary level—is associated with lower risk of child mortality. It remains unclear why this is the case. This study examines whether mother’s reading skills help to explain the association in the context of Nigeria. Using data from the Demographic and Health Survey, the analysis demonstrates that women’s reading skills increase linearly with years of primary school; however many women with several years of formal school are unable to read at all. The results further show that mother’s reading skills help to explain the relationship between mother’s formal schooling and child mortality, and that mother’s reading skills are highly associated with child mortality. The study highlights the need for more data on literacy and for more research on whether and how mother’s reading skills lower child mortality in additional contexts. PMID:23592326

Smith-Greenaway, Emily

2013-01-01

240

California's Teaching Performance Expectations The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that  

E-print Network

California's Teaching Performance Expectations The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple Expectations through successful completion of the Teaching Performance Assessment. The full text of the TPEs

de Lijser, Peter

241

Innovation in teaching software development skills  

E-print Network

topics to cover, or how they get grouped into courses/threads/concentrations/majors 4 #12;Common state and questions is a good idea Keeping students off Facebook: good question. Ideas: set expectations walk around lost Want students to test whether they can put to use the skills/techniques they just learned Even

Pugh, Bill

242

Teaching Imagination Skills to Lower Socioeconomic Youth  

Microsoft Academic Search

Imagination is an important ability for adolescents that is related to cognitive, affective, and coping skills (Donahue & Tuber, 1993; Pikard, 1990; Singer & Singer, 1981). This study involved eleven 12 to 14-year-old lower socioeconomic youth involved in a delinquency prevention program in a small, rural midwestem community. The first segment of the study involved a structured interview with each

Nancy M. Wonder; Stephen A. Rollin

1998-01-01

243

Interactive Graphics for Teaching Complex Design Skills.  

ERIC Educational Resources Information Center

Engineering design is a complex cognitive skill differing from possession of knowledge in tactical use of knowledge to achieve goals under constraints. An operational definition of a design must satisfy a set of constraints and objectives. Several published theories about the design process in terms of the criteria developed leads to the…

Beazley, William G.; Allan, John J., III

244

Construction Business Teaches Critical Work Skills  

ERIC Educational Resources Information Center

Few students get the opportunity to experience real-life scenarios with all the accompanying complications and loopholes. In Palmetto High School, Florida, students have the chance to practice real life skills through running a business, which affords them the chance to gain the knowledge and understanding that usually only comes from lifelong…

Elkin, Bud

2006-01-01

245

Teaching Advanced SQL Skills: Text Bulk Loading  

ERIC Educational Resources Information Center

Studies show that advanced database skills are important for students to be prepared for today's highly competitive job market. A common task for database administrators is to insert a large amount of data into a database. This paper illustrates how an up-to-date, advanced database topic, namely bulk insert, can be incorporated into a database…

Olsen, David; Hauser, Karina

2007-01-01

246

Improving Student Behavior by Teaching Social Skills.  

ERIC Educational Resources Information Center

The behavior of students in an 8th grade class was interfering with interpersonal relationships, disrupting the classroom environment, and adversely affecting student academic performance. A lack of social skills was identified as the probable cause which was brought on by the family environment, a lack of parent participation, and economic…

Cone, James Jay; Fulton, Ronald; Van Nieuwenhuyse, David

247

Three Methods to Teach Thinking Skills.  

ERIC Educational Resources Information Center

This article presents two instructional strategies designed to help students process and understand what they read in their textbooks. The processes are termed Focused Recall and TIPS (Topic, main Idea, main Points, and Summary). Provides examples and maintains that teachers must model these strategies for students. (JDH)

Brown, Sallie

1987-01-01

248

Teaching Interactive Decisionmaking Skills to Preservice Teachers.  

ERIC Educational Resources Information Center

A report is given of a program that was developed to train student teachers in how to make effective decisions while they are engaged in the act of teaching. This type of thinking has been labeled "interactive decisionmaking" (IDM). As a result of the training, the beginning teachers were expected to make improvements in their classroom decisions.…

Stuempfig, Daniel W.

249

"Serious Business": Teaching Entrepreneurship Skills to Youths.  

ERIC Educational Resources Information Center

In Appalachian Alabama, AlabamaREAL helps individuals, schools, and rural communities grow through hands-on entrepreneurship education. School-based businesses teach students to recognize business opportunities; encourage participatory learning; and meet the needs of small, rural communities. The Appalachian Regional Commission provides schools…

Baldwin, Fred D.

2002-01-01

250

Using Music Sampling to Teach Research Skills  

ERIC Educational Resources Information Center

One way to teach the research paper is by first discussing sampling, the musical practice of using other artists' work. By studying the lyrics of Sean "P. Diddy" Combs, a widely known hip-hop sampler, students gain an understanding of quoting, paraphrasing, and summarizing sources.

Wakefield, Sarah R.

2006-01-01

251

Teaching the Skill of Contextualizing in History  

ERIC Educational Resources Information Center

"Contextualization", the act of placing events in a proper context, allows teachers to weave a rich, dynamic portrait of a historical period for their students. As teachers strive to identify enduring themes and patterns, they must teach students to appreciate the particular policies, institutions, worldviews, and circumstances that shape a given…

Reisman, Avishag; Wineburg, Sam

2008-01-01

252

A COMPARATIVE STUDY OF PROGRAMMED AND TRADITIONAL TECHNIQUES FOR TEACHING MUSIC READING IN THE UPPER ELEMENTARY SCHOOLS, UTILIZING A KEYBOARD APPROACH. FINAL REPORT.  

ERIC Educational Resources Information Center

THE PURPOSE OF THIS STUDY WAS TO INITIATE A PROGRAM FOR TEACHING MUSIC READING SKILLS, USING THE PIANO KEYBOARD IN COMBINATION WITH PROGRAMED LEARNING, AND TO COMPARE IT WITH CONVENTIONAL METHODS OF MUSIC INSTRUCTION. FOURTH, FIFTH, AND SIXTH GRADERS AT ONE CLEVELAND PUBLIC SCHOOL COMPRISED THE CONTROL GROUP RECEIVING CONVENTIONAL MUSIC READING

MANDLE, WILLIAM DEE

253

Comparing Language Teaching and Other-Skill Teaching: Has the Language Teacher Anything to Learn?  

ERIC Educational Resources Information Center

The paper describes a research project which observes the teaching practices of trainers working in three non-linguistic skill ("other-skill") areas--music (classical singing), table tennis, and flight simulation. The aim is to compare these practices with those of the language teacher and to consider whether the latter has anything to learn from…

Johnson, Keith; Jackson, Sarah

2006-01-01

254

Teaching Expository Comprehension Skills in Early Childhood Classrooms  

ERIC Educational Resources Information Center

Purpose: This pilot project implemented and evaluated a theme-based unit designed to teach expository comprehension skills to young children in four preschool classrooms. Method: The program and the unit were collaborative efforts of speech-language pathologists (SLPs) and early childhood educators. Within topically related units, 71 children ages…

Culatta, Barbara; Hall-Kenyon, Kendra M.; Black, Sharon

2010-01-01

255

The Use of Patient Instructors to Teach Interviewing Skills.  

ERIC Educational Resources Information Center

A program using patient instructors programmed with a history of hypertension, chronic pulmonary disease, or congestive heart failure to teach and evaluate pharmacy students' interviewing skills is described. Content areas included drug therapy, adverse reactions, drug interactions, etc. (Author/MSE)

Gardner, Marie E.; And Others

1983-01-01

256

Using Banks: Teaching Banking Skills to Low-Income Consumers.  

ERIC Educational Resources Information Center

This module, one of six on teaching consumer matters to low-income adults, discusses banking skills. Topics include banking services (savings accounts, safety deposit boxes, Christmas clubs, loans, etc.), checking accounts (deposits, checkwriting, check registers, opening an account), how to use the check register (cancelled checks, deposits),…

Shurtz, Mary Ann; LeFlore, Ann Becker

257

Teaching Social Skills in a Virtual Environment: An Exploratory Study  

Microsoft Academic Search

This article reports on an exploratory study which examines the use of virtual environment technology as a tool to teach elementary school children social skills. Small group interventions were assessed to determine how the participants were measurably different on 7 different dependent variables: problem behaviors, academic competence, cooperation, assertiveness, responsibility, empathy, and self-control. The group intervention created measurable positive changes

Jason Baker; Agatha Parks-Savage; Mark Rehfuss

2009-01-01

258

Acquisition of Psychomotor Skills in Dentistry: An Experimental Teaching Method.  

ERIC Educational Resources Information Center

A traditional method of teaching psychomotor skills in a preclinical restorative dentistry laboratory course was compared with an experimental method. The experimental group was taught using a guided systematic approach that relied on detailed checklists and exhaustive faculty feedback. (Author/MLW)

Vann, William F., Jr.; And Others

1981-01-01

259

Impact of Model-Based Teaching on Argumentation Skills  

ERIC Educational Resources Information Center

The purpose of this study was to examine effects of model-based teaching on students' argumentation skills. Experimental design guided to the research. The participants of the study were pre-service physics teachers. The argumentative intervention lasted seven weeks. Data for this research were collected via video recordings and written…

Ogan-Bekiroglu, Feral; Belek, Deniz Eren

2014-01-01

260

Teaching Interpersonal Skills in a Medical Residency Training Program.  

ERIC Educational Resources Information Center

A UCLA-San Fernando Valley Medical Program for training residents and interns in interpersonal skills is reported and evaluated. Using a modification of interpersonal process recall (IPR), the teaching technique uses both a structured course format and ongoing videotaping and reviewing of house officer-patient interactions with a faculty member.…

Robbins, Alan S.; And Others

1978-01-01

261

Multimedia Shared Stories: Teaching Literacy Skills to Diverse Learners  

ERIC Educational Resources Information Center

Through research, shared stories have demonstrated their effectiveness in teaching literacy skills to students with disabilities, including students who are culturally and linguistically diverse. In an effort to keep pace with ever-changing technology, shared stories can be transformed into a multimedia experience using software that is commonly…

Rivera, Christopher J.

2013-01-01

262

Can Distance Learning Be Used to Teach Automotive Management Skills?  

ERIC Educational Resources Information Center

Today's automotive college students will shape the future of the automobile industry. The success of college-level automotive programs has long been dependent on the students' ability to participate in hands-on classroom based interactions. In this article, distance learning and how it can be used to teach automotive management skills, as well as…

Noto, Teresa L.

2011-01-01

263

Skill Mastery Accomplished with Resources for Teaching Clothing & Textiles  

E-print Network

for service learning or community service. Life Skills: Planning/Organizing, Goal Setting, Service Learning décor. SMART Kits can be used in after-school groups, community clubs, special-interest or project for volunteers or Extension staff to use when teaching sewing to youth. Completed sewing projects can be used

264

Teaching Study Skills to the Exceptional Black Student.  

ERIC Educational Resources Information Center

A rationale for teaching study skills to black exceptional students is presented along with a suggested instructional approach. The importance of teacher and parent expectations is emphasized, as is the need for developing strategies for nurturing self-esteem, motivation, improved attitudes, and adaptive learning styles in exceptional black…

Angel, Norris M.

265

Teaching Summarization Skills to Bilingual Elementary School Children.  

ERIC Educational Resources Information Center

A study was undertaken to examine the effects of teaching five writing rules on English summarization and comprehension under two conditions of reading instruction. The five summary writing rules taught included: (1) identifying unimportant statements, (2) identifying repetition of ideas in statements, (3) identifying lists of things or series of…

Amuchie, Paul M.

266

Phonological and semantic contributions to children's picture naming skill: Evidence from children with developmental reading disorders  

Microsoft Academic Search

This experiment investigated the picture naming skills of dyslexic children, poor comprehenders and children with normally developing reading skills, using pictures whose names varied in word length and word frequency. Relative to young children reading at the same level, dyslexic children were less accurate at naming pictures that have long names, and they made a disproportionate number of phonological errors.

Kate Nation; Catherine M. Marshall; Margaret J. Snowling

2001-01-01

267

Developing Reading Skills through Subject Areas; A Handbook for Secondary School Educators.  

ERIC Educational Resources Information Center

This handbook includes materials developed by faculty members of George W. Wingate High School in a program to improve reading skills in subject area classes. These materials include lesson plans and various kinds of worksheets. Although the lessons involve many content areas, they are divided into these reading skill subject areas; vocabulary…

Schain, Robert L., Ed.; And Others

268

Reading, Why Not? Literacy Skills in Children with Motor and Speech Impairments  

ERIC Educational Resources Information Center

In this study, 12 participants with various levels of motor and speech deficits were tested to explore their reading skills in relation to letter knowledge, speech level, auditory discrimination, phonological awareness, language skills, digit span, and nonverbal IQ. Two subgroups, based on a median split of reading performance, are described: the…

Ferreira, Janna; Ronnberg, Jerker; Gustafson, Stefan; Wengelin, Asa

2007-01-01

269

Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants  

ERIC Educational Resources Information Center

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of…

Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

2012-01-01

270

Dialogic Reading's Potential to Improve Children's Emergent Literacy Skills and Behavior  

ERIC Educational Resources Information Center

Young children entering school with poor oral vocabulary skills may be doubly disadvantaged. Their poor oral vocabulary skills will likely impede their attempts to become proficient readers while also possibly increasing the frequency of their problem behaviors. Dialogic reading (DR) is a scientifically validated shared storybook reading

Morgan, Paul L.; Meier, Catherine R.

2008-01-01

271

An Analysis of Modular Instruction of Newspaper Reading Skills to Poor Readers in Junior High School.  

