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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. Volume I.  

ERIC Educational Resources Information Center

This bulletin describes the reading program in the Montgomery County (Maryland) Public Schools and provides guidelines to help teachers assess the individual strengths and needs of their students. Ways in which the teacher may organize the classroom and ways in which children may be grouped in order to facilitate their learning are suggested. The…

Montgomery County Public Schools, Rockville, MD.

3

Recognizing, Organizing and Teaching Reading as a Social Studies Skill  

ERIC Educational Resources Information Center

The use of performance contracts as a method of teaching reading as a social studies skill is discussed. Suggestions are provided for organizing the classroom in order to group students. A guide for teaching reading skills contains a sequenced list of suggested activities to aid students in improving reading skills. (JR)

Donnan, Douglas

1977-01-01

4

IMPROVING READING SKILLS BY TEACHING RULES OF GRAMMAR.  

ERIC Educational Resources Information Center

THIS PILOT STUDY ATTEMPTED (1) TO DETERMINE THOSE GRAMMATICAL CONSTRAINTS IN ENGLISH WHICH SEEM MOST SIGNIFICANTLY RELATED TO READING SKILL AND (2) TO DISCOVER WHETHER TRAINING IN THOSE GRAMMATICAL CONSTRAINTS COULD IMPROVE READING SKILL. USING CLOZE TESTS, WHICH ARE PASSAGES WITH WORDS DELETED IN SOME SYSTEMATIC FASHION, STUDENTS WERE ASKED TO…

BLUMENFELD, J.P.; AND OTHERS

5

Teaching Reading and Study Skills through Interdisciplinary Studies.  

ERIC Educational Resources Information Center

This paper describes a program of interdisciplinary studies for high-school students who are not motivated to learn in the conventional academic setting. The program began with a work-incentive program that used points as the basis for weekly grades in reading, composition, and skill development. Collaboration of teachers of industrial arts,…

Venditto, Joan E.

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

Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills  

ERIC Educational Resources Information Center

Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students'…

Van Camp, Debbie; Van Camp, Wesley

2013-01-01

8

Teaching Selected Phonic Word Analysis Reading Skills to TMR Labeled Students.  

ERIC Educational Resources Information Center

A program designed to teach phonic word analyses reading skills to six trainable mentally retarded elementary students is described. A sample instructional protocol (objectives, measurement and instruction information) is presented. Sample games, such as sound bingo and phonics concentration, are described. (CL)

And Others; Nietupski, John

1979-01-01

9

Teaching Listening Skills in the Junior College Reading Program.  

ERIC Educational Resources Information Center

Stating that little has been done to improve listening skills, the author (1) lists some of the various definitions assigned to listening; (2) examines the dichotomy between the listening goals of two- and four-year colleges and the actual time colleges spend in listening instruction; (3) reports on the standard listening practice of note-taking…

Hammond, William T., Jr.

10

A Study Comparing Two Methods (Teacher Directed Skills and Collaborative) of Teaching Reading Comprehension to College Reading Improvement Students in a CUNY Four Year College.  

ERIC Educational Resources Information Center

A study compared the effectiveness of collaborative teaching and the more traditional skills based approach to remedial reading instruction. The Descriptive Test of Language Skills (DTLS) was used as a placement/exit test and a pre/posttest instrument. Two instructors taught a total of 50 subjects (who were good decoders but poor comprehenders) in…

Mason, Ronald B.

11

A Consideration of Skill Hierarchy Approaches to the Teaching of Reading. Technical Report No. 42.  

ERIC Educational Resources Information Center

This report contains three papers discussing skill hierarchy approaches to reading instruction. Jana Mason presents an historical and theoretical review of the notion of a reading skills hierarchy, relates it to three major types of reading programs currently in use, and argues that it is instructionally advantageous to construct a decoding…

Mason, Jana M.; And Others

12

Developing Study Skills in the Reading Process.  

ERIC Educational Resources Information Center

Study skills are comprised of both reading and thinking skills, and they can be classified as receptive, reflective, or expressive abilities. The objective of teaching study skills is to enable young people to study efficiently and independently in a variety of learning activities. The approaches to teaching study skills that are discussed in this…

Reid, Neil

13

Teaching Vocational, Functional Language and Reading Skills to the Adolescent Hispanic Severely Handicapped.  

ERIC Educational Resources Information Center

Vocational and language skill development of severely retarded and autistic adolescent Hispanics is a training focus at the University of Texas, El Paso. University students and parents of the handicapped are trained in the following areas: teaching grocery shopping and how to order from fast food restaurants, teaching use of public…

Duran, Elva

14

Improving Reading and Decoding Skills through the Use of Multisensory Teaching Strategies.  

ERIC Educational Resources Information Center

This paper describes a project for improving the reading and decoding skills of 23 high school students with reading learning disabilities. The targeted population consisted of high school students in a suburban community in the Midwest. The project used Auditory Discrimination in Depth, which is a multisensory program that develops…

O'Dea, Donna

15

Early Reading Skills  

MedlinePLUS Videos and Cool Tools

... Skills HealthDay March 5, 2014 Related MedlinePlus Page Infant and Newborn Development Transcript Armed with an arsenal ... Educational Psychology tracked reading skills among 117 healthy infants between 10 and 18 months old. For 7 ...

16

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

17

Parents Teach Reading, Too.  

ERIC Educational Resources Information Center

Parents and teachers need to be involved in teaching children to read and to enjoy reading. There are three planks in a platform that will help all parents become involved in their children's learning to read. First, parents must set the example. If they want their children to read, parents must read around them and to them. Secondly, they must…

Clary, Linda Mixon

18

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

19

Improving Students' Reading Comprehension Skills: Effects of Strategy Instruction and Reciprocal Teaching  

ERIC Educational Resources Information Center

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies…

Sporer, Nadine; Brunstein, Joachim C.; Kieschke, Ulf

2009-01-01

20

Teaching critical appraisal may improve appraisal skills and knowledge but does not change reading behaviour  

Microsoft Academic Search

Objective: To assess whether teaching critical appraisal has beneficial effects on health care workers and patients.Data sources: Ten electronic databases, the internet and references of retrieved papers. Experts and major medical education centres were also contacted.Study selection: Studies were independently assessed by three reviewers for eligibility. Data extraction and validity assessment were undertaken by one reviewer and double-checked.Data extraction and

Debora C Matthews; John Deeks

2000-01-01

21

Reading: What Else Matters besides Strategies and Skills?  