ERIC Educational Resources Information Center

Fifty instructional modules designed to improve newspaper reading skills were field tested in this study. During a 50-day period, modules were used by Wilkes County, Georgia teachers as they saw fit in seventh, eighth, and ninth grade classes primarily for 338 students with poor reading skills. In summary, the effectiveness of the instructional…

Berryman, Charles

272

Developmental Profiles of Task-Avoidant Behaviour and Reading Skills in Grades 1 and 2  

ERIC Educational Resources Information Center

A latent profile analysis approach was used to examine the developmental profiles of task-avoidant behaviour and reading skills in Grades 1 and 2, as well as their antecedents in kindergarten. The participants in this study were 448 children. Four different developmental profiles of task-avoidant behaviour and reading skills were identified. Our…

Magi, Katrin; Torppa, Minna; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Nurmi, Jari-Erik

2013-01-01

273

Teaching information literacy skills: an evaluation  

Microsoft Academic Search

This paper describes an evaluation of a curriculum-integrated information literacy programme in an undergraduate nursing course. The aim of the programme was to provide students with an awareness of the discipline’s literature and the skills to locate and retrieve the literature. A multidimensional process for determining nursing students’ development was utilised in the evaluation of the programme. Pre- and post-programme

Margaret C. Wallace; Allison Shorten; Patrick A. Crookes

2000-01-01

274

Teaching women’s health skills  

Microsoft Academic Search

OBJECTIVE: This study assesses the readiness of academic general internists to perform and precept a commonly utilized women’s health\\u000a examination, and procedural and management skills.\\u000a \\u000a \\u000a DESIGN: Full-time faculty from divisions of general internal medicine and departments of family practice in 9 states reported their\\u000a encounter frequency with, comfort precepting, and the importance they ascribe to several examination, procedural, and management

James G. Dixon; Bryan A. Bognar; Thomas C. Keyserling; Connie T. DuPre; Sharon X. Xie; Glenda C. Wickstrom; Maria M. Kolar

2003-01-01

275

Using a Behavioral Skills Training Package to Teach Conversation Skills to Young Adults with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining…

Nuernberger, Jodi E.; Ringdahl, Joel E.; Vargo, Kristina K.; Crumpecker, Anna C.; Gunnarsson, Karl F.

2013-01-01

276

One type of skilled reading that has drawn the interest of educators, professionals, and students is speed reading, a form of rapid reading that is reputed to increase reading speed  

E-print Network

#12;One type of skilled reading that has drawn the interest of educators, professionals, and students is speed reading, a form of rapid reading that is reputed to increase reading speed by a factor of three to ten without much, if any, loss in comprehension. Speed reading came to public attention when

277

Teaching Both Sides of the Brain: Book II: Reading.  

ERIC Educational Resources Information Center

Part of a program to increase the academic growth of preschool and primary grade students through the utilization of brain hemisphere research, this volume contains lessons designed to improve basic reading skills. Material is divided into two sections. Section 1 contains 17 activities to develop letter and word recognition. In activities 1-12,…

Dombrower, Jule; And Others

278

Analysis of Reading Skills in Individuals with Asperger Syndrome.  

ERIC Educational Resources Information Center

A study examined the reading performance of 16 individuals (ages 6-16) with Asperger syndrome. The Classroom Reading Inventory found students exhibited reading levels commensurate with their grade levels on Instructional, Frustration, and Listening Capacity. Silent Reading and Independent Reading levels, however, were below grade level. (Contains…

Myles, Brenda Smith; Hilgenfeld, Tracy D.; Barnhill, Gena P.; Griswold, Deborah E.; Hagiwara, Taku; Simpson, Richard L.

2002-01-01

279

Ready, Set, Read! Hundreds of Exciting, Skill-Appropriate Ready-To-Use Reading Readiness Activities. Pre-K-1.  

ERIC Educational Resources Information Center

Designed to be useful for teachers, students, and parents, this resource book contains skill-appropriate, easy-to-follow activities for emergent readers. Noting that helping children become successful readers by developing reading readiness skills and a love for literature requires careful planning and instruction, the book states that children…

Feldman, Jean R.

280

Ten Proven Principles for Teaching Reading.  

ERIC Educational Resources Information Center

This booklet offers 10 ideas to transform instruction in reading and heighten literacy for all students. The booklet states that these principles and ideas, interrelated and built one upon the other, are based on solid research findings and practical experience and that they are already being used in classrooms across the country. The 10 ideas…

Sweet, Anne P.

281

Teaching and assessing procedural skills: a qualitative study  

PubMed Central

Background Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Methods Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Results Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. Conclusions The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs. PMID:23672617

2013-01-01

282

Learning to Read Changes Children's Phonological Skills: Evidence from a Latent Variable Longitudinal Study of Reading and Nonword Repetition  

ERIC Educational Resources Information Center

Individual differences in nonword repetition are associated with language and literacy development, but few studies have considered the extent to which learning to read influences phonological skills as indexed by nonword repetition performance. We explored this question using a latent variable longitudinal design. Reading, oral language and…

Nation, Kate; Hulme, Charles

2011-01-01

283

The Frequency of Parents' Reading-Related Activities at Home and Children's Reading Skills during Kindergarten and Grade 1  

ERIC Educational Resources Information Center

This longitudinal study investigated the associations between the frequency of parents' reading-related activities at home and their children's reading-related skills during the transition from kindergarten to Grade 1. Longitudinal data were obtained for 1436 Finnish children (5- to 6-year-olds at baseline) and their mothers and fathers. 684 girls…

Silinskas, Gintautas; Lerkkanen, Marja-Kristiina; Tolvanen, Asko; Niemi, Pekka; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2012-01-01

284

Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language  

Microsoft Academic Search

The present 9-month longitudinal study investigated relations between Chinese native language phonological processing skills and early Chinese and English reading abilities among 227 kindergarteners in Hong Kong. Phonological awareness, rapid automatized naming, and short-term verbal memory differed in their relations to concurrent and subsequent Chinese and English word recognition. The significant bidirectional relations between phonological awareness and Chinese reading ability

Bonnie Wing-Yin Chow; Catherine McBride-Chang; Stephen Burgess

2005-01-01

285

Toward a Lifetime of Literacy: The Effect of Student-Centered and Skills-Based Reading Instruction on the Experiences of Children  

ERIC Educational Resources Information Center

Educators agree that the teaching of reading is of critical importance in elementary classrooms. Debates swirl as researchers and educators alike attempt to determine the most effective instructional practices in developing student engagement and achievement. One side aligns itself with explicit instruction of discrete literacy skills, the other…

Davis, Laura

2010-01-01

286

Teaching Text Structure To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

This article discusses how to teach children with mild disabilities to identify the five different types of expository text structures: main idea, list, order, compare/contrast, and classification. It then explains a strategy for each text structure type that can be taught to children to improve comprehension in content area classes. (Contains…

Bakken, Jeffrey P.; Whedon, Craig K.

2002-01-01

287

"1984": A Confessional Reading and Teaching Approach.  

ERIC Educational Resources Information Center

Describes an approach to teaching George Orwell's "1984," emphasizing the main characters' struggles through the themes of innocence and experience, conformity and rebellion, love and hate, discovery and creation, and death. Notes that this reader-response approach forces students into the process of self-examination. (MM)

Tanenbaum, Miles

1989-01-01

288

Reading between the Lines: Teaching Linear Algebra  

ERIC Educational Resources Information Center

This paper compares lessons on linear equations from the same curriculum materials taught by two teachers of different levels of mathematical knowledge for teaching (MKT). The analysis indicates that the mathematical quality of instruction in these two classrooms appears to be a function of differences in MKT. Although the two teachers were…

Lewis, Jennifer M.; Blunk, Merrie L.

2012-01-01

289

Subgroups of adult basic education learners with different profiles of reading skills  

Microsoft Academic Search

The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills\\u000a in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor\\u000a scores of those 5 reading components from on a prior investigation of the reliability and construct validity of measures of\\u000a reading component skills

Charles A. MacArthurTimothy; Timothy R. Konold; Joseph J. GluttingJudith; Judith A. Alamprese

290

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study  

Microsoft Academic Search

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling\\u000a development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children were\\u000a followed from Grade 1 to Grade 2. RAN was the most powerful longitudinal predictor of reading speed and its effect was evident\\u000a even when previous reading

Selma Babayi?it; Rhona Stainthorp

2010-01-01

291

Building capacity for teaching reading in a primary school  

Microsoft Academic Search

Three course participants of Educational Development Project visited the selected school to initiate projects based on the needs of the school and gained experience of working in an authentic setting. This report describes one course participant's project Building Capacity for Teaching Reading in a Primary School. This report includes steps of implementation and course participant's reflections and analysis of the

Mahnaz Hassan Zuberi

2006-01-01

292

Teaching College. Collected Readings for the New Instructor.  

ERIC Educational Resources Information Center

Intended for instructors teaching a college course for the first time, this anthology contains short readings organized into four sections on: (1) introductory concerns, (2) course planning, (3) instructional methods, and (4) evaluation. Each section is preceded by a brief introduction. Included are the following articles: "It's a Myth: Nobody…

Weimer, Maryellen; Neff, Rose Ann

293

Only Connect: How Literature Teaches Children To Read and Write.  

ERIC Educational Resources Information Center

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…

Sloan, Glenna Davis

294

TEACHING LITERATURE AND READING SIMULTANEOUSLY, NINTH GRADE ENGLISH.  

ERIC Educational Resources Information Center

SPECIFIC STUDY MATERIALS AND A GUIDE FOR TEACHING READING COMPREHENSION AND LITERATURE ARE PRESENTED. THE STUDY MATERIALS PROVIDE FOR A WIDE RANGE OF ABILITY AND ACHIEVEMENT AND ARE APPLIED TO THE TITLES REGULARLY USED IN THE NINTH-GRADE LITERATURE PROGRAM OF THE RAMAPO CENTRAL SCHOOL DISTRICT IN SPRING VALLEY, NEW YORK. EXCERPTS FROM "THE THREAD…

KINKEAD, THOMAS; LEVINE, MILTON

295

A Curriculum for Teaching Optacon Music-Reading.  

ERIC Educational Resources Information Center

This curriculum is designed to help blind individuals read music via the Optacon, an electronic device that converts printed figures into vibrating tactile sensations. The curriculum is intended to teach the learner to track and scan musical scores with the Optacon, tactually recognize and discriminate various notational signs found in printed…

Levinson, Sandra; Bruscia, Kenneth E.

296

Using Collaborative Strategic Reading.  

ERIC Educational Resources Information Center

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…

Klingner, Janette K.; Vaughn, Sharon

1998-01-01

297

Early phonological awareness and reading skills in children with Down syndrome  

Microsoft Academic Search

Increasingly, children with Down syndrome receive literacy instruction with the expectation of acquiring functional reading skills. Unfortunately, little is known about the processes underlying literacy skills in this special population. Phonological awareness contributes to literacy development in typically developing children, however, there is inconclusive evidence about these skills in younger children with Down syndrome. 9 children with Down syndrome (5;6

Esther J. Kennedy; Mark C. Flynn

2003-01-01

298

Basic Reading Skills in High-Functioning Swedish Children with Autism Spectrum Disorders or Attention Disorder  

ERIC Educational Resources Information Center

High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and…

Asberg, Jakob; Dahlgren, SvenOlof; Dahlgren Sandberg, Annika

2008-01-01

299

Genetic and Environmental Influences on the Growth of Early Reading Skills  

ERIC Educational Resources Information Center

Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate…

Petrill, Stephen A.; Hart, Sara A.; Harlaar, Nicole; Logan, Jessica; Justice, Laura M.; Schatschneider, Christopher; Thompson, Lee; DeThorne, Laura S.; Deater-Deckard, Kirby; Cutting, Laurie

2010-01-01

300

Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth  

ERIC Educational Resources Information Center

Despite the importance of literacy skill training for incarcerated youth, a very limited number of empirically based research studies have examined reading instruction in correctional facilities. The purpose of this study was to determine whether the Fast ForWord computer-assisted reading program improved the reading and spelling abilities of…

Shippen, Margaret E.; Morton, Rhonda Collins; Flynt, Samuel W.; Houchins, David E.; Smitherman, Tracy

2012-01-01

301

A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills  

ERIC Educational Resources Information Center

A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic…

Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth

2014-01-01

302

Phonological Awareness and Oral Reading Skill in Children with Down Syndrome.  

ERIC Educational Resources Information Center

Twenty-two children (ages 6-10) with Down syndrome were tested for receptive language, cognitive function, oral reading, and phonological awareness. Re-assessment 9 months later found better oral reading was associated with superior phoneme segmentation skills. Also, early segmentation ability appeared to predict later nonword reading, but not the…

Cupples, Linda; Iacono, Teresa

2000-01-01

303

Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills  

ERIC Educational Resources Information Center

We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…

Eme, Elsa; Lambert, Eric; Alamargot, Denis

2014-01-01

304

Dyslexic, Delayed, Precocious or Just Normal? Word Reading Skills of Children with Autism Spectrum Disorders  

ERIC Educational Resources Information Center

Word reading skills and reading-related language and cognitive correlates were examined in Swedish 10-15-year-olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age-matched comparison group in word reading, but a poor-readers subgroup was identified who displayed severe difficulties. Normal…

Asberg, Jakob; Dahlgren Sandberg, Annika

2012-01-01

305

READING FOR THE GIFTED--GUIDED EXTENSION OF READING SKILLS THROUGH LITERATURE. PART 1, APPRECIATING THE CONTRIBUTIONS OF ONE AUTHOR...  

ERIC Educational Resources Information Center

THIS TEACHING GUIDE IS PRESENTED TO ASSIST THE TEACHER IN WHOSE CLASSES ARE ONE OR MORE GIFTED PUPILS READING ABOVE GRADE LEVEL. DESIGNED FOR USE WITH GIFTED PUPILS AT GRADES FIVE AND SIX, PART 1 PROVIDES GUIDANCE FOR TEACHING THE CONTRIBUTIONS OF ONE AUTHOR TO CHILDREN'S LITERATURE. THE METHOD USES THREE GROUPINGS OF BOOKS. THE "A" BOOK, "ALONG…

CURTIS, ALICE; AND OTHERS

306

Musical Experience, Auditory Perception and Reading-Related Skills in Children  

PubMed Central

Background The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. Methodology/Principal Findings Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. Conclusions/Significance Participants’ previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case. PMID:24086654

Banai, Karen; Ahissar, Merav

2013-01-01

307

Teaching safety skills to children to prevent gun play.  

PubMed Central

Research has shown that children often engage in gun play when they find a firearm and that this behavior is often involved in unintentional firearm injuries. Previous research has shown existing programs to be ineffective for teaching children safety skills to reduce gun play. This study examined the effectiveness of a behavioral skills training (BST) program supplemented with in situ training for teaching children safety skills to use when they find a gun (i.e., don't touch, leave the area, tell an adult). Eight 4- to 5-year-old children were trained and assessed in a naturalistic setting and in a generalized setting in a multiple baseline across subjects design. Results showed that 3 of the children performed the skills after receiving BST, whereas 5 of the children required supplemental in situ training. All children in the study learned to perform the skills when assessed in a naturalistic setting and when assessed in a generalization setting. Performance was maintained at 2- to 8-week follow-up assessments. PMID:15154211

Himle, Michael B; Miltenberger, Raymond G; Flessner, Christopher; Gatheridge, Brian

2004-01-01

308

Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants  

PubMed Central

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children’s phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. PMID:22057983

Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

2012-01-01

309

Separating the influences of prereading skills on early word and nonword reading.  

PubMed

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. PMID:23892335

Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

2013-10-01

310

A meta-analysis of the reading comprehension skills of individuals on the autism spectrum.  

PubMed

This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = -0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. PMID:23054199

Brown, Heather M; Oram-Cardy, Janis; Johnson, Andrew

2013-04-01

311

Reading errors made by skilled and unskilled readers: evaluating a system that generates reports for people with poor literacy  

E-print Network

Reading errors made by skilled and unskilled readers: evaluating a system that generates reports evaluated comprehension and reading speed. Here we investigate reading errors. Do modifications the system on reports modified for readability. #12;Reading errors made by skilled and unskilled readers: evaluating

Williams, Sandra

312

Motivated: They Will Read.  

ERIC Educational Resources Information Center

This discussion presents ways in which disadvantaged secondary students in an inner-city school may be motivated to read. Some ways are (1) giving training in the teachings of reading to secondary teachers, (2) making the disadvantaged students aware that reading is a lifetime learning process and that all hope is not lost if basic reading skills

Alsobrooks, Jennye B.

313

Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis  

Microsoft Academic Search

There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction of reading outcomes at the end of 1st and 2nd grades.

Christopher Schatschneider; Jack M. Fletcher; David J. Francis; Coleen D. Carlson; Barbara R. Foorman

2004-01-01

314

The Role of Inhibitory Functioning in Children's Reading Skills  

ERIC Educational Resources Information Center

Executive functions, including inhibition, have been implicated in children's reading ability. This study investigates whether children's performance on an inhibition task is more indicative of reading ability than a measure of another executive function, that is, planning. Fifty-three male participants were administered a reading test and tests…

Booth, Josephine N.; Boyle, James M. E.

2009-01-01

315

Auditory and Reading Comprehension in Hyperlexia: Semantic and Syntactic Skills.  

ERIC Educational Resources Information Center

Reports on a psycholinguistic investigation of a 10-year-old, nonautistic hyperlexic on tasks of written and auditory presentations of single words, sentences, and text. Finds good development of both phonological and lexical reading mechanisms. Finds a significant dissociation between reading accuracy and reading comprehension and also between…

Temple, Christine M.

1990-01-01

316

Developing pre?literacy skills via shared book reading  

Microsoft Academic Search

This paper reports on a low cost intervention program implemented into the homes of 34 preschool children at risk of reading failure. The intervention was targeted at families where there was a history of reading disability. Families were instructed in dialogic reading via videotaped examples of good practice. The intervention took place over eight weeks. Pre? and post? measures of

Nola Purdey

2002-01-01

317

Stimulus pairing training for Kanji reading skills in students with developmental disabilities.  

PubMed

Japanese students with developmental disabilities often exhibit difficulties in reading, particularly in Kanji (ideogram) reading, and in acquiring the equivalence relations between pictures, written words, and sounds. Previous research suggested that one student with autism could acquire Kanji reading along with equivalence relations through stimulus pairing training. However, maintenance rates tended to be very low, possibly due to the lack of picture stimuli. In this study, we examined the acquisition and maintenance of Kanji reading skills through stimulus pairing training using corresponding pictures for six students with developmental disabilities. We prepared stimulus pairs consisting of picture stimuli that the students could name along with a corresponding Kanji character that they could not read. All students successfully acquired and maintained the Kanji reading skills through this procedure. These findings suggest that the nameability of picture stimuli in stimulus pairing training may facilitate the acquisition and maintenance of equivalence relations for reading. PMID:23357673

Omori, Mikimasa; Yamamoto, Jun-ichi

2013-04-01

318

Can I Play?Classroom-Based Interventions for Teaching Play Skills to Children With Autism  

Microsoft Academic Search

There are many interventions and methods discussed in the research related to teaching social and play skills to children With autism and other developmental disorders. These include (a) teaching isolated play skills in the context of preteaching, (b) script training for play skills, (c) using peer models, and (d) using pivotal response training. This article describes methods to adapt this

Judith E. Terpstra; Kyle Higgins; Tom Pierce

2002-01-01

319

Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment  

ERIC Educational Resources Information Center

Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

2013-01-01

320

Teaching office-based couples counseling skills: enhancing residents professional and personal relationship skills.  

PubMed

Effective communication skills are essential for: 1) developing therapeutic physician-patient relationships; 2) negotiating within healthcare teams; and 3) maintaining meaningful personal relationships. This article describes a behavioral science seminar designed to teach residents the fundamentals of couple dynamics and familiarize them with a variety of tools for enhancing communication skills. The seminar consists of a didactic portion, a review of learning materials and instructional DVD, and group discussion. Learning objectives include: a) recognizing the developmental stages of relationships; b) identifying potential communication barriers; and c) use of communication skills tools in three contexts including patient care, healthcare teams, and personal relationships. The seminar is conducted for third-year residents on an annual basis; concepts and materials are reinforced throughout all 3 years of training. PMID:25084857

Stern, Patricia J; Carlton, Janice C

2014-01-01

321

Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image  

ERIC Educational Resources Information Center

Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

Mainwaring, Lynda M.; Krasnow, Donna H.

2010-01-01

322

Teaching Children with Autism to Read for Meaning: Challenges and Possibilities  

ERIC Educational Resources Information Center

The purpose of this literature review is to examine what makes reading for understanding especially challenging for children on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes the research on reading comprehension with a focus on the cognitive skills and processes that are…

Randi, Judi; Newman, Tina; Grigorenko, Elena L.

2010-01-01

323

Development and Validation of Teaching Practice Evaluation Instrument for Assessing Chemistry Students' Teaching Skills  

ERIC Educational Resources Information Center

The study was designed to develop and factorially validate an instrument for measuring teaching practice skills of chemistry student-teachers in University of Nigeria, Nsukka. Two research questions guided the study. The design of the study was instrumentation. All the chemistry student-teachers in the Department of Science Education, University…

Ezeudu, F. O.; Chiaha, G. T. U.; Eze, J. U.

2013-01-01

324

Reading Strategies and Literature Instruction: Teaching Learners to Generate Questions to Foster Literary Reading in the Second Language  

ERIC Educational Resources Information Center

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…

Urlaub, Per

2012-01-01

325

Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers.  

ERIC Educational Resources Information Center

Eighteen average readers and 18 less-skilled readers (grades 8 and 9) were presented with social studies and science passages via a computer either visually (on screen), auditorily (read by digitized voice), or bimodally (on screen, highlighted while being voiced). Less-skilled readers demonstrated comprehension in the bimodal condition equivalent…

Montali, Julie; Lewandowski, Lawrence

1996-01-01

326

Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs About Shared-Reading Interactions  

Microsoft Academic Search

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural community in the Appalachian Mountains. Children's performance on standardized measures of preliteracy skills pertaining to print concepts and alphabet

Stephanie M. Curenton; Laura M. Justice

2008-01-01

327

The Effect of Immigrant Concentration in Schools on Native and Immigrant Children's Reading and Math Skills  

ERIC Educational Resources Information Center

Using a unique and very rich PISA dataset from Denmark, we show that the immigrant concentration in the school influences reading and math skills for both immigrant children and native children. Overall, children in schools with a high immigrant concentration score lower on reading and math test scores. The negative effects associated with…

Jensen, Peter; Rasmussen, Astrid Wurtz

2011-01-01

328

Computer-Assisted Metacognitive Strategies and the Reading Comprehension Skills of ESL Elementary School Students.  

ERIC Educational Resources Information Center

With the advent of the computer as an instructional tool many curriculum specialists have been designing software for reading instruction. However, most of the software designed to help develop reading comprehension skills does not consider the inclusion of monitoring comprehension strategies, therefore limiting the instructional potential of the…

Carrasquillo, Angela; Nunez, Dulcinea

329

Reading and Related Skills in the Early School Years: Are Boys Really More Likely to Struggle?  

ERIC Educational Resources Information Center

This study examined whether boys and girls in the early school years differed in reading and related skills, and their rates of progress. Gender ratios were calculated to ascertain whether there were more boys than girls who struggle with different facets of reading, and whether the variability of boys' scores resulted in more boys being…

Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

2012-01-01

330

Lap Reading with Kindergartners: Nurturing Literacy Skills and so Much More  

ERIC Educational Resources Information Center

In this article, the authors reexamine and duplicate research conducted more than 20 years ago to learn if the simple act of sharing literature with kindergarten children through a nurturing dialogic approach will support children's development of literacy skills, including a love of reading. Dialogic reading is based on: (1) child participation;…

Knopf, Herman T.; Brown, H. Mac

2009-01-01

331

The Neurobiological Basis of Skilled and Impaired Reading: Recent Findings and New Directions  

ERIC Educational Resources Information Center

In recent years, significant progress has been made in the study of reading and reading disability with the use of functional neuroimaging techniques. There is substantial converging evidence that skilled word recognition requires the development of a highly integrated cortical system that includes left hemisphere dorsal, ventral, and anterior…

Sandak, Rebecca; Mencl, W. Einar; Frost, Stephen J.; Pugh, Kenneth R.

2004-01-01

332

Reading Skills in Children with Down Syndrome: A Meta-Analytic Review  

ERIC Educational Resources Information Center

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to "reading", "literacy",…

Naess, Kari-Anne B.; Melby-Lervag, Monica; Hulme, Charles; Lyster, Solveig-Alma Halaas

2012-01-01

333

Lexical Quality and Reading Skill: Bottom-Up and Top-Down Contributions to Sentence Processing  

Microsoft Academic Search

This research investigated whether spelling ability, an index of precise lexical representations, predicts the balance between bottom-up and top-down processing in online sentence processing among skilled readers, over and above contributions of reading ability, vocabulary, and working memory. The results showed that the combination of superior reading and spelling was associated with more accurate report of rapidly presented sentences and

Jolyn Hersch; Sally Andrews

2011-01-01

334

Lexical Quality and Reading Skill: Bottom-Up and Top-Down Contributions to Sentence Processing  

Microsoft Academic Search

This research investigated whether spelling ability, an index of precise lexical representations, predicts the balance between bottom-up and top-down processing in online sentence processing among skilled readers, over and above contributions of reading ability, vocabulary, and working memory. The results showed that the combination of superior reading and spelling was associated with more accurate report of rapidly presented sentences and

Jolyn Hersch; Sally Andrews

2012-01-01

335

The Relationship between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers  

ERIC Educational Resources Information Center

This study examined expressive vocabulary and its relationship to reading skills for 232 native English-speaking adults who read between the third- and fifth-grade levels. The Boston Naming Test (BNT) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer…

Hall, Ryan; Greenberg, Daphne; Laures-Gore, Jacqueline; Pae, Hye K.

2014-01-01

336

Phonemic Awareness and Reading Skill in Hyperlexic Children: A Longitudinal Study.  

ERIC Educational Resources Information Center

Considers how children with hyperlexia who learn to read spontaneously before the age of five are impaired in reading and listening comprehension but have word recognition skills well above their measured cognitive and linguistic abilities. Reevaluates three adolescent hyperlexic students eight years after an initial evaluation. Finds levels of…

Sparks, Richard L.

2001-01-01

337

Prior Knowledge, Reading Skill, and Text Cohesion in the Comprehension of Science Texts  

ERIC Educational Resources Information Center

This study examined how text features (i.e., cohesion) and individual differences (i.e., reading skill and prior knowledge) contribute to biology text comprehension. College students with low and high levels of biology knowledge read two biology texts, one of which was high in cohesion and the other low in cohesion. The two groups were similar in…

Ozuru, Yasuhiro; Dempsey, Kyle; McNamara, Danielle S.

2009-01-01

338

Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills  

ERIC Educational Resources Information Center

The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and…

MacArthur, Charles A.; Konold, Timothy R.; Glutting, Joseph J.; Alamprese, Judith A.

2012-01-01

339

AN EVALUATION OF THE UNIVERSITY OF MARYLAND READING AND STUDY SKILLS SATELLITE PROGRAM.  

ERIC Educational Resources Information Center

AT THE UNIVERSITY OF MARYLAND A SATELLITE PROGRAM OF THE READING AND STUDY SKILLS LABORATORY WAS CONDUCTED AT THE DELTA PHI EPSILON SORORITY HOUSE. AT THE SORORITY'S REQUEST, SPECIAL EQUIPMENT INCLUDING A CONTROLLED READER, A TACHISTOSCOPE, A TAPE RECORDER WITH TAPES ON ALL PHASES OF THE READING PROGRAM, AND THE POWER AND RATE BUILDERS UNIT OF THE…

MAXWELL, MARTHA J.; ROSS, MAMIE H.

340

Developing Children's Oral Language Skills through Dialogic Reading: Guidelines for Implementation  

ERIC Educational Resources Information Center

Early childhood and special educators are under growing demands to develop children's language and literacy skills through evidence-based practices. One promising research-based strategy for vocabulary and language development is dialogic reading (DR), which is an interactive picture book reading technique developed in the late 1980's by…

Flynn, Kylie S.

2011-01-01

341

All-Time Favorite Lessons. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.  

ERIC Educational Resources Information Center

This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It cuts across the areas covered in the other guides (coping skills, social skills, and school skills) to present 20 important lessons for troubled youth. Individual lessons in this guide focus on gangs and gang membership; special education;…

Wells, Ruth Herman

342

Effects of Multisensory Phonics-Based Training on the Word Recognition and Spelling Skills of Adolescents with Reading Disabilities  

ERIC Educational Resources Information Center

The purpose of this study was to explore the effectiveness of an Orton-Gillingham-based reading instruction system, the Barton Reading and Spelling System (BRSS; Barton 2000), that was used as a supplemental reading instruction program for increasing the lower-level reading skills of a group of adolescents with persistent reading problems. Nine…

Giess, SallyAnn; Rivers, Kenyatta O.; Kennedy, Kelly; Lombardino, Linda J.