ERIC Educational Resources Information Center

How can we best contribute to our students' reading development and achievement? What are the hallmarks of successful, independent student readers? An examination of reading curricula, reading assessment, and related Federal education policy reveals the ongoing emphasis on the cognitive strategies and skills of reading. The teaching and…

Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun; Crassas, Maria Elliker; Doyle, Brie

2013-01-01

22

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

23

Teaching Reading Sourcebook, Second Edition  

ERIC Educational Resources Information Center

The "Teaching Reading Sourcebook, Second Edition" is a comprehensive reference about reading instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the "Sourcebook" includes both a research-informed knowledge base and practical sample lesson models. It teaches the key elements of an effective reading

Honig, Bill; Diamond, Linda; Gutlohn, Linda

2008-01-01

24

Teaching Reading in Europe: Contexts, Policies and Practices  

ERIC Educational Resources Information Center

For the first time, a pan-European study offers a comprehensive picture of reading literacy and identifies some of the key factors impacting on the acquisition of reading skills for 3-15 year olds. It addresses four key topics: teaching approaches, tackling reading difficulties, teacher education and the promotion of reading outside school. It…

De Coster, Isabelle; Baidak, Nathalie; Motiejunaite, Akvile; Noorani, Sogol

2011-01-01

25

Developing Basic Reading Skills through Effective Class Organization.  

ERIC Educational Resources Information Center

One of the major objectives of all schools is to help each student become an independent reader. By necessity then, the teacher, the materials utilized in the teaching process, and the classroom organization used must help students learn and gain proficiency in applying basic reading skills to the reading of all types of materials. To achieve the…

Tyre, Betty B.

26

Using ECRI Techniques to Improve Reading Skills in Social Studies  

ERIC Educational Resources Information Center

Describes a study designed to compare a program for teaching reading skills in the content area (instituted at the Exemplary Center for Reading Instruction) with the regular type of content presentation and carried out with two heterogenous eighth grade social studies classes. (JM)

Arnold, Marie J.; Ingraham, Murray J.

1977-01-01

27

Teaching Critical Reading as a Way of Teaching Critical Thinking.  

ERIC Educational Resources Information Center

A series of five writing assignments that focus on the critical thinking skills needed for the intelligent reading of political articles that appear in newspapers and popular magazines was developed for use in a political science course at Oakton Community College (Illinois). Each of the assignments begins with a lesson that teaches the specific…

Taylor, William M.

28

Improving Student Reading Skills through the Use of Guided Reading.  

ERIC Educational Resources Information Center

This study describes a program for improving student's reading skills. The targeted population consisted of students in a self-contained inclusion fourth grade classroom in a rural community, located in the Midwest. The lack of reading skills had been demonstrated through standardized achievement tests and the Developmental Reading Assessment.…

Conklin, Suzanne; Wilkins, Katherine

29

Teaching Skill in Theorizing.  

ERIC Educational Resources Information Center

This paper addresses whether theoretical skills, meaning skills in evaluating and improving existing theories and in creating new theories, should be taught in psychology programs. Three questions are posed: (1) Should theoretical skills be taught at all?; (2) How are theoretical skills best taught?; and (3) Which theoretical skills should be…

Parrott, W. Gerrod

30

The Improvisational in Teaching Reading.  

ERIC Educational Resources Information Center

Contends that an improvisational stance in teaching avoids disagreements and blockages that can stymie reading instruction. Outlines eight graduate students' experiences teaching improvisationally. Explains that the tutors sought a collaborative teaching stance that was in tune with the individual children's interests and personality. Defines…

Commeyras, Michelle

2002-01-01

31

Helping Technology Students Improve Their Reading Skills  

ERIC Educational Resources Information Center

Students enrolled in technical programs prefer hands-on activities over reading and writing. While hands-on learning works well for conveying technical skills, most technical jobs will also require good reading, writing, and oral communication skills. Effective reading includes more than just "mouthing the words"--it calls for understanding and…

DeKeyser, Raymond

2004-01-01

32

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

33

Reading comprehension skills: Testing the distinctiveness hypothesis  

Microsoft Academic Search

This study was conducted to explore the validity of the reading comprehension skills distinctiveness hypothesis. Students and teachers were randomly assigned to specific comprehension skill training groups: (a) locating details, (b) drawing conclusions, (c) finding the sequence, (d) determining the main idea, and to a control group wherein students engaged in sustained reading of self?selected trade books. After the training

D. Ray Reutzel; Paul M. Hollingsworth

1990-01-01

34

Improving the Development of Students' Reading Skills.  

ERIC Educational Resources Information Center

This report describes a program for improving the development of students' reading skills. The targeted population consisted of students in kindergarten, first, and second grades. The classrooms were located in adjoining lower socioeconomic areas. The problem of poorly developed reading skills was documented through data collected by the teacher…

Beneventi, Angela; McEndollar, Linda; Smith, Deborah

35

Integrated Job Skills and Reading Skills Training System.  

National Technical Information Service (NTIS)

An exploratory study was conducted to evaluate the feasibility of determining the reading demands of Navy jobs using a methodology that both identifies the type of reading tasks performed on the job and the level of general reading skill required to perfo...

T. G. Sticht L. C. Fox R. N. Hauke D. W. Zapf

1977-01-01

36

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

37

PROCEDURES FOR EVALUATING GROWTH IN READING SKILLS.  