2012-01-01

343

Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers  

Microsoft Academic Search

The effects of 2 preschool-based shared-reading interventions were evaluated with 95 children, ages 2- to 5-years, from low-income families. Language skills of the children were below age-level as measured by standardized tests. Children were pretested and randomly assigned to 1 of 3 conditions: (a) no-treatment control, (b) typical shared-reading condition, and (c) dialogic (interactive) shared-reading condition. For both intervention conditions,

CHRISTOPHER J. LONIGAN; JASON L. ANTHONY; BRENLEE G. BLOOMFIELD; SARAH M. DYER; CORINE S. SAMWEL

1999-01-01

344

Reading skills in children with Down syndrome: A meta-analytic review  

Microsoft Academic Search

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to ‘reading’, ‘literacy’, ‘decoding’, and ‘reading comprehension’ were selected. A total of eight papers met the

Kari-Anne B. Næss; Monica Melby-Lervåg; Charles Hulme; Solveig-Alma Halaas Lyster

345

Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study  

Microsoft Academic Search

This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking\\u000a kindergartners (N = 163) and first grade students (N = 305) from high SES families in Chile. Individual differences in letter-naming fluency and phonemic segmentation fluency,\\u000a but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with\\u000a higher letter-naming fluency and phonemic segmentation

Young-Suk Kim; Daniel Pallante

346

Improving Reading through the Use of Skills and Strategies.  

ERIC Educational Resources Information Center

This report describes a plan to increase word recognition skills. The targeted population consists of first, second, and fourth grade students in upper middle, middle, and lower socioeconomic communities located in the suburbs outside of a large city. The problem of inadequate word recognition skills was documented through data revealing the…

Banas, Jeanne; Czyz, Linda; Dussias, Meg; Wojcik, Brenda

347

Relationships among Reading Skills of Adults with Low Literacy  

ERIC Educational Resources Information Center

In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the simple view model of reading comprehension (word recognition and language comprehension) and hypothesized additional factors (vocabulary and reading fluency) in a sample of 476 adult learners with low literacy levels. The results…

Sabatini, John P.; Sawaki, Yasuyo; Shore, Jane R.; Scarborough, Hollis S.

2010-01-01

348

Reading Skills of Afro- and Mexican-American Students.  

ERIC Educational Resources Information Center

Thirty-two Afro-American and 50 Mexican-American seventh graders were randomly selected from a school located in a central Texas low socioeconomic environment. The subjects were administered the New Developmental Reading Tests, The Silent Reading Diagnostic Tests, and The California Short-Form Test of Mental Maturity. When the two groups were…

Arnold, Richard D.

349

Don't Put Lids on Kids. Critical Reading Skills.  

ERIC Educational Resources Information Center

GRADES OR AGES: All elementary grades. SUBJECT MATTER: Critical reading. ORGANIZATION AND PHYSICAL APPEARANCE: The six short introductory sections are 1) foreword; 2) background of workshop; 3) comprehension--a constellation of many facts; 4) sample story; 5) critical comprehension exercises; and 6) critical reading lesson plan critiques. There…

Howard County Board of Education, Clarksville, MD.

350

Speaking, Reading, and Earnings among Low-Skilled Immigrants  

Microsoft Academic Search

This article is concerned with the determinants of English-language fluency among immigrants and the effects of fluency on earnings. Using special survey data on a sample of over eight hundred aliens, the analysis shows the importance of certain variables not previously available, speaking fluency at migration and English reading fluency. English speaking and reading fluency both increase with duration in

Barry R. Chiswick

1991-01-01

351

Basic Research and Communication Skills, K-12. Locating, Reading, Organizing, Comprehending, Presenting. Revised.  

ERIC Educational Resources Information Center

Developed so that teachers may become more aware of the areas of teaching and provision of resources that are a part of the Prince George's County Public Schools school library media program, this chart indicates broad areas where the library media specialist, using specialized knowledge and a collection of multimedia materials, may teach skills

Prince George's County Public Schools, Upper Marlboro, MD.

352

RAN as a Predictor of Reading Skills, and Vice Versa: Results from a Randomised Reading Intervention  

ERIC Educational Resources Information Center

Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for…

Wolff, Ulrika

2014-01-01

353

Pilot Study Evaluating the Impact of Dialogic Reading and Shared Reading at Transition to Primary School: Early Literacy Skills and Parental Attitudes  

ERIC Educational Resources Information Center

Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4-year-old children's early literacy skills and parental attitudes to reading

Pillinger, Claire; Wood, Clare

2014-01-01

354

Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children  

ERIC Educational Resources Information Center

This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest-posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or…

Huffstetter, Mary; King, James R.; Onwuegbuzie, Anthony J.; Schneider, Jenifer J.; Powell-Smith, Kelly A.

2010-01-01

355

Using Argument Diagramming Software to Teach Critical Thinking Skills Maralee HARRELL  

E-print Network

Using Argument Diagramming Software to Teach Critical Thinking Skills Maralee HARRELL Department Diagram, Argument Analysis, Critical Thinking, Educational Software, Philosophy. INTRODUCTION of the major learning goals is for the students the students to develop general critical thinking skills

Spirtes, Peter

356

Teaching Basic Skills through Home Economics. Instructional Activities for Home Economics Students.  

ERIC Educational Resources Information Center

This publication is designed to help home economics teachers as they identify and teach basic skills in their programs. Part I, "Basic Skills Instruction in Home Economics" (Miller), discusses strategies for supplementing basic skills through home economics content. It addresses preparation of home economics teachers to incorporate basic skills in…

Miller, Sandra W., Ed.; Tulloch, Charlotte R., Ed.

357

Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study  

Microsoft Academic Search

Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent

Christopher J. Lonigan; Stephen R. Burgess; Jason L. Anthony

2000-01-01

358

A Preliminary Evaluation of Two Behavioral Skills Training Procedures for Teaching Abduction-Prevention Skills to Schoolchildren  

PubMed Central

Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in a small-group format to schoolchildren. Results showed that both programs were effective in teaching abduction-prevention skills. In addition, the scores for the group that received in situ training were significantly higher than scores for the group that received BST alone at the 3-month follow-up assessment. PMID:16602383

Johnson, Brigitte M; Miltenberger, Raymond G; Knudson, Peter; Egemo-Helm, Kristin; Kelso, Pamela; Jostad, Candice; Langley, Linda

2006-01-01

359

Improvement of Engineering Students' Communication Skills in English through Extensive Reading  

NASA Astrophysics Data System (ADS)

The students' communication skills in English have improved after introducing Extensive Reading courses into the curriculum of Electrical and Electronic Engineering Department. The students' average TOEIC scores, which used to be far lower than the ones of students in other educational institutions, have increased in recent two years. The students who used to avoid learning English have welcomed extensive reading of graded readers for foreign learners and books for native children of English. This is because the extensive reading causes less stress and it is enjoyable. The students who have read more than 0.2 million words of English texts have faster reading speed and more confidence in reading. They seem to change their reading style from English-to-Japanese translation (and comprehension in Japanese) to direct comprehension in English. Their listening comprehension is also improved. Extensive reading is an effective educational method to improve English communication skills of engineering students, and it also becomes a useful method of continuous education for engineers in need of improving their skills.

Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

360

"Say Cheese": teaching photography skills to adults with developmental disabilities.  

PubMed

We evaluated a video prompting procedure to teach adults with developmental disabilities to take a digital photograph and print it using a laptop computer and a printer. Participants were four men with developmental disabilities. Training was conducted at the participants' residential facility. During baseline, participants were told to take a photograph, but were given no other instruction. During intervention, participants received instruction using a video prompting procedure. Video prompting consisted of watching a clip of each step of the task analysis and then having the opportunity to imitate that step. Video prompting was evaluated using a multiple-probe across participants design. Following acquisition, video prompting was removed to assess maintenance at 2, 4 and 8 weeks and at 6 months. During naturalistic probes, participants had the opportunity to take a picture of their choice of flora, surroundings or persons. All four participants learned to take and print a digital photograph with the video prompting procedures. The skills generalized to novel situations and were maintained at each follow-up probe. These data suggest that video prompting may be an effective instructional strategy for teaching digital photography skills to adults with developmental disabilities. PMID:21227636

Edrisinha, Chaturi; O'Reilly, Mark F; Choi, Ha Young; Sigafoos, Jeff; Lancioni, Giulio E

2011-01-01

361

Successful Strategies for Teaching Reading to Middle Grades English Language Learners  

ERIC Educational Resources Information Center

The author reviews exemplary strategies for teaching reading to middle grades English language learners (ELLs) derived from 21 peer-reviewed journal articles and professional books. The author presents an in-depth look at three successful categories of reading strategies: interactive read-alouds to model fluent reading and engage learners, the…

Bolos, Nicole

2012-01-01

362

Are Electronic Books Effective in Teaching Young Children Reading and Comprehension?  

ERIC Educational Resources Information Center

Whether electronic books, CD-ROM'S, or interactive media are beneficial in teaching reading should be determined on evidence that they aid reading comprehension. Reading is worthless unless one comprehends. In order to examine the effectiveness of electronic books in a reading program, the characteristics and attributes of how…

Grant, Jamillah M. A.

2004-01-01

363

Reading can be difficult for many deaf individuals but some do become skilled 60% of deaf high school graduates read at or below a 4th grade reading level11  

E-print Network

Reading can be difficult for many deaf individuals ­ but some do become skilled readers · 60% of deaf high school graduates read at or below a 4th grade reading level11 · But: 10% read above an 8th phonology is important for hearing children learning to read - Also important for deaf children? - Lack

Osterhout, Lee

364

The impact of the implementation of the Scholastic Read 180 model on reading skills development of middle school students with learning disabilities as compared to those using the Traditional Resource Reading model  

Microsoft Academic Search

The purpose of this quasi-experimental study was to determine if students with learning disabilities experience greater reading skill growth from the reading intervention Scholastic Read 180 or from the Traditional Resource Reading program as determined by the NCE mean gains experienced by students on the TCAP Reading assessment. A particular interest was to determine if special education students at Kenwood

Kimberly Ann Sigears

2008-01-01

365

Expanding the Simple View of Reading in Accounting for Reading Skills in Community College Students  

Microsoft Academic Search

The simple view of reading (Gough & Tunmer, 1986) proposes that listening comprehension and decoding, properly measured, can account for all of the variance in reading comprehension. We assessed the simple view in community college students. In addition to listening comprehension and decoding, we included measures of oral vocabulary, nonverbal reasoning, phonological awareness, reading fluency, and verbal working memory. In

Paul Macaruso; Donald Shankweiler

2010-01-01

366

Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory  

Microsoft Academic Search

The development of reading depends on phonological awareness across all languages so far studied. Languages vary in the consistency with which phonology is represented in orthography. This results in developmental differences in the grain size of lexical representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia across orthographies. Differences in lexical representations and reading across languages

Johannes C. Ziegler; Usha Goswami

2005-01-01

367

Teaching nonvocal communication skills to multihandicapped retarded adults.  

PubMed Central

A training program for teaching communication skills to nonvocal retarded adults was evaluated in three experiments. The four subjects were severely disabled physically and had never demonstrated functional speech. Each person was taught to use either a prosthetic head pointer or to point with a hand in using a communication board for expressive language. Following baseline in Experiment I, coordination training was implemented, consisting of instructions, manual guidance, praise, feedback, and practice. Each person demonstrated a higher frequency of accurate pointing to designated areas on the board during coordination training than during baseline. In Experiment II, identification training, consisting of instructions, praise, feedback, and practice was introduced after baseline. Subjects pointed more frequently to specific word-photograph combinations to correspond to descriptive verbal labels after introduction of identification training. Social validation measures in Experiment III indicated that the communication board skills were functional in providing a method of expressing a choice of a leisure activity to people who previously could not understand the subjects' communication attempts. The acquired skills maintained throughout a seven-week followup period. PMID:599106

Reid, D H; Hurlbut, B

1977-01-01

368

When You Do Whole Language Instruction, how Will You Keep Track of Reading and Writing Skills? (When the Principal Asks).  

ERIC Educational Resources Information Center

Discusses several ways to evaluate reading and writing skills in a whole language classroom, including evaluation checklists, holistic evaluation of writing, and miscue analysis. Provides a literacy development checklist for reading and writing. (MM)

Harp, Bill

1988-01-01

369

Adult Beginning Reading Skills Diagnosis. From Theory to Practice.  

ERIC Educational Resources Information Center

This 8-item test is intended to help adult basic education teachers obtain a quick assessment of the prereading skills that their beginning adult readers have already mastered. The individual items of the test are designed to assess the following: ability to write one's own name; left-to-right orientation; perceptual hearing; sound-letter and…

Fontenot, Karen

1983-01-01

370

Acoustic-phonetic skills and reading: Kindergarten through twelfth grade  

Microsoft Academic Search

Tested 660 kindergarten through Grade 12 Ss on their ability to match discrete and integrated phonetic segments using a sequence of colored blocks to represent the auditory stimulus. The design included grade, sex, and general academic ability (upper or lower half) as factors. At all grade levels there was a substantial correlation between performance on the auditory-phonetic test and reading

Robert C. Calfee; Patricia Lindamood; Charles Lindamood

1973-01-01

371

Reading Skills--What School Librarians Need to Know  

ERIC Educational Resources Information Center

Since teachers lack a certified reading specialist to guide their high school literacy efforts, they have never had a well-reasoned, research-based plan for addressing the growing needs of adolescent readers. According to a June 2009 National Center for Education Statistics (NCES) report, most U. S. secondary schools do have personnel who are…

Rojtas-Milliner, Mary Cay

2010-01-01

372

INTRODUCTION Adult reading skill spans a wide performance  

E-print Network

an association between reading performance and the structure of white matter tracts in the developing child (Adams, 1990). Individual psychological issues also play a role - a child must be motivated and have some's brain. To assess the white matter structure, we used diffusion tensor imaging (DTI), a relatively recent

Wandell, Brian A.

373

Dyslexic and Skilled Reading Dynamics Are Self-Similar  

ERIC Educational Resources Information Center

The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants' pronunciation times were…

Holden, John G.; Greijn, Lieke T.; van Rooij, Marieke M. J. W.; Wijnants, Maarten L.; Bosman, Anna M. T.

2014-01-01

374

Acquisition of Reading Skills: Cultural Constraints and Cognitive Universals.  

ERIC Educational Resources Information Center

Noting that children in literate societies all learn the sound-symbol relationships of their languages but that orthographies, sound-symbol relationships, and societal attitudes toward literacy differ, the essays in this book explore both the universal and the culturally constrained aspects of the process of learning to read. Following an…

Foorman, Barbara R., Ed.; Siegel, Alexander W., Ed.

375

Poor anchoring limits dyslexics' perceptual, memory, and reading skills.  

PubMed

The basic deficits underlying the severe and persistent reading difficulties in dyslexia are still highly debated. One of the major topics of debate is whether these deficits are language specific, or affect both verbal and non-verbal stimuli. Recently, Ahissar and colleagues proposed the "anchoring-deficit hypothesis" (Ahissar, Lubin, Putter-Katz, & Banai, 2006), which suggests that dyslexics have a general difficulty in automatic extraction of stimulus regularities from auditory inputs. This hypothesis explained a broad range of dyslexics' verbal and non-verbal difficulties. However, it was not directly tested in the context of reading and verbal memory, which poses the main stumbling blocks to dyslexics. Here we assessed the abilities of adult dyslexics to efficiently benefit from ("anchor to") regularities embedded in repeated tones, orally presented syllables, and written words. We also compared dyslexics' performance to that of individuals with attention disorder (ADHD), but no reading disability. We found an anchoring effect in all groups: all gained from stimulus repetition. However, in line with the anchoring-deficit hypothesis, controls and ADHD participants showed a significantly larger anchoring effect in all tasks. This study is the first that directly shows that the same domain-general deficit, poor anchoring, characterizes dyslexics' performance in perceptual, working memory and reading tasks. PMID:22561890

Oganian, Yulia; Ahissar, Merav

2012-07-01

376

Using Method of Instruction to Predict the Skills Supporting Initial Reading Development: Insight from a Synthetic Phonics Approach  

ERIC Educational Resources Information Center

This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73…

McGeown, Sarah P.; Medford, Emma

2014-01-01

377

Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods  

ERIC Educational Resources Information Center

Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

2013-01-01

378

Teaching Skills and Health-Related Fitness through a Preservice Gymnastics Program  

ERIC Educational Resources Information Center

Children who do not develop a foundation of basic motor skills are less likely to participate in regular physical activity. An excellent way of teaching basic motor skills, as well as health-related fitness, is through gymnastics. Many young teachers, however, think that teaching gymnastics is too challenging and do not know how to incorporate it…

Donham-Foutch, Shae

2007-01-01

379

Surveying Colorado Band Directors' Opinions of Skills and Characteristics Important to Successful Music Teaching  

ERIC Educational Resources Information Center

This study was designed to (a) gather band directors' opinions of skills and characteristics important to teaching and (b) examine the relative effectiveness of electronic versus paper survey methods. Survey respondents ranked lists of music, teaching, and personal skills or characteristics in order of importance and answered open-ended items…

Miksza, Peter; Roeder, Matthew; Biggs, Dana

2010-01-01

380

The Use of Computer Software to Teach High Technology Skills to Vocational Students.  

ERIC Educational Resources Information Center

A study examined the type of computer software that is best suited to teach high technology skills to vocational students. During the study, 50 manufacturers of computer software and hardware were sent questionnaires designed to gather data concerning their recommendations in regard to: software to teach high technology skills to vocational…

Farmer, Edgar I.

381

Reading for Survival or How to Teach Your Students to Function in Society.  

ERIC Educational Resources Information Center

Government survey results reveal that large numbers of adults in the United States do not possess the minimal survival and life-coping skills necessary to function successfully in daily living. Since reading is the most basic of all life survival skills, a thematic reading that emphasized consumer survival was developed in the fall of 1977 at…

James, Bobby M.

382

Coping Strategies Applied to Comprehend Multistep Arithmetic Word Problems by Students with Above-Average Numeracy Skills and Below-Average Reading Skills  

ERIC Educational Resources Information Center

This article discusses how 13-year-old students with above-average numeracy skills and below-average reading skills cope with comprehending word problems. Compared to other students who are proficient in numeracy and are skilled readers, these students are more disadvantaged when solving single-step and multistep arithmetic word problems. The…

Nortvedt, Guri A.

2011-01-01

383

American Sign Language Syntactic and Narrative Comprehension in Skilled and Less Skilled Readers: Bilingual and Bimodal Evidence for the Linguistic Basis of Reading  

ERIC Educational Resources Information Center

We tested the hypothesis that syntactic and narrative comprehension of a natural sign language can serve as the linguistic basis for skilled reading. Thirty-one adults who were deaf from birth and used American Sign Language (ASL) were classified as skilled or less skilled readers using an eighth-grade criterion. Proficiency with ASL syntax, and…

Chamberlain, Charlene; Mayberry, Rachel I.

2008-01-01

384

The Reading Laboratory as a Title I Tool for Teaching Reading to Children, Grades Two through Six.  

ERIC Educational Resources Information Center

The purpose of this study was to examine whether or not a reading laboratory, as defined by Educational Developmental Laboratories (EDL), is an effective means of teaching reading to Title I children, grades two through six, in the two Title I schools of an eastern Massachusetts community. Three hundred subjects participated in the study. There…

Utka, Joseph Michael

385

Teaching Reading in the 21st Century: A Glimpse at How Special Education Teachers Promote Reading Comprehension  

ERIC Educational Resources Information Center

In this study, we conducted 124 observations of 41 special education teachers teaching reading to their third- through fifth-grade students with learning disabilities to determine the extent to which and in what ways they promoted students' reading comprehension. In 42 lessons, we did not observe any comprehension instruction. In 30 lessons, the…

Klingner, Janette K.; Urbach, Jennifer; Golos, Deborah; Brownell, Mary; Menon, Shailaja

2010-01-01

386

Child Miscues and Parental Feedback During Shared Alphabet Book Reading and Relations With Child Literacy Skills  

Microsoft Academic Search

We studied 52 parent–child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped reading an alphabet book at home with their parent. Results indicate

Bronwen J. Davis; Mary Ann Evans; Kailey Pearl Reynolds

2010-01-01

387

The component skills underlying reading fluency in adolescent readers: a latent variable analysis  

Microsoft Academic Search

This study investigated the component skills underlying reading fluency in a heterogeneous sample of 527 eighth grade students.\\u000a Based on a hypothetical measurement model and successive testing of nested models, structural equation modeling revealed that\\u000a naming speed, decoding, and language were uniquely associated with reading fluency. These findings suggest that the ability\\u000a to access and retrieve phonological information from long-term

Amy Elizabeth Barth; Hugh W. Catts; Jason L. Anthony

2009-01-01

388

Teaching retarded women a clothing selection skill using community norms.  

PubMed

Five institutionalized retarded women were taught a clothing selection skill to coincide with popular fashion. Normative data concerning popular styles of color-coordinated clothing were collected through observations of women's apparel in a local community. Using a puzzle simulation of a woman with alternative pieces of colored clothing, color coordination training was conducted using modelling, instructions, practice, praise, and feedback to teach popular selections of color combinations. A generalization training component with actual clothing was also included. Training was accompanied by large increases in percentage of popular color selections with the puzzle and actual clothing. The increases maintained over a seven- to 14-week followup period. Time efficiency measures supported the use of the simulation procedure as opposed to total reliance on actual clothing. The results underscore the utility of local norms in community preparation programs and the efficacy of instructional procedures for severely and profoundly retarded persons as part of their participation in the deinstitutionalization movement. PMID:730632

Nutter, D; Reid, D H

1978-01-01

389

Reading skill components and impairments in middle school struggling readers  

PubMed Central

This study investigated how measures of decoding, fluency, and comprehension in middle school students overlap with one another, whether the pattern of overlap differs between struggling and typical readers, and the relative frequency of different types of reading difficulties. The 1,748 sixth, seventh, and eighth grade students were oversampled for struggling readers (n = 1,025) on the basis of the state reading comprehension proficiency measure. Multigroup confirmatory factor analyses showed partial invariance among struggling and typical readers (with differential loadings for fluency and for comprehension), and strict invariance for decoding and a combined fluency/comprehension factor. Among these struggling readers, most (85 %) also had weaknesses on nationally standardized measures, particularly in comprehension; however, most of these also had difficulties in decoding or fluency. These results show that the number of students with a specific comprehension problem is lower than recent consensus reports estimate and that the relation of different reading components varies according to struggling versus proficient readers. PMID:24000271

Cirino, Paul T.; Romain, Melissa A.; Barth, Amy E.; Tolar, Tammy D.; Fletcher, Jack M.; Vaughn, Sharon

2012-01-01

390

Teaching evidence-based medicine skills can change practice in a community hospital  

Microsoft Academic Search

OBJECTIVES: Several studies have evaluated whether evidence-based medicine (EBM) training courses can improve skills such as literature\\u000a searching and critical appraisal but to date, few data exist on whether teaching EBM skills and providing evidence-based resources\\u000a result in change in behavior or clinical outcomes. This study was conducted to evaluate whether a multifaceted EBM intervention\\u000a consisting of teaching EBM skills

Sharon E. Straus; Chris Ball; Nick Balcombe; Jonathon Sheldon; Finlay A. McAlister

2005-01-01

391

Expanding the Simple View of Reading in Accounting for Reading Skills in Community College Students  

ERIC Educational Resources Information Center

The simple view of reading (Gough & Tunmer, 1986) proposes that listening comprehension and decoding, properly measured, can account for all of the variance in reading comprehension. We assessed the simple view in community college students. In addition to listening comprehension and decoding, we included measures of oral vocabulary, nonverbal…

Macaruso, Paul; Shankweiler, Donald

2010-01-01

392

Effects of Cooperative Integrated Reading and Composition (CIRC) Technique on Reading-Writing Skills  

ERIC Educational Resources Information Center

The aim of this study was to analyze the effects of the cooperative integrated reading and composition (CIRC) technique and the traditional reading and writing pedagogical methods for primary school students. The study group was composed of 45 7th grade students enrolled at a primary school at the centre of Giresun Province in the 2009/2010…

Durukan, Erhan

2011-01-01

393

Assessing Reading. Using Cloze Procedure To Assess Reading Skills. [Packet] and Handbook.  

ERIC Educational Resources Information Center

These instructor's materials consist of a handbook directed to the teacher and 33 worksheets teachers can use with adult students in order to use the cloze procedure to assess how readily they can read materials of differing complexity. The handbook introduces the materials by considering such questions as What is meant by reading?, How could…

Vaughan, Judy

394

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills  

NASA Astrophysics Data System (ADS)

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

Beaver, Melanie S.

395

The instruction and assessment of expository text: A content analysis of fifth grade reading and science Texas Essential Knowledge and Skills, state adopted text teacher's manuals, and Texas Assessment of Knowledge and Skills  

NASA Astrophysics Data System (ADS)

The purpose of this content analysis study was to examine how and with what frequency explicit directions for the instruction or assessment of expository text were presented in six fifth grade reading and science data sources. The study analyzed the science and reading Texas Essential Knowledge and Skills (TEKS), conforming state adopted basal readers and science textbooks, and the Texas Assessment of Knowledge and Skills (TAKS) for fifth grade. Additionally, a determination was made concerning whether and alignment existed between the data sources. An inter coder examined 10% of the entries from each data source to ensure reliability. Data collection included recording message units that referred to the explicit directions for the instruction and assessment of expository text were from each of the six data sources. Next, the message units were organized into categories and recorded in an Excel spreadsheet. Due to the differences in the length, format, and content of each data source, a matrix was designed in order to determine if any alignment was present between data sources. The study resulted in 5 major findings: First, the science teacher's editions presented more message units related to the explicit directions for instruction or assessment of reading in expository text. Second, formatting in the basal reader teacher's editions has remained much the same as in the past, in that they are still scripted and many of the activities continue to be presented without directions to teachers. Third, the instruction of word attack skills is still included in the fifth grade science and reading teacher's editions. Fourth, there was no clear definition for the meaning of the terms skills and strategies in order for teachers to become more effective when teaching students. Finally, an alignment did exist between the TEKS and teacher's editions, with the exception of word analysis in all but one of the science series. The only categories assessed in either the reading or science TAKS expository text questions were reading skills and strategies, as well as word concepts.

Jones, Alison Adair

396

Teaching Abuse-Protection Skills to People with Intellectual, Disabilities: A Review of the Literature  

ERIC Educational Resources Information Center

Lumley and Miltenberger (1997) noted the paucity of empirical investigations involving teaching sexual-abuse-protection skills to people with intellectual disabilities. We reviewed relevant empirical investigations since 1997. Six studies trained sexual-abuse-protection skills, and two also included protection skills related to physical and verbal…

Doughty, Adam H.; Kane, Lindsey M.

2010-01-01

397

Practice Schedule and the Learning of Motor Skills in Children and Adults: Teaching Implications  

ERIC Educational Resources Information Center

Understanding how motor skills are learned influences how one teaches effective motor skill attainment. Educators must ask, "Does repetitive practice of the same task make for better performance or does contextual variability (random practice) offer some benefit when learning motor skills?" Studies on the effects of Contextual Interference may…

Zipp, Genevieve Pinto; Gentile, A. M.

2010-01-01

398

Preparing a Checklist for Assessing the Effectiveness of Teaching Social Skills to High School Students  

Microsoft Academic Search

Having social skills is one of the essential necessities in nowadays life. This necessity especially for the adolescence is more obvious. Considering this, the function of school and teachers is very important. Considering the importance of learning social skills in sensitive years of growth, evaluation of teaching of these skills is necessary. The main aim of the present study is

F. Fathi; M. Fatehizadeh; A. R. Nasr

399

Using Video Strategies To Teach Functional Skills to Students with Moderate to Severe Disabilities.  

ERIC Educational Resources Information Center

This paper provides guidelines for the use of videotape recordings for systematic instruction in functional skills for students with moderate to severe disabilities. Four examples illustrate use of videotapes to teach community skills (e.g., crossing a street) to secondary students with moderate disabilities; self care skills (e.g., zipping a…

Collins, Belva C.