ERIC Educational Resources Information Center

WHEN THEY INDIVIDUALIZE READING INSTRUCTION, TEACHERS SHOULD REALIZE THAT CHILDREN ARE VERY DIFFERENT AND THAT CONTINUOUS APPRAISAL OF EACH CHILD'S ATTRIBUTES AND NEEDS IS IMPERATIVE. TEACHERS SHOULD UTILIZE INFORMAL EVALUATIVE TECHNIQUES FOR APPRAISING GROWTH IN READING SKILLS. READINESS FOR BEGINNING READING IS DETERMINED BY OBSERVING PERSONAL…

SARTAIN, HARRY W.

38

A Study in Teaching Selected Intellectual Skills to Kindergarten Children.  

ERIC Educational Resources Information Center

Purposes of the study were (1) to construct science lessons to teach selected intellectual skills to kindergarten children, and (2) to develop group non-reading tests which would measure the growth of the intellectual skills of observation, classification, data treatment, and measurement in kindergarten children. Lessons and evaluations were…

Edwards, Thomas Francis

39

The Clever Kid's Reading Program: Metacognition and Reciprocal Teaching.  

ERIC Educational Resources Information Center

This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…

Bruce, Merle E.; Robinson, Gregory L.

40

The Impact of the Computer on the Teaching of Reading: A Review of the Literature.  

ERIC Educational Resources Information Center

A review of the literature on the use of the computer in teaching reading included studies that centered on basic reading skills and studies that, for the most part, supported the use of computer assisted instruction (CAI) to assist in developing these skills. The research indicated that CAI in reading is effective for a wide variety of reading

Darter, Clarence L., Jr.; Phelps, Lucy N.

41

Philosophy of Teaching Reading.  

ERIC Educational Resources Information Center

Lists advantages and disadvantages of statewide testing. Presents examples of highly specific objectives, as emphasized by realism as a philosophy of education. Considers the advantages idealism/perennialism, as a philosophy of instruction, has in a quality reading curriculum. (SG)

Ediger, Marlow

2003-01-01

42

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

43

Teaching Reading through Computer-Assisted Language Learning  

ERIC Educational Resources Information Center

To study the role of reading in secondary schools and how it may be improved through computers, a year-long study was conducted to examine which of two methods of teaching reading skills, an instructor-led class vs. computer-assisted language learning (CALL), aided secondary students in improving the literal, inferential, and evaluative levels of…

Bhatti, Tariq Muhammad

2013-01-01

44

Sequence of Reading Skills in Reading: Is There Really One?  

ERIC Educational Resources Information Center

Reviews selected recent literature on sequence in reading skill instruction, taking into account samples of opinion about sequence and research in five areas. Includes a pro-reaction and a con-reaction paper. Bibliography. (WB)

Aaron, Ira E.

1968-01-01

45

Teaching Technical Skills through Play.  

ERIC Educational Resources Information Center

The value of light-hearted play in teaching technical recreational sport skills is immense. Children as well as adults can learn more quickly and completely with a games-oriented approach. Often without realizing the hidden goal of excellent skiing or paddling, participants respond to intriguing tasks in a game, immerse themselves in good…

Gullion, Laurie

46

Theme Section: Teaching Research Skills.  

ERIC Educational Resources Information Center

Nine articles discuss teaching research skills to junior and senior high school students including useful personal qualities, computer-assisted instruction, researching issues of current public debate, an oral history project on the 1960s, changing roles of librarians, cooperative learning, video and audiotapes as sources, CD-ROM-based indexes,…

Handy, Alice Evans; And Others

1993-01-01

47

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

48

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

49

Teaching Reading Through Instructional Objectives.  

ERIC Educational Resources Information Center

A series of three videotapes were prepared to provide inservice training for teachers in the area of instructional objectives in the teaching of reading. This booklet is designed to accompany the tapes. It describes the background of the television teacher, Dr. John McNeil, and gives an introduction to the series, the program's goals, an outline…

McNeil, John

50

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.

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

2014-01-01

51

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.

52

Reading As a Survival Skill.  

ERIC Educational Resources Information Center

Described is a technique for the development of survival reading activity packets for the science classroom. The reading packets described include labels from different food and medicine products and from magazine and newspaper articles. Three types of questions were used with each packet: factual, interpretive, and application. (DS)

Blosser, Patricia E.

1980-01-01

53

An Alternative Strategy for Teaching Reading to Hearing-Impaired High School Students.  

ERIC Educational Resources Information Center

Discusses a teaching technique that requires students to retell stories in reading classes for hearing impaired high school students as a way to provide maximum student involvement in classes, while developing reading, organization, vocabulary, and comprehension skills. (EKN)

Gamble, Harold W., III

1983-01-01

54

Parental involvement in the development of children's reading skill: a five-year longitudinal study.  

PubMed

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences. PMID:11949902

Sénéchal, Monique; LeFevre, Jo-Anne

2002-01-01

55

Skills-Based or Whole Language Reading Instruction? A Comparative Study in the Improvement of the Reading Comprehension of High School Students.  

ERIC Educational Resources Information Center

Practitioners and researchers argue about how reading should be taught, about what students should read, and about how best to organize reading instruction in the classroom. Diverse methods are used to teach reading. These range from isolated skills-based (intensive phonics/basal reading programs) to integrated, whole language approaches that…

Wilson, Margaret S.

56

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.

57

The Automated Instruction of Practical Reading Skills to Disadvantaged Sixth Grade Children.  

ERIC Educational Resources Information Center

An assessment was made of the effects of an automated tutoring program in teaching sixth grade disadvantaged children practical reading skills. Nineteen experimental and five control students were randomly selected and tested on 51 practical skills. Experimental students then received automated instruction on 24 of the skills. Correct answering…

Strang, Harold R.

58

Map and Globe Reading Skills.  

ERIC Educational Resources Information Center

Although the guide was designed to accompany an instructional television series, it contains teacher-developed activities on map and globe skills which can be selected and adapted to the needs of elementary students independent of the series. Geographic concepts include direction, the globe, boundaries, hemispheres, scale, latitude, longitude, and…

Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

59

SSRG (Study Skills for Reading).  