400

The Role of Computer Technology in Teaching Reading and Writing: Preschool Teachers' Beliefs and Practices  

Microsoft Academic Search

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 reading and writing to preschoolers. A random sample of 154 preschool teachers

Fathi Ihmeideh

2009-01-01

401

The Reflecting Team: An Innovative Approach for Teaching Clinical Skills to Family Practice Residents  

Microsoft Academic Search

Background and Objectives: This paper provides a description and evaluation of the reflecting team approach as a teaching method for family practice residents. We have used the reflecting team ap- proach in our longitudinal behavioral health program for 6 years. Our purpose in using this ap- proach is to 1) teach listening and interviewing skills, 2) teach systems-oriented psychosocial inter-

Patricia Lebensohn-Chialvo; Marjorie Crago; Catherine M. Shisslak

402

Dyslexic and skilled reading dynamics are self-similar.  

PubMed

The shape of a word pronunciation time distribution supplies information about the dynamic interactions that support reading performance. Speeded word-naming pronunciation and response time distributions were collected from 20 sixth grade Dutch students with dyslexia and 23 age-matched controls. The participants' pronunciation times were modeled and contrasted with a lognormal inverse power-law mixture distribution. Identical contrasts were also conducted on the same participants' response time distributions derived from flanker, color-naming, and arithmetic tasks. Results indicated that children with dyslexia yield slower, broader, and more variable pronunciation time distributions than their age-matched counterparts. This difference approximated a self-similar rescaling between the two group's aggregate pronunciation time distributions. Moreover, children with dyslexia produced similar, but less prominent trends toward slower and more variable performance across the three non-reading tasks. The outcomes support a proportional continuum rather than a localized deficit account of dyslexia. The mixture distribution's success at describing the participants' pronunciation and response time distributions suggests that differences in proportional contingencies among low-level neurophysiological, perceptual, and cognitive processes likely play a prominent role in the etiology of dyslexia. PMID:25079036

Holden, John G; Greijn, Lieke T; van Rooij, Marieke M J W; Wijnants, Maarten L; Bosman, Anna M T

2014-10-01

403

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?  

ERIC Educational Resources Information Center

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

Goldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca

2014-01-01

404

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills  

PubMed Central

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n?=?1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.

2011-01-01

405

Reading Comprehension across Different Genres: An Action Research Study  

ERIC Educational Resources Information Center

Reading comprehension is often a forgotten skill in secondary classrooms. Teachers of older students assign readings of different styles and levels, but don't teach the skills necessary to process different kinds of texts. This study examined which strategies are effective in giving students the skills necessary to read for understanding by…

Lubawski, Michael; Sheehan, Caitlyn

2010-01-01

406

Integrating critical thinking and problem solving skills in the teaching of technical courses: The narrative of a Malaysian private university  

Microsoft Academic Search

This paper seeks to discuss the teaching approaches employed by the lecturers at a private university in integrating one of the soft skills, which is critical thinking and problem solving skills in their teaching of technical courses. In addition , this paper also addresses lecturers' and students' perceptions on the integration of these skills in the teaching and learning of

Hairuzila Idrus; Hazadiah Mohd Dahan; Normah Abdullah

2010-01-01

407

The Influence of Inattention on Rapid Automatized Naming and Reading Skills  

ERIC Educational Resources Information Center

The purpose of this study is to determine how behavioral symptoms of inattention predict rapid automatized naming (RAN) performance and reading skills in typically developing children. Participants included 104 third- and fourth-grade children from different elementary schools in mid-Michigan. RAN performance was assessed using the four Rapid…

Pham, Andy V.

2010-01-01

408

Improving EFL Majors' Critical Reading Skills and Political Awareness: A Proposed Translation Program  

ERIC Educational Resources Information Center

Surveying the existing situation and considering the pilot study conducted by the researcher, it was clear that there is a problem concerning weaknesses in critical reading and translation skills aside from the lack of political awareness on the part of fourth year EFL majors at the Faculty of Education, Helwan University. The majority of…

Abdel halim, Safaa M.

2011-01-01

409

The Component Structure of Preliteracy Skills: Further Evidence for the Simple View of Reading  

ERIC Educational Resources Information Center

The simple view of reading (SVR) provides a conceptual framework for describing the processes involved when readers comprehend text. Strong evidence for the SVR comes from factor-analytic studies showing dissociations between decoding and comprehension skills. The aim of the present study is to investigate whether predecoding and comprehension…

Aouad, Julie; Savage, Robert

2009-01-01

410

Athletic Department Reading and Study Skills Program--A Model in Search of Other Applications.  

ERIC Educational Resources Information Center

A personnel services model program for the university student-athlete was developed 4 years ago by the Department of Intercollegiate Athletics and the Student Counseling Bureau at the University of Minnesota. The service is preventive in emphasis, developmental in philosophy, and individualized in operation. The reading and educational skills

Hultgren, Dayton; Crewe, James

411

A Multi-National Study of Reading and Tracing Skills in Novice Programmers  

E-print Network

119 A Multi-National Study of Reading and Tracing Skills in Novice Programmers Raymond Lister 9514 1850 raymond@it.uts.edu.au Elizabeth S. Adams Department of Computer Science James Madison.fitzgerald@metrostate.edu William Fone Staffordshire University Stafford, ST18 0DG United Kingdom +44-1785-353304 W

Goodman, James R.

412

Child Miscues and Parental Feedback during Shared Alphabet Book Reading and Relations with Child Literacy Skills  

ERIC Educational Resources Information Center

We studied 52 parent-child dyads reading an alphabet book to examine the nature of children's miscues and parents' feedback, and whether miscues and feedback were related to each other and to preliteracy skills. Letter knowledge, phonological awareness, and expressive vocabulary were assessed in 5-year-old nonreaders who were also audiotaped…

Davis, Bronwen J.; Evans, Mary Ann; Reynolds, Kailey Pearl

2010-01-01

413

Children's Preliteracy Skills: Influence of Mothers' Education and Beliefs about Shared-Reading Interactions  

ERIC Educational Resources Information Center

Research Findings: This research investigated the associations among children's preliteracy skills, mothers' education, and mothers' beliefs about shared-reading interactions for 45 Appalachian families. These variables were studied for lower income, primarily European American, families residing in a geographically isolated, small, rural…

Curenton, Stephanie M.; Justice, Laura M.

2008-01-01

414

Shared Book Reading and Children's Language Comprehension Skills: The Moderating Role of Parental Discipline Practices  

ERIC Educational Resources Information Center

Parental discipline practices, parent-child shared book reading and children's emergent literacy skills were assessed among 76 parents and their children in the summer before the children started Kindergarten. Parents provided narrative responses to open-ended questions about how they would handle common discipline challenges with children and…

Gest, Scott D.; Freeman, Nicole R.; Domitrovich, Celene E.; Welsh, Janet A.

2004-01-01

415

Towards a General Model of Skills Involved in Sight Reading Music  

ERIC Educational Resources Information Center

Sight reading is a functional skill which is essential for all musicians involved in particular fields of western classical music culture. In the last decade, expertise theory has shown that time spent on activities is a good predictor for later achievement in a domain. However, this study is based on the hypothesis that general and elementary…

Kopiez, Reinhard; Lee, Ji In

2008-01-01

416

Lexical Expertise and Reading Skill: Bottom-Up and Top-Down Processing of Lexical Ambiguity  

ERIC Educational Resources Information Center

The lexical quality hypothesis assumes that skilled readers rely on high quality lexical representations that afford autonomous lexical retrieval and reduce the need to rely on top-down context. This experiment investigated this hypothesis by comparing the performance of adults classified on reading comprehension and spelling performance. "Lexical…

Andrews, Sally; Bond, Rachel

2009-01-01

417

The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

418

Strengths and Weaknesses in Reading Skills of Youth with Intellectual Disabilities  

ERIC Educational Resources Information Center

Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further,…

Channell, Marie Moore; Loveall, Susan J.; Conners, Frances A.

2013-01-01

419

Helping Primary Students Increase in Reading Skills through Parent Literacy Training.  

ERIC Educational Resources Information Center

A project was designed to increase reading skills of a target group of kindergarten through second-grade students in a primary continuous progress (CP) house in central Florida. The original target group included 15 kindergarten students, 34 first graders, and 54 second graders. Strategies included 4 parent language arts inservices, developing…

Wagner, Patricia A.

420

The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills  

Microsoft Academic Search

The first goal of this study was to examine young children's developing narrative comprehension abilities using theory-based, authentic measures of comprehension processes. The second goal was to examine the relations among young children's comprehension abilities and other early reading skills. Children ages 4 and 6 listened to or watched two authentic narratives. We measured their comprehension of these narratives as

Julie S. Lynch; Paul van den Broek; Kathleen E. Kremer; Panayiota Kendeou; Mary Jane White; Elizabeth P. Lorch

2008-01-01

421

An Administrative Approach to the Implementation of a Reading Skills Program in Selected Middle Schools.  

ERIC Educational Resources Information Center

The purpose of this study was to test a hypothesis formulated by the writer on the basis of the anticipated difficulties inherent in the development of a criterion-referenced reading skills program at the middle school level. Test results obtained from a criterion-referenced measure were to be utilized by twenty-two sixth grade teachers in three…

Ellison, Catherine Alice

422

The Reading Essential Skills Screener-Elementary Version (RESS-E): Studies of Reliability and Validity  

ERIC Educational Resources Information Center

Technical characteristics of the Reading Essential Skills Screener-Elementary Version (RESS-E; B. T. Erford, G. Vitali, R. Haas, & R. R. Boykin, 1995) were studied using 4 independent samples of boys and girls between the ages of 6 and 8 years. Evidence of internal consistency, test-retest reliability, decision efficiency, factorial validity,…

Erford, Bradley T.; Stephens, Vicki M.

2005-01-01

423

Phonological Skills and Vocabulary Knowledge Mediate Socioeconomic Status Effects in Predicting Reading Outcomes for Chinese Children  

ERIC Educational Resources Information Center

This study examined the relations among socioeconomic status (SES), early phonological processing, vocabulary, and reading in 262 children from diverse SES backgrounds followed from ages 4 to 9 in Beijing, China. SES contributed to variations in phonological skills and vocabulary in children's early development. Nonetheless, early phonological and…

Zhang, Yuping; Tardif, Twila; Shu, Hua; Li, Hong; Liu, Hongyun; McBride-Chang, Catherine; Liang, Weilan; Zhang, Zhixiang

2013-01-01

424

Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children  

Microsoft Academic Search

This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest–posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or Millie's Math House (control group) for 30 min each school day for 8

Mary Huffstetter; James R. King; Anthony J. Onwuegbuzie; Jenifer J. Schneider; Kelly A. Powell-Smith

2010-01-01

425

The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample  

Microsoft Academic Search

The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word\\u000a reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.\\u000a It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent\\u000a contributions to reading

Deborah A. Goff; Chris Pratt; Ben Ong

2005-01-01

426

What We Know about Reading Teaching and Learning: EdTalk.  

ERIC Educational Resources Information Center

Summarizing what is known about reading teaching and learning, this booklet gives those people who must make decisions about reading instruction the most recent and reliable information available from research and practice. Sections of the booklet address such topics as what reading is and why it is important; the status of the "Great Debate" in…

Council for Educational Development and Research, Washington, DC.

427

Motivation and Connection: Teaching Reading (and Writing) in the Composition Classroom  

ERIC Educational Resources Information Center

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…

Bunn, Michael

2013-01-01

428

Developing Critical Thinking Skills in Computer-Aided Extended Reading Classes  

ERIC Educational Resources Information Center

One of the skills that can be taught in an English proficiency class that adopts literary texts for teaching the language is critical thinking. The background, characters and their motives are among those that invite critical inquiry and interpretation. Although it has been claimed that discussing literary texts in the traditional way can help…

Daud, Nuraihan Mat; Husin, Zamnah

2004-01-01

429

An Analysis of Reading and Content Area Skills Improvement through Music Instruction.  

ERIC Educational Resources Information Center

Provides an analysis of reading and content area subject improvement through music instruction and examines the issue of teaching music in today's schools. Argues numerous benefits and advantages derive from music instruction. Discusses the use of music to increase cognitive development. Examines the benefits of music in curriculum areas such as…

Diamantes, Thomas; Young, Karen M.; McBee, Kimberly

2002-01-01

430

Improving the teaching skills of residents as tutors\\/facilitators and addressing the shortage of faculty facilitators for PBL modules  

Microsoft Academic Search

BACKGROUND: Residents play an important role in teaching of medical undergraduate students. Despite their importance in teaching undergraduates they are not involved in any formal training in teaching and leadership skills. We aimed to compare the teaching skills of residents with faculty in facilitating small group Problem Based Learning (PBL) sessions. METHODS: This quasi experimental descriptive comparative research involved 5

Wasim Jafri; Khalid Mumtaz; William P Burdick; Page S Morahan; Rosslynne Freeman; Tabassum Zehra

2007-01-01

431

Impact of postgraduate training on communication skills teaching: a controlled study  

PubMed Central

Background Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors’ perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors’ ability to identify residents’ good and poor communication skills and to discuss them interactively during feedback. Methods We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents’ communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. Results 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. Conclusions The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication skills teaching in clinical practice. PMID:24731477

2014-01-01

432

The "Virtues" of Round Robin Reading.  

ERIC Educational Resources Information Center

Argues that round robin reading is valuable because it prepares students for "the real world" by exposing them to boredom, teaching them to look alert when they are not, teaching the skills of oneupmanship, and teaching inference skills (since it often obscures the story line of a work). (FL)

Standal, Timothy C.; Towner, John C.

1982-01-01

433

A Study on Reading Comprehension Skills of Primary School 5th Grade Students--Learning Basic Reading and Writing Skills through Phonics-Based Sentence Method or Decoding Method  

ERIC Educational Resources Information Center

This research aims at investigating the influence of two methods implemented in primary reading and writing teaching programs--phonics-based sentence method and decoding (analysis) method--on primary school 5th grade students' reading comprehension achievement. Also, the study considers the relationship between socio-economic status and reading

Kusdemir Kayiran, Bilge; Karabay, Aysegul

2012-01-01

434

Really Reading: What Does Accelerated Reader Teach Adults and Children?  