ERIC Educational Resources Information Center

Skills necessary for students in grades K-12 to have and use in the library are the topic of this curriculum guide. Behavioral objectives are presented in the following categories: orientation in the use of the library media center, care of materials, materials selection, circulation procedures, library media terminology, nonbook materials and…

Arizona State Library Association, Phoenix.

60

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development  

ERIC Educational Resources Information Center

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

2012-01-01

61

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

62

What Should We Teach in Reading?  

ERIC Educational Resources Information Center

Presents a 50-year-old article by Arthur Gates who was a prominent reading educator of the last century. Notes that he had a profound effect on many aspects of classroom literacy instruction. Speaks to all teachers about what is really important in the teaching of reading. Considers what is involved and what is essential in teaching reading.…

Gates, Arthur I.

2002-01-01

63

Reading Skills and Activities for the Adult.  

ERIC Educational Resources Information Center

This book contains more than 200 one-page exercises designed to give adults practice in basic reading and handwriting skills. The exercises are arranged according to the areas with which they deal: visual discrimination; letter recognition; manuscript practice and sequence; script practice; numeral writing; initial consonants; final consonants;…

Mack, Faite Royjier-Poncefonte

64

A Lesson Cycle for Teaching Expository Reading and Writing  

ERIC Educational Resources Information Center

This article presents a lesson cycle of activities for teaching reading and writing skills for expository text. The lesson cycle consists of four parts: (1) vocabulary words, (2) text structures, (3) modified sentence completion activity, and (4) rewriting text. Sixth- and seventh-grade summer school students were taught to recognize and…

Montelongo, Jose; Herter, Roberta J.; Ansaldo, Robert; Hatter, Naomi

2010-01-01

65

Study Criticizes the Teaching of Reading.  

ERIC Educational Resources Information Center

A report released in May by the Commission on Reading entitled "Becoming a Nation of Readers" suggests, among other things, that teachers should revise the way they teach reading. Specific comments are discussed. (MT)

Theus, Osa

1985-01-01

66

A Holistic Approach to Teaching College Reading.  

ERIC Educational Resources Information Center

Argues that college reading should be taught in a holistic manner. Presents characteristics of college developmental readers and discusses several generalizations that should be considered when teaching college reading holistically. (FL)

Nist, Sherrie L.

1985-01-01

67

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.

68

Report of the National Reading Panel: Teaching Children to Read  

NSDL National Science Digital Library

On April 13, 2000, the National Reading Panel (NRP) released the results of "the largest, most comprehensive evidenced-based review ever conducted of research on how children learn reading." Established in response to a 1997 congressional directive, the NRP is composed of "leading scientists in reading research, representatives of colleges of education, reading teachers, educational administrators, and parents." The report, which is available in .pdf format along with the reports of the subgroups, concludes that the best way to teach children to read is through a combination of methods, including phonemic awareness, phonics, guided oral reading, and the application of reading comprehension strategies.

2000-01-01

69

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.

70

Peer Assessment of Elementary Science Teaching Skills  

ERIC Educational Resources Information Center

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

71

Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills  

PubMed Central

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading.

Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

2010-01-01

72

Earthquake! An Example of How to Develop Reading Skills Using a Topic of Current Interest.  

ERIC Educational Resources Information Center

A topic of student interest, earthquakes, is used as a vehicle for teaching reading and research skills in a California junior high school. Students develop geography skills by labeling fault lines on maps of the Pacific Basin, California, and San Francisco; develop their vocabulary by preparing a list of words about earthquakes; and practice word…

Montori, Laura; Lally, Julia

73

Teaching Effectiveness and Social Skill Development.  

ERIC Educational Resources Information Center

Explores relationships between adjudicated teaching-effectiveness scores, an observation-based assessment instrument, and social-skills scores of preservice teachers. Finds that an individual's nonverbal communication skills, skills in receiving and interpreting nonverbal communication, and ability to engage in social discourse were related to…

Hamann, Donald L.; Lineburgh, Nancy; Paul, Stephen

1998-01-01

74

Instructional Strategies for Teaching Adult Numeracy Skills.  

ERIC Educational Resources Information Center

This report identifies 13 instructional strategies for teaching adult numeracy skills that address issues of assessment, development of mathematical skills, and development of problem-solving skills. The rationale and suggestions regarding the following 13 instructional principles are described: address and evaluate attitudes and beliefs about…

Ginsburg, Lynda; Gal, Iddo

75

Teamwork: effectively teaching an employability skill  

Microsoft Academic Search

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 introduced. Tuckman's model of team development was explicitly taught and used as

Linda Riebe; Dean Roepen; Bruno Santarelli; Gary Marchioro

2010-01-01

76

An Interdisciplinary Approach to Teaching Reading.  

ERIC Educational Resources Information Center

Difficulties faced by freshmen in accomplishing the study-reading needed for a required world history course at Hofstra University led to the establishment of a 3-credit 1-semester reading and study skills course, developed by an interdisciplinary team composed of members from the history and reading faculties. Thirty students were assigned to two…

Rauch, Sidney J.

77

Reflective Teaching in Teaching Social Skills: Utopia or Necessity?  

ERIC Educational Resources Information Center

Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

Usakli, Hakan

2009-01-01

78

Teaching Reading: 3-5 Workshop  

ERIC Educational Resources Information Center

This video workshop with auxiliary classroom videos will show intermediate elementary teachers how to help their students transition from "learning to read" to "reading to learn." Eight half-hour workshop video programs feature leading experts who discuss current research on learning to read and teaching a diverse range of students. The research…

Annenberg Media, 2005

2005-01-01

79

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

80

Promoting the Necessity to Read: A Guide for Instructors of the Disabled Reader in the Teaching of Survival Reading.  

ERIC Educational Resources Information Center

Designed to meet the needs of older nonreaders, this booklet provides teaching suggestions and classroom activities for functional or survival reading skills. The topics covered include using the telephone; figuring the cost of a purchase; following directions; survival vocabulary for public signs; vocabulary for the medicine chest; reading the…

Welch, Jennifer S.

81

Uneven Profiles: Language Minority Learners' Word Reading, Vocabulary, and Reading Comprehension Skills  

ERIC Educational Resources Information Center

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…

Lesaux, Nonie K.; Crosson, Amy C.; Kieffer, Michael J.; Pierce, Margaret

2010-01-01

82

The Teacher and the Reading Skills Report for Migrant Students.  

ERIC Educational Resources Information Center

Through a process of refinement and field testing, a working committee of seven states, under the direction of the National Committee of State Directors of Migrant Education Programs, developed a list of reading skills/concepts that are both generic and universal. Each skill is a base, essential concept. Most skills or subskills in any reading

Bove, Richard

83

Using Experiential Learning to Teach Evaluation Skills.  

ERIC Educational Resources Information Center

Of 98 8-18 year olds, 47 were taught livestock evaluation skills (conformance and performance) using live horses and 51 using video simulation. There were no significant differences related to teaching technique. Older students (12-18) learned conformance judging skills more quickly than younger ones. Audiovisual aids were considered effective for…

Wulff-Risner, Linda; Stewart, Bob

1997-01-01

84

Teaching Reading Strategies in the School Library  

ERIC Educational Resources Information Center

Walker and Shaw link the teaching of ten commonly taught reading strategies such as sequencing, compare and contrast, and prediction to newly published picture book titles. Each chapter of the book provides a strategy, a graphic organizer to teach it with, and an in- depth modeled discussion of how to use the strategy with two or three books.…

Walker, Christine; Shaw, Sarah

2004-01-01

85

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

86

Social Skills, Social Research Skills, Sociological Skills: Teaching Reflexivity?  

ERIC Educational Resources Information Center

Asserts that training in social research methods is a central part of sociology education. Maintains that, while social and communication skills are managerially and epistemologically important to successful research, they often are ignored. Argues for the inclusion of these skills in research methods courses. (CFR)

Jenkins, Richard

1995-01-01

87

TEACHING TECHNIQUES--SELECTED READINGS.  

ERIC Educational Resources Information Center

A DIVERSIFIED SELECTION OF ARTICLES CONTAINING DESCRIPTIONS AND EXPLANATIONS OF TEACHING TECHNIQUES, PUBLISHED FROM 1961 TO 1967, IS PROVIDED IN THIS PACKET. INCLUDED ARE--(1) "TOWARD BETTER CLASSROOM TEACHING" (GREW), (2) "GOOD TEACHING PRACTICES--A SURVEY OF HIGH SCHOOL FL CLASSES" (HAMLIN AND OTHERS), (3) "LISTENING COMPREHENSION" (RIVERS), (4)…

Modern Language Association of America, New York, NY.

88

The Acquisition of Reading Fluency by Skilled and Less Skilled Readers In Grades One, Two and Three.  

ERIC Educational Resources Information Center

Sixty skilled and 60 less-skilled readers were tested for oral reading skills at the end of one, two, and three years of reading instruction, to study the acquisition of reading fluency. A 3 x 2 x 3 ANOVA was used to analyze the influence of years of practice and instruction, reading skill, and levels of word accuracy on oral reading fluency.…

Aulls, Mark W.

89

Teaching Quantitative Skills in a Geoscience Context  

NASA Astrophysics Data System (ADS)

New attention is needed to the ways in which quantitative skills are taught in the geosciences. At the introductory level, geoscience courses play an important role in teaching students the basic abilities needed to use and understand quantitative information. These skills are becoming more important as quantitative information is increasingly used by all citizens to make informed personal choices, for financial success, and to guide our democracy (Mathematics and Democracy, Steen, 2001). Mathematical skills are also becoming increasingly fundamental to success as a practicing geoscientist requiring modification of teaching within the major. An integrated approach developing synergies between mathematics, geoscience and other science courses will be most effective in enhancing students learning in these areas. This summer 40 mathematics and geoscience faculty met at Carleton College for 5 days to explore the ways in which geoscience and mathematical approaches to teaching skills complement each other and to develop materials that reflected the strengths of both approaches. Primary outcomes included 1) new appreciation of the importance of incorporating multiple representations, in-depth problems, contextual examples, and group work in teaching mathematical and quantitative skills, 2) a preliminary list of skills that can form a basic vocabulary for discussions of course content, 3) ten resources developed jointly by mathematicians and geoscientists for use in courses, and 4) new collaborations between geoscientists and mathematicians both on campuses and beyond. Full information about the workshop and its results are available at http://serc.carleton.edu/quantskills/events/NAGT02

Manduca, C. A.; MacDonald, R. H.; Savina, M.; Andersen, J.; Patterson, S.; Mason, M.

2002-12-01

90

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

91

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

92

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

93

Visual Spatial Skill: A Consequence of Learning to Read?  

ERIC Educational Resources Information Center

Does learning to read influence one's visual skill? In Study 1, kindergartners from Hong Kong, Korea, Israel, and Spain were tested on word reading and a task of visual spatial skill. Chinese and Korean kindergartners significantly outperformed Israeli and Spanish readers on the visual task. Moreover, in all cultures except Korea, good readers…

McBride-Chang, Catherine; Zhou, Yanling; Cho, Jeung-Ryeul; Aram, Dorit; Levin, Iris; Tolchinsky, Liliana

2011-01-01

94

Teaching children fire safety skills  

Microsoft Academic Search

This investigation examined the effectiveness of three training procedures (elaborative rehearsal, rehearsal-plus, and behavioral rehearsal) in producing children's acquisition and maintenance of fire safety skills, as well as knowledge of fire safety skills. In addition, reduction of fire-related fears was targeted. Fifty-two randomly assigned second- and third-grade children served as subjects. The children were assessed before, immediately following, and three

Jeff Randall; Russell T. Jones

1993-01-01

95

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

96

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

97

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

98

Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale  

ERIC Educational Resources Information Center

In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills

Pandya, Jessica Zacher

2012-01-01

99

Teaching Phonological Skills to a Deaf First Grader: A Promising Strategy  

Microsoft Academic Search

The researchers analyzed the effectiveness of teaching phonological skills to a deaf child using the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983). There are few studies that support the use of phonological interventions with students who are deaf or hard of hearing. The present study extends this research base.