ERIC Educational Resources Information Center

This qualitative work analyzes what parents, teachers, and children say about reading when Accelerated Reader and Reading Renaissance are used for reading instruction. Critical discourse analysis offered a glimpse at beliefs about reading and how power relations were embedded in what teachers, parents, and children said about AR and reading.…

Schmidt, Renita

2008-01-01

435

[Sequential Processes for Mastery of Skills in Decoding from Pre-Phonic Training to Independent Reading Competency.  

ERIC Educational Resources Information Center

This program, included in "Effective Reading Programs...," serves 2,400 students in kindergarten and first grade. About 85 percent of the students are white and come from both middle- and low-income families living in an urban area. This approach to reading is based on the assumption that to master reading skills, the child needs assistance at…

New Bedford Public Schools, MA.

436

Mothers' Reading Skills and Child Survival in Nigeria: Examining the Relevance of Mothers' Decision-Making Power  

PubMed Central

Mothers’ literacy skills are emerging as a key determinant of children’s health and survival in low-income contexts, with emphasis on the cognitive and psychological agency that literacy skills provide. This work has clearly established a strong association between mothers’ reading skills—a key subcomponent of broader literacy and language skills—and child mortality. However, this relatively nascent literature has not yet considered how broader social structures condition the process. In Nigeria and in sub-Saharan Africa more broadly, gender-based social inequality constrains many mothers’ decision-making power over children’s health matters; this structural feature may condition the association between mothers’ reading skills and child mortality. This paper uses data from the 2003 Nigerian Demographic and Health Survey (N = 12,076) to test the conditionality of the relationship between mothers’ reading skills and child survival on mothers’ decision-making power, highlighting how structural realities should factor more heavily into this individual-action-oriented literature. Among Nigerian children whose mothers have decision-making power, mothers’ reading skills convey a 27 percent lower risk of child mortality; however, for children whose mothers lack decision-making power, mothers’ reading skills do not yield a significant survival advantage. Overall, these findings support the need for future work to further analyze how broader social structures condition the benefits of mothers’ reading skills for children’s health. PMID:24161100

Smith-Greenaway, Emily

2013-01-01

437

Directing Teaching Skills in Speech Communication toward Critical Thinking Outcomes.  

ERIC Educational Resources Information Center

When critical thinking skills are set adrift from course content, teachers soon fall prey to using critical thinking skills as techniques for getting students to succeed in class rather than surviving outside the classroom. However, the majority of writers in critical thinking skills agree that the skills are not subject-specific, are teachable,…

Fritz, Paul A.

438

The Role of Print Exposure in Reading Skills of Postsecondary Students with and without Reading Disabilities  

ERIC Educational Resources Information Center

Exposure to print is a significant predictor of vocabulary growth and declarative knowledge in normally achieving readers (Stanovich, West, & Harrison, 1995). Research has also shown that initial differences in print exposure can be used to predict differences in reading comprehension in children studied ten years after initial assessment…

Grant, Amy; Wilson, Alexander M.; Gottardo, Alexandra

2007-01-01

439

Individual Differences in Reading Skill and Language Lateralization: A Cluster Analysis  

PubMed Central

Individual differences in reading and cerebral lateralization were investigated in 200 college students who completed reading assessments, divided visual field word recognition tasks, and received a structural MRI scan. Prior studies on this data set indicated that little variance in brain-behavior correlations could be attributed to the effects of sex and handedness variables (Chiarello, et al., 2009a,b; Welcome, et al., 2009). Here a more bottom-up approach to behavioral classification (cluster analysis) was used to explore individual differences that need not depend on a priori decisions about relevant subgroups. The cluster solution identified four subgroups of college age readers with differing reading skill and visual field lateralization profiles. These findings generalized to measures that were not included in the cluster analysis. Poorer reading skill was associated with somewhat reduced VF asymmetry, while average readers demonstrated exaggerated RVF/left hemisphere advantages. Skilled readers had either reduced asymmetries, or asymmetries that varied by task. The clusters did not differ by sex or handedness, suggesting that there are identifiable sources of variance among individuals that are not captured by these standard subject variables. All clusters had typical leftward asymmetry of the planum temporale. However, the size of areas in the posterior corpus callosum distinguished the two subgroups with high reading skill. Seventeen participants, identified as multivariate outliers, had unusual behavioral profiles and differed from the remainder of the sample in not having significant leftward asymmetry of the planum temporale. A less buffered type of neurodevelopment that is more open to the effects of random genetic and environmental influences may characterize such individuals. PMID:22385144

Chiarello, Christine; Welcome, Suzanne E.; Leonard, Christiana M.

2011-01-01

440

Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills  

ERIC Educational Resources Information Center

We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results…

Stephenson, Kathy A.; Parrila, Rauno K.; Georgiou, George K.; Kirby, John R.

2008-01-01

441

Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills  

Microsoft Academic Search

We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results showed that, after controlling for nonverbal IQ and vocabulary, home

Kathy A. Stephenson; Rauno K. Parrila; George K. Georgiou; John R. Kirby

2008-01-01

442

The Effectiveness of the Constant Time Delay Procedure in Teaching Pre-School Academic Skills to Children with Developmental Disabilities in a Small Group Teaching Arrangement  

ERIC Educational Resources Information Center

Children with developmental disabilities are trained using different teaching arrangements. One of these arrangements is called small-group teaching. It has been ascertained that a small-group teaching arrangement is more effective than a one-to-one teaching arrangement. In that sense, teaching academic skills to pre-school children in small-group…

Aldemir, Ozgul; Gursel, Oguz

2014-01-01

443

Case study teaching in high school biology: Effects on academic achievement, problem solving skills, teamwork skills, and science attitudes  

NASA Astrophysics Data System (ADS)

The purpose of this study was to examine the constructivist-based " case study teaching methodology" in High School Biology classes, specifically investigating the effect this methodology had on Academic Achievement, Science Attitudes, Problem Solving Skills, and Teamwork Skills. The effect of Teacher Beliefs toward constructivist learning environments was also explored and investigated, using a quantitative measure (the Constructivist Learning Environment Survey, or CLES). A quasi-experimental design used eleven classes, five teachers, and two hundred fifty two high school biology students over two separate, consecutive quarters of a school year. Two researcher-made instruments measured Academic Achievement after each study quarter. T-Tests were used to compare the Experimental Group (Case Study Teaching Methodology) to the Control Group (Traditional Teaching) during each study quarter. Otis-Lennon School Ability Test (OLSAT) scores were used as a covariate for ANCOVA tests. Case Study Teaching Methodology had a statistically significant improvement on Academic Achievement during the first study quarter, but not the second quarter. Case Study Teaching Methodology had a statistically significant improvement on four of seven Science Attitudes, Problem Solving Skills, and Teamwork Skills during the second quarter of the study. This study is significant in that it addresses a knowledge gap regarding the effects of the constructivist-based case study teaching methodology on secondary science education. The theoretical implications of this study are meaningful: empirical evidence is added to the growing knowledge base regarding the benefits of constructivist theory. The practical implications are equally meaningful: case study teaching methodology is supported as an effective application of constructivist theory in the secondary science classroom.

Skolnick, Ronald

444

Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill  

PubMed Central

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

Saez, Leilani; Folsom, Jessica Sidler; Al Otaiba, Stephanie; Schatschneider, Christopher

2011-01-01

445

Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade.  

PubMed

Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. PMID:23727320

Bach, Silvia; Richardson, Ulla; Brandeis, Daniel; Martin, Ernst; Brem, Silvia

2013-11-15

446

Passing on the Legacy: Teaching Capillary Filtration and Developing Presentation Skills Using Classic Papers  

NSDL National Science Digital Library

Description of using Classic Papers in a teaching symposium exploring the evidence supporting current concepts of capillary fluid exchange. Individual students are given papers to read, edit, and present to the class.

PhD J. Graham McGeown (Queen's University of Belfast, School of Medicine and Dentistry Cell and Metabolic Signaling Group)

2006-09-01

447

Teaching and Learning: Our Experience in Reading Recovery.  

ERIC Educational Resources Information Center

Written in response to an article critical of Reading Recovery (published in the December/January 1996/1997 issue of "The Reading Teacher"), this paper describes what the 5 authors have learned and are learning about Reading Recovery. An introductory section discusses Reading Recovery, noting that it is an individual tutoring program for young…

Browne, Ann; Fitts, Maryellen; McLaughlin, Bennetta; McNamara, Mary Jane; Williams, Judy

1997-01-01

448

Learning To Teach Reading: Setting the Research Agenda.  

ERIC Educational Resources Information Center

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

Roller, Cathy M., Ed.

449

An Exploratory Case Study Comparing the Teaching Practices of Reading Endorsed vs. Non-Reading Endorsed Secondary English Language Arts Teachers  

ERIC Educational Resources Information Center

This comparative case study investigated the teaching practices of secondary English language arts teachers who are reading endorsed versus secondary English language arts teachers who are not reading endorsed. Florida Department of Education mandated that all reading teachers, and strongly encouraged all English language arts teachers be reading

Greenwell, Sabrina Marie

2009-01-01

450

Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study  

Microsoft Academic Search

There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current study conducted a longitudinal examination of the HOSTS program by again assessing

Matthew K. Burns; Barbara J. Senesac; Benjamin Silberglitt

2008-01-01

451

The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional "High-Stakes" Measures of High School Students' Science Achievement  

ERIC Educational Resources Information Center

This study examined how well cognitive abilities predict high school students' science achievement as measured by traditional content-based tests. Students (n = 1,651) from four high schools in three states were assessed on their science knowledge, reading skill, and reading strategy knowledge. The dependent variable, content-based science…

O'Reilly, Tenaha; McNamara, Danielle S.

2007-01-01

452

A Meta-Analysis of the Effects of Reading Instruction on the Reading Skills of Students with or at Risk of Behavioral Disorders  

ERIC Educational Resources Information Center

The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b)including studies sampling from…

Benner, Gregory J.; Nelson, J. Ron; Ralston, Nicole C.; Mooney, Paul

2010-01-01

453

LOGICAL INFERENCE SKILLS IN ADULT READING COMPREHENSION: EFFECTS OF AGE AND FORMAL EDUCATION  

Microsoft Academic Search

This study applied knowledge about inference?making from the deductive reasoning literature to drawing of specific inferences from prose passages. It explored the effects of age, inference form, prior knowledge, and formal education on inferential comprehension skills in adult readers. Subjects were college?aged, middle?aged, and older adults with some college education and older adults with no college education. All subjects read

Bridget A. Franks

1998-01-01

454

The relationship between language dominance and pre-reading skills in young bilingual children in Egypt  

Microsoft Academic Search

This study explored the relationship among pre-reading skills, language proficiency, and visual perceptual abilities in 150\\u000a children who had been exposed to both English and Arabic (mean age 70 months). Information regarding language proficiency\\u000a was gathered indirectly through reports from teachers and parents and directly through children’s test performance. Consequently,\\u000a the children were divided into three language dominance groups: stronger in

Sandy Tahan; Tony Cline; Souhila Messaoud-Galusi

455

The Effectiveness of Emphasizing Reading Skills through Individualized Social Living Experiences.  

ERIC Educational Resources Information Center

The problem of this study was to provide for the individual differences in a heterogeneous group of students where the reading levels ranged from 2.4 to 8.1 as measured by the Iowa Test of Basic Skills. A group of 26 sixth graders were the subjects for the project. Some of the behavioral objectives for the sixth grade students in the experimental…

Central Arkansas Education Center, Little Rock.

456

Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package  

ERIC Educational Resources Information Center

The current study used a video prompting plus least-to-most prompting treatment package to teach a 35-year-old Caucasian man with Down Syndrome three leisure skills. Each leisure skill was task analyzed and the researchers created brief videos depicting the completion of individual steps. Using a multiple probe across behaviors design, the video…

Chan, Jeffrey Michael; Lambdin, Lindsay; Van Laarhoven, Toni; Johnson, Jesse W.

2013-01-01

457

Using Social Studies Skill Lessons to Teach Economic Concepts and Economic Analysis.  

ERIC Educational Resources Information Center

Lessons from a ninth-grade course which integrates social studies skills development and economic concept teaching are outlined. An overview describes the content of the year-long course and the skill objectives. Course content is divided into three sections: a basic introduction to economics, student interest topics such as the economics of crime…

Jasper, Bruce

458

A Money Planner. Teaching Budgeting Skills to Low-Income Consumers.  

ERIC Educational Resources Information Center

This module, one of six on teaching consumer matters to low-income groups, focuses on budgeting and managing money. Budgeting is examined in two contexts: skills which apply to everyone at every income level and skills which specifically apply to low-income people. Topics include how to write a budget (starting a group workshop, small group work,…

Shurtz, Mary Ann; LeFlore, Ann Becker

459

Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses  

ERIC Educational Resources Information Center

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching

Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

2010-01-01

460

Teaching Strategies for Developing Literacy Skills in Non-Native Speakers of English.  

ERIC Educational Resources Information Center

This paper deals with strategies for developing literacy skills in nonnative speakers of English. Discussed in the initial section of the paper are four different categories of English-as-a-second-language (ESL) adults and the basic philosophy that underlies the teaching of literacy skills to adults at all levels of literacy. The special needs of…

Savage, K. Lynn

461

Using Simultaneous Prompting to Teach Independent Living and Leisure Skills to Adults with Severe Intellectual Disabilities  

ERIC Educational Resources Information Center

The acquisition of independent living and leisure skills enables adults to experience an enhanced quality of life by increasing competence, self-reliance, and the development of autonomy. This study examined the effectiveness of simultaneous prompting to teach behavior chains (i.e., independent living and leisure skills) to adults with SID…

Dollar, Chad A.; Fredrick, Laura D.; Alberto, Paul A.; Luke, Jaye K.

2012-01-01

462

SKILL--A Scalable Internet-Based Teaching and Learning System.  

ERIC Educational Resources Information Center

This paper describes the architecture and discusses implementation issues of a scalable Internet-based teaching and learning system (SKILL) being developed at the University of Essen (Germany). The primary objective of SKILL is to cope with the different knowledge levels and learning preferences of the students, providing them with a collaborative…

Neumann, Gustaf; Zirvas, Jana

463

Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students  

ERIC Educational Resources Information Center

This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

2014-01-01

464

A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities  

ERIC Educational Resources Information Center

Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

2009-01-01

465

Can Audio-Visual Media Teach Children Mental Skills?  

ERIC Educational Resources Information Center

A study of 128 third graders was made to determine whether audiovisual media does facilitate cognitive development by comparing the effects of learning a mental skill from a filmed demonstration of that skill with learning from more active kinds of experience. The mental skill was the ability to mentally transform mental images by rotating them…

Rovet, Joanne F.

466

The Effects of Behavioral Skills Training on Staff Implementation of Discrete-Trial Teaching  

ERIC Educational Resources Information Center

A behavioral skills training package was used to train 5 teachers to correctly implement discrete-trial teaching. The mean baseline proportion of possible correct teaching responses for Teachers 1, 2, and 5 increased from 43%, 49%, and 45%, respectively, during baseline to 97%, 98%, and 99%, respectively, following training. These data indicate…

Sarokoff, Randi A.; Sturmey, Peter

2004-01-01

467

Peer Teaching and Computer-Assisted Learning: An Effective Combination for Surgical Skill Training?  

Microsoft Academic Search

Background. The surgical literature suggests that collaborative learning using peers may be a valid way to teach surgical skills and there is a growing interest in the use of computer-assisted learning for this purpose. Combining this evolving technology with this type of teaching would theoretically offer a number of advantages including a reduction in the amount of faculty time devoted

David A. Rogers; Glenn Regehr; Mark Gelula; Karen A. Yeh; Thomas R. Howdieshell; Whitney Webb

2000-01-01

468

Using Social Stories to Teach Choice and Play Skills to Children With Autism  

Microsoft Academic Search

Social stories have become increasingly popular for teaching appropriate behavioral skills to children With autism, yet current literature Warns that little empirical evidence is available that documents the effects of this intervention. Research that does exist targets participants With mild to moderate disabilities. In this study, a special education teacher used social stories in her classroom to teach 2 children

Leasha M. Barry; Suzanne B. Burlew

2004-01-01

469

High Tech Cooking: A Literature Review of Evolving Technologies for Teaching a Functional Skill  

ERIC Educational Resources Information Center

This review synthesizes the empirical literature (1986-2006) focusing on teaching cooking skills to persons with moderate to severe intellectual disabilities. Twenty-two studies were identified which provided information on four forms of technologies currently being used to teach food preparation: (a) picture-based systems; (b) Palmtop personal…

Mechling, Linda C.

2008-01-01

470

The relationship between candidate teachers’ communication skills and their attitudes towards teaching profession  

Microsoft Academic Search

The aim of this research is to analyze the relationship between candidate teachers’ communication skills and their attitudes towards teaching profession. This research is a descriptive study and the sample for the research consists of students at the departments of Turkish language teaching at the universities in the Turkish Republic of Northern Cyprus. The instruments used to collect the data

Hülya Ye?il

2010-01-01

471

Microsituations as an Active-Learning Tool To Teach Endocrine Pharmacology and Problem-Solving Skills.  

ERIC Educational Resources Information Center

Microsituations teaching is a case-based, active learning tool developed from cognitive learning theory to teach problem-solving skills to large classes while conserving faculty and other resources. Since implementing this method in an endocrine pharmacology course at the University of Kentucky, student performance on problem-solving examinations…

Brandt, Barbara F.; Lubawy, William C.

1998-01-01

472

Teaching Critical Decision-Making Skills to Students Concerning Patients with Acute Abdominal Pain.  

ERIC Educational Resources Information Center

The clinical performance of junior hospital staff concerning the management of patients with acute abdominal pain may be enhanced by placing greater emphasis on teaching clinical decision-making skills during the preintern year. Final year medical students took part in a teaching session in which groups of six to eight rotated through six stations…

Hill, David; And Others

1994-01-01

473

Teaching Selected Concepts and Skills in Coin Equivalence and Summation to Handicapped Students.  

ERIC Educational Resources Information Center

The article presents two teaching strategies for use with elementary age educable mentally retarded students. The first introduces the concept of the equivalence of a nickel and five pennies in terms of buying power. The second strategy involves teaching students the skill of adding various combinations of nickels and pennies. (PHR)

Frank, Alan R.; And Others

1980-01-01

474

Teaching abuse-protection skills to people with intellectual, disabilities: A review of the literature  

Microsoft Academic Search

Lumley and Miltenberger (1997) noted the paucity of empirical investigations involving teaching sexual-abuse-protection skills to people with intellectual disabilities. We reviewed relevant empirical investigations since 1997. Six studies trained sexual-abuse-protection skills, and two also included protection skills related to physical and verbal abuse. Each study involved participants with mild or moderate intellectual disabilities, and four noted their participants’ relatively efficient

Adam H. Doughty; Lindsey M. Kane

2010-01-01

475

Teaching Number Skills and Concepts with Stern Structural Arithmetic Materials  

ERIC Educational Resources Information Center

This paper discusses the use of Stern teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 2 figures.)

Horner, Vikki

2007-01-01

476

Strengths and weaknesses in reading skills of youth with intellectual disabilities.  

PubMed

Reading-related skills of youth with intellectual disability (ID) were compared with those of typically developing (TD) children of similar verbal ability level. The group with ID scored lower than the TD group on word recognition and phonological decoding, but similarly on orthographic processing and rapid automatized naming (RAN). Further, phonological decoding significantly mediated the relation between group membership and word recognition, whereas neither orthographic processing nor RAN did so. The group with ID also underperformed the TD group on phonological awareness and phonological memory, both of which significantly mediated the relation between group membership and phonological decoding. These data suggest that poor word recognition in youth with ID may be due largely to poor phonological decoding, which in turn may be due largely to poor phonological awareness and poor phonological memory. More focus on phonological skills in the classroom may help students with ID to develop better word recognition skills. PMID:23220054

Channell, Marie Moore; Loveall, Susan J; Conners, Frances A

2013-02-01

477

Genetic and Environmental Overlap Between Chinese and English Reading-Related Skills in Chinese Children  

PubMed Central

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills—visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination—in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a mean age of 6 years was tested. Univariate twin analyses were used to identify sources of individual variations in reading abilities and related cognitive–linguistic skills in Chinese and English, respectively. They were used to show both similar and distinctive patterns in these skills across Chinese and English. Bivariate Cholesky decomposition analyses indicated genetic overlaps between all parallel Chinese and English variables, as well as shared environmental overlaps in receptive vocabulary and phonological awareness. The phenotypic correlations between 1st and 2nd language skills previously observed in cross-linguistic studies could be explained by the shared genetic and environmental influences found in this twin study. PMID:25221842

2014-01-01

478

Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children.  

PubMed

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a mean age of 6 years was tested. Univariate twin analyses were used to identify sources of individual variations in reading abilities and related cognitive-linguistic skills in Chinese and English, respectively. They were used to show both similar and distinctive patterns in these skills across Chinese and English. Bivariate Cholesky decomposition analyses indicated genetic overlaps between all parallel Chinese and English variables, as well as shared environmental overlaps in receptive vocabulary and phonological awareness. The phenotypic correlations between 1st and 2nd language skills previously observed in cross-linguistic studies could be explained by the shared genetic and environmental influences found in this twin study. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:25221842

Wong, Simpson W L; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Waye, Mary M Y; Bishop, Dorothy V M

2014-11-01

479

Development of Teaching Skills and Relations to Theory of Mind in Preschoolers  

ERIC Educational Resources Information Center

The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who "doesn't know how to play the game." They also received two…

Davis-Unger, Angela C.; Carlson, S. M.

2008-01-01

480

Children's Teaching Skills: The Role of Theory of Mind and Executive Function  

ERIC Educational Resources Information Center

Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5-5.5 years of age (N = 82) were asked to teach a confederate learner how to play a board…

Davis-Unger, Angela C.; Carlson, Stephanie M.

2008-01-01

481

Development of Teaching Skills and Relations to Theory of Mind in Preschoolers  

Microsoft Academic Search

The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who “doesn't know how to play the game.” They also received two

Angela C. Davis-Unger; S. M. Carlson

2008-01-01

482

Why What We Teach Depends on When: Grade and Reading Intervention Modality Moderate Effect Size  

Microsoft Academic Search

Despite impressive advances in the science of reading intervention, how to best help at-risk readers remains a point of contention. Because reading represents the synthesis of background factors and language and reading skills—all of which develop with age and experience—this meta-analysis investigated whether development (as approximated by grade) and intervention modality are key moderators of intervention effect size for disadvantaged

Sebastian Paul Suggate

2010-01-01

483

The COMT Val/Met polymorphism is associated with reading-related skills and consistent patterns of functional neural  

E-print Network

developmental disorder (Fletcher, 2009). This evidence motivates the study of neural and genetic correlates and gene­environment co-actions. Moreover, the psychological texture of read- ing skill is complex because

484

A Case Study of Secondary District-Level Literacy Coaches' Beliefs about How to Teach Reading  

ERIC Educational Resources Information Center

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.…

Crawford, Pamela Sharp

2012-01-01

485

Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading  

ERIC Educational Resources Information Center

This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest-posttest design. Additionally, five preservice teachers from…

Leader-Janssen, Elizabeth M.; Rankin-Erickson, Joan L.

2013-01-01

486

"You Gotta BE the Book": Teaching Engaged and Reflective Reading with Adolescents.  

ERIC Educational Resources Information Center

The stories and studies that make up this book pursue two intertwining paths of inquiry: (1) how highly engaged adolescent readers produce meaning; and (2) what can be done in the classroom to help reluctant readers perceive reading as a creative and personally meaningful pursuit. Chapter 1 looks at approaches to teaching reading and discusses an…

Wilhelm, Jeffrey D.

487

MASTER OF SCIENCE IN TEACHING, LEARNING, AND LEADERSHIP Option: Reading/Literacy  

E-print Network

MASTER OF SCIENCE IN TEACHING, LEARNING, AND LEADERSHIP Option: Reading/Literacy REQUIRED OF ALL Advanced Studies in Children's Literature CIED 5423 Literacy Instruction in the Primary Grades ® CIED 5433 in Reading Instruction CIED 5553 Literacy Leadership and Coaching ELECTIVES or THESIS Each student must

Veiga, Pedro Manuel Barbosa

488

Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."  

ERIC Educational Resources Information Center

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…

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.

489

Teaching Beginning Reading and Writing with the Picture Word Inductive Model.  

ERIC Educational Resources Information Center

This book is about teaching beginning reading and writing. It is based on the belief that children can be taught to be more observant and conscious of the patterns at work as people communicate--particularly through reading and writing--and that teachers can use what children are able to do and what they are able to see to bring them rapidly and…

Calhoun, Emily F.

490

Developing a Reciprocal Teaching/Learning System for College Remedial Reading Instruction  

ERIC Educational Resources Information Center

In face-to-face instruction of "Reciprocal Teaching (RT)", students' reading processes and dialogues with their peers are hardly observed. As a result, the teacher has few clues to identify students' learning difficulties and provide further scaffoldings. To record students' reading processes and enhance their comprehension, this study reports on…

Yang, Yu-Fen

2010-01-01

491

Teaching Comprehension and Exploring Multiple Literacies: Strategies from "The Reading Teacher."  

ERIC Educational Resources Information Center

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 literacy to…

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.

492

Prospective Teachers' Comprehension and Teaching of a Complex Science Concept. Reading Research Report No. 4.  

ERIC Educational Resources Information Center

A study investigated changes in prospective elementary teachers' conceptions about projectile motion. The preservice teachers (enrolled in reading methods courses) were either told or not told that they were expected to teach a videotaped lesson on projectile motion. In addition, they either participated in a combined demonstration-reading or in a…

Hynd, Cynthia R.; And Others

493

Synthetic Phonics and the Teaching of Reading: The Debate Surrounding England's Rose Report  

ERIC Educational Resources Information Center

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

Wyse, Dominic; Styles, Morag

2007-01-01

494

Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience  

PubMed Central

Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students’ skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school.

Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

2014-01-01

495

TEACHING READING IN THE ELEMENTARY SCHOOL--SELECTED REFERENCES.  

ERIC Educational Resources Information Center

TO PROVIDE EDUCATORS WITH BACKGROUND KNOWLEDGE OF THE DIFFERENT ASPECTS OF ELEMENTARY READING INSTRUCTION, THE LOS ANGELES CITY SCHOOLS PRESENT A COMPILATION OF SELECTED REFERENCES. THE COMPILATION INCLUDES REFERENCES ON SIGNIFICANT RESEARCH, SUCCESSFUL PRACTICES, AND PROPOSALS IN THE FOLLOWING AREAS OF READING INSTRUCTION--READING READINESS,…

ROMER, ROBERT D.

496

Guided Reading: Good First Teaching for All Children.  

ERIC Educational Resources Information Center

Outlining how teachers can best support a literate community yet still meet the needs of individual readers, this book explains how to create a balanced literacy program for grades K-3 based on guided reading and supported by reading aloud, shared reading, interactive writing, and other approaches. The book also presents guidelines for observation…

Fountas, Irene C.; Pinnell, Gay Su

497

Teaching Content and Improving Reading: You CAN Do Both!  

ERIC Educational Resources Information Center

In the face of declining student reading abilities, content area instructors at community colleges can no longer ignore the gap that exists between student reading levels and the higher levels at which college texts are written. Indeed, these instructors have a responsibility to include reading improvement in course objectives, because: (1) the…

Griffin, Beverly Norris

498

An Examination of the LVA Approach to Teaching Reading  

ERIC Educational Resources Information Center

The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and…

Murphy, Jean C.

2004-01-01

499

How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content  

ERIC Educational Resources Information Center

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…

Wardrip, Peter; Tobey, Jennifer

2009-01-01

500

Teaching social skills: evaluation of an "independence week".  

PubMed

This study evaluated the achievements of a training course in social skills for physically disabled young people reaching school-leaving age. The course enabled the students to acquire skills in personal care and mobility, but not all the gains were sustained on return home. That basic skills can be acquired as a result of such a short intervention shows that more attention should be paid to them in school. PMID:6236910

Macredie, T; Bradshaw, J

1984-01-01