2009-01-01

100

Teaching Phonological Skills to a Deaf First Grader: A Promising Strategy  

Microsoft Academic Search

: The researchers analyzed the effectiveness of teaching phonological skills to a deaf child using the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983). There are few studies that support the use of phonological interventions with students who are deaf or hard of hearing. The present study extends this research

Susan M. Syverud; Caroline Guardino; Dana N. Selznick

2009-01-01

101

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

102

Linking Math, Reading, and Writing Skills to Jobs.  

ERIC Educational Resources Information Center

This volume explains the products and processes of the Entry Standards Assessment (ESA)/Basic Skills Brush Up System. The ESA/Basic Skills Brush Up Centers System is a program designed to provide Comprehensive Employment and Training Act (CETA) clients with the math, reading, and writing skills needed to take advantage of job training. Following…

Cooney, Joe

103

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

104

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.

105

Meaningful Maths: Teaching Map Skills  

ERIC Educational Resources Information Center

In the author's experience, lessons that are clearly meaningful for students beyond the classroom can foster positive attitudes, increase enjoyment, and enhance learning. In this paper she offers suggestions on how to plan for meaningful mathematics lessons using the topic of map skills as an example. She also presents some specific ideas for…

Whittle, Miranda Pacaya

2007-01-01

106

SKILLS FOR TEACHING THE ELDERLY SUBCULTURE  

Microsoft Academic Search

Learning throughout life is stimulating and brings satisfaction to the learner. But there is no systematic program for teaching the elderly learner. There are no syllabi or textbook materials ready for use. The skills and materials needed for working with elderly learners are in the experimental stages of development.Because there is no organized program of instruction for use with elderly

Martha Tyler John

1981-01-01

107

Teaching Organizational Skills in Middle School  

ERIC Educational Resources Information Center

The transition to middle school is an educational milestone, marking significant and sometimes unspoken changes in expectations. The overriding expectation is that students will become more independent. This article discusses some tips that will help teachers in teaching organizational skills to middle school students. Middle school teachers…

Boller, Barbara

2008-01-01

108

Teaching communication skills to clinical students  

Microsoft Academic Search

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

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

1993-01-01

109

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

110

The Central Role of Teaching Social Skills  

ERIC Educational Resources Information Center

According to Shores and Jack (1996), children and youth are identified as having behavioral disorders based on their excesses and their deficits of social behavior. They respond to available social stimuli in unpredictable ways. The teaching of social skills should be an integral part of any program for E/BD students. E/BD teachers work on…

Johns, Beverley H.; Crowley, E. Paula; Guetzloe, Eleanor

2005-01-01

111

Multisensory Teaching of Basic Language Skills.  

ERIC Educational Resources Information Center

This text on multisensory structured language education (MSLE) provides the foundation for MSLE and offers components of instruction and effective teaching strategies that teachers can put into practice for students with dyslexia and others struggling to learn to read, write, and spell. Chapters include: (1) "Multisensory Instruction" (Louisa C.…

Birsh, Judith R., Ed.

112

Teaching Nonfiction through Rhetorical Reading  

ERIC Educational Resources Information Center

The need to teach students strategies for handling the various nonfiction texts they encounter has never been more pressing than in this digital age. Growing up in this digital age, students have a tenuous grasp on the differences between fiction and nonfiction, which can result in a lack of critical thinking about important political and cultural…

Lamb, Mary R.

2010-01-01

113

Teaching Reading through Motor Learning.  

ERIC Educational Resources Information Center

Based on a foundation of research and theory, this book presents a case for the inclusion of motor learning activities in the reading curriculum. Chapter one introduces the concept generally, while chapter two provides a theoretical basis for the approach, along with some exploratory evidence to support it. Chapter three discusses some motor…

Sullivan, Dorothy D.; Humphrey, James H.

114

Teaching Reading: The Science and the Art.  

ERIC Educational Resources Information Center

This paper presents and discusses some existing problems in and proposed solutions for establishing a professional posture and developing a science of teaching reading. The problems discussed include: the immense size and complexity of the educational enterprise in physical plant, personnel, students, and curriculum; the size of the educational…

Manning, John C.

115

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

116

Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2  

ERIC Educational Resources Information Center

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…

Gustafson, Stefan; Falth, Linda; Svensson, Idor; Tjus, Tomas; Heimann, Mikael

2011-01-01

117

Screening Early Reading Skills in Preschool Children: Get Ready to Read  

ERIC Educational Resources Information Center

This study examined a new screening tool (Get Ready to Read) for assessing early reading skills in 73 three-year-old and 79 four-year-old children from low-income families and relating performance to more extensive assessments of phonological sensitivity and language skills (vocabulary and print knowledge) that have been found to be related to the…

Molfese, Victoria J.; Molfese, Dennis L.; Modglin, Arlene T.; Walker, Jennifer; Neamon, Jessica

2004-01-01

118

Phonemic Segmentation Skill and Beginning Reading.  

ERIC Educational Resources Information Center

This study investigated the relationship of phonological awareness to learning to read. Australian first-grade children were tested for verbal intelligence, phonemic segmentation ability, and reading achievement. Path analysis revealed phonological awareness affected reading comprehension indirectly through phonological recoding. The development…

Tunmer, William E.; Nesdale, Andrew R.

1985-01-01

119

Combining Concept Mapping and Adaptive Advice to Teach Reading Comprehension.  

National Technical Information Service (NTIS)

This paper describes a computerized learning environment for teaching the conceptual patterns of critical literacy. While the full implementation of the software treats both reading and writing this paper covers only the reading aspects of R-WISE (Reading...

P. A. Carlson V. Larralde

1995-01-01

120

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

121

Intensive Word Study and Repeated Reading Improves Reading Skills for Two Students with Learning Disabilities  

ERIC Educational Resources Information Center

Two struggling fourth-grade readers with learning disabilities who have severe deficits in word recognition, comprehension, and reading fluency improve their reading skills using a method that combines intensive word study with the timed repeated reading of poetry. The direct instruction included semantics, morphology, orthography, and…

Staudt, Deborah Hill

2009-01-01

122

Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms  

ERIC Educational Resources Information Center

This study explored first-, second-, and third-grade reading instruction and students' (n = 1,586) reading skill growth in Florida Reading First (RF) classrooms (n = 95). The goal of RF is to improve students' literacy outcomes through the use of research-based instruction, assessment, teacher training, and program evaluation. Whereas survey data…

Connor, Carol McDonald; Jakobsons, Lara J.; Crowe, Elizabeth C.; Meadows, Jane Granger

2009-01-01

123

Black Deaf Individuals’ Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education  

Microsoft Academic Search

: Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black

Candace Myers; Gizelle L. Gilbert; Peter C. Hauser; Melissa L. Anderson; Selina Agyen; Millicent M. Musyoka; M. Diane Clark

2010-01-01

124

Black Deaf Individuals’ Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education  

Microsoft Academic Search

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family characteristics, reading experience, and education. (The descriptor Black is

Candace Myers; Gizelle L. Gilbert; Peter C. Hauser; Melissa L. Anderson; Selina Agyen; Millicent M. Musyoka; M. Diane Clark

2010-01-01

125

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

126

Gender Differences in Online Reading Engagement, Metacognitive Strategies, Navigation Skills and Reading Literacy  

ERIC Educational Resources Information Center

This study examined how knowledge of metacognitive strategies and navigation skills mediate the relationship between online reading activities and printed reading assessment (PRA) and electronic reading assessment (ERA) across 19 countries using the PISA (Programme for International Student Assessment) 2009 database. Participants were 34?104…

Wu, J-Y.

2014-01-01

127

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

128

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

129

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

130

Using Reading and Writing to Improve Oral Language Skills.  

ERIC Educational Resources Information Center

Use of reading and writing to enhance oral communication skills requires analysis of the individual's performance; understanding of the interaction among auditory, oral, and written language disorders; integration of speech-language and educational services; and attention to skills of phonemic discrimination, auditory verbal comprehension, word…

Johnson, Doris J.

1985-01-01

131

Primary Reading Skills: Activities and Resources, Volume 1.  

ERIC Educational Resources Information Center

This guide represents an overview of reading skills presented in a developmental sequence with illustrative learning activities for each skill. The activities are suggestive rather than prescriptive, and resources are included. The ideas and materials included in this document are designed so that teachers can modify and adapt them to ongoing…

Rochester City School District, NY.

132

The Emergence of Route Map Reading Skills in Young Children.  

ERIC Educational Resources Information Center

There is little agreement about how the ability to read route maps initially emerges and about how it should be stimulated by early childhood educators. This study assessed the route map reading behavior of young children and the basic skills that might contribute to that behavior. In individual videotaped sessions, 120 four, five, and six year…

Frank, Rita E.

133

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

134

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.

135

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

136

Reading Skill, Textbook Marking, and Course Performance  

ERIC Educational Resources Information Center

We surveyed students enrolled in Introductory Psychology courses about their text marking preferences and analyzed the marking in their textbooks. Low-skill readers report more reliance on highlighting strategies and actually mark their texts more than better readers. In addition, low-skilled readers prefer to buy used, previously marked texts…

Bell, Kenneth E.; Limber, John E.

2010-01-01

137

Teaching Elementary Students First-Aid Skills via Interactive Storytelling.  

ERIC Educational Resources Information Center

Storytelling scenarios are suggested for teaching basic first-aid skills to children (ages 4-9) who have mild to severe disabilities. The method involves four steps: assembling materials; identifying skills and conducting task analyses; teaching the skills; and assessing discrimination among different types of injuries, generalization to new…

Marchand-Martella, Nancy E.; And Others

1991-01-01

138

Skill-specific spoken dialogs in a reading tutor that listens  

Microsoft Academic Search

Project LISTEN's Reading Tutor listens to children read aloud. A controlled study indicates that the Reading Tutor helps children's reading comprehension. However, the results for word attack (decoding) skills and word identification skills were not statistically better than in the control condition. Our thesis therefore proposes to develop skill-specific dialogs based on cognitive skill models and successful tutoring strategies. These

Gregory Aist

1999-01-01

139

Top Ten Principles for Teaching Extensive Reading1  

Microsoft Academic Search

This article puts forward ten principles for an extensive reading approach to teaching reading. They deal with the nature of extensive reading and the conditions and methodology necessary for its success. In the interests of professional development, the authors encourage teachers to use the principles as a tool to examine their beliefs about reading in general and extensive reading in

Richard Day; Julian Bamford

140

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

141

Teaching and Thinking: A Literature Review of the Teaching of Thinking Skills  

ERIC Educational Resources Information Center

The purpose of this literature review was to study some of the most famous works in teaching thinking skills. Teaching thinking is an arguable issue in the UAE. Some teachers are in favour of teaching thinking skills implicitly while others support the view that students have to learn thinking skills explicitly. The study aimed at answering two…

Assaf, Mohammad Ahmad

2009-01-01

142

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

143

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

144

“I Don't Teach Reading”: Critical Reading Instruction in Composition Courses  

Microsoft Academic Search

Recent studies indicate that many entering freshmen are not prepared for the demands of college reading, yet most higher education institutions do not require stand alone reading courses. Although critical reading is an often-cited objective of some college composition courses, little research exists that describes how composition instructors teach critical reading strategies. This study examined ways that critical reading is

Lisa Bosley

2008-01-01

145

Reading skills in children diagnosed with hyperlexia: case reports.  

PubMed

Hyperlexia is characterized by spontaneous and early acquisition of reading skills, manifested before the age of five, without any formal education. Expressive and receptive language deficit, excellent memory, delayed language skills, echolalia, perseverations, and difficulty to understand verbal contexts, are common symptoms in individuals with hyperlexia and global developmental disorders, including Asperger's syndrome. The aim of this study was to describe the reading skills of individuals with hyperlexia. The participants were six boys with a history of hyperlexia, perceived by relatives before 36 months of life, chronologically aged between four years and four months to five years and two months. The following evaluation procedures were applied: interview with the parents or responsible guardians, communicative behavior observation, Peabody Picture Vocabulary Test (PPVT), recognition of alphabet letters and numbers, School Performance Test, text reading, and reading comprehension. The participants showed different performances in the PPVT, and recognized letters, numbers and isolated words. There was difficulty in answering the writing subtest; the majority did not understand the text that they read and all of them demonstrated recognition of letters and numbers. Some participants were able to read words and texts. However, all participants presented alterations in other areas of language development, such as receptive vocabulary, communicative behavior and understanding of the material read, in addition to altered behaviors of social adaptation, both interactive and restrictive. PMID:24408490

Lamônica, Dionísia Aparecida Cusin; Gejão, Mariana Germano; do Prado, Lívia Maria; Ferreira, Amanda Tragueta

2013-01-01

146

Teaching Early Braille Literacy Skills within a Stimulus Equivalence Paradigm to Children with Degenerative Visual Impairments  

ERIC Educational Resources Information Center

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved…

Toussaint, Karen A.; Tiger, Jeffrey H.

2010-01-01

147

Teaching Effective Helping Skills at a Distance: The Development of Project CATHIE  

ERIC Educational Resources Information Center

This article describes an exploratory study of two Web-based learning environments designed to teach helping skills to human service students. Participants used either an interactive pedagogical agent environment or read a helper-client script. Environments were compared and learning gains were assessed in each of the environments, along with user…

Adcock, Amy B.; Duggan, Molly H.; Nelson, Elizabeth K.; Nickel, Christine

2006-01-01

148

Music training for the development of reading skills.  

PubMed

The beneficial effects of musical training are not limited to enhancement of musical skills, but extend to language skills. Here, we review evidence that musical training can enhance reading ability. First, we discuss five subskills underlying reading acquisition-phonological awareness, speech-in-noise perception, rhythm perception, auditory working memory, and the ability to learn sound patterns-and show that each is linked to music experience. We link these five subskills through a unifying biological framework, positing that they share a reliance on auditory neural synchrony. After laying this theoretical groundwork for why musical training might be expected to enhance reading skills, we review the results of longitudinal studies providing evidence for a role for musical training in enhancing language abilities. Taken as a whole, these findings suggest that musical training can provide an effective developmental educational strategy for all children, including those with language learning impairments. PMID:24309256

Tierney, Adam; Kraus, Nina

2013-01-01

149

Kindergarten teachers adjust their teaching practices in accordance with children’s academic pre?skills  

Microsoft Academic Search

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 instrument to observe 49 kindergarten teachers on their emotional support,

Eija Pakarinen; Martti Siekkinen

2011-01-01

150

Phonological skills and their role in learning to read: a meta-analytic review.  

PubMed

The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from extreme group comparisons indicated that children with dyslexia show a large deficit on phonemic awareness in relation to typically developing children of the same age (pooled effect size estimate: -1.37) and children matched on reading level (pooled effect size estimate: -0.57). There were significantly smaller group deficits on both rime awareness and verbal short-term memory (pooled effect size estimates: rime skills in relation to age-matched controls, -0.93, and reading-level controls, -0.37; verbal short-term memory skills in relation to age-matched controls, -0.71, and reading-level controls, -0.09). Analyses of studies of unselected samples showed that phonemic awareness was the strongest correlate of individual differences in word reading ability and that this effect remained reliable after controlling for variations in both verbal short-term memory and rime awareness. These findings support the pivotal role of phonemic awareness as a predictor of individual differences in reading development. We discuss whether such a relationship is a causal one and the implications of research in this area for current approaches to the teaching of reading and interventions for children with reading difficulties. PMID:22250824

Melby-Lervåg, Monica; Lyster, Solveig-Alma Halaas; Hulme, Charles

2012-03-01

151

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

152

Black Deaf Individuals' Reading Skills: Influence of ASL, Culture, Family Characteristics, Reading Experience, and Education  

ERIC Educational Resources Information Center

Previous research on the reading abilities of Deaf individuals from various cultural groups suggests that Black Deaf and Hispanic Deaf individuals lag behind their White Deaf peers. The present study compared the reading skills of Black Deaf and White Deaf individuals, investigating the influence of American Sign Language (ASL), culture, family…

Myers, Candace; Clark, M. Diane; Musyoka, Millicent M.; Anderson, Melissa L.; Gilbert, Gizelle L.; Agyen, Selina; Hauser, Peter C.

2010-01-01

153

Computer-Assisted Interventions Targeting Reading Skills of Children with Reading Disabilities--A Longitudinal Study  

ERIC Educational Resources Information Center

The purpose of the present study was to examine the effects of three computerized interventions on the reading skills of children with reading disabilities in Grade 2. This longitudinal intervention study included five test sessions over 1 year. Two test points occur before the intervention, and three afterwards. The last follow-up was conducted 1…

Falth, Linda; Gustafson, Stefan; Tjus, Tomas; Heimann, Mikael; Svensson, Idor

2013-01-01

154

Levels of Phonological Representation in Skilled Reading and in Learning To Read.  

ERIC Educational Resources Information Center

Discusses empirical evidence supporting the idea that both skilled reading and learning to read capitalize on underlying phonological representations. Explains that phonological dyslexia is related to some anomaly in speech perception capabilities, making it difficult to both develop efficient conscious segmentation abilities and…

Morais, Jose

2003-01-01

155

Unlocking Reading Comprehension with Key Science Inquiry Skills  

NSDL National Science Digital Library

As secondary science teachers, we must remember that scientific literacy cannot be attained without fundamental literacy--the ability to read and comprehend textual information and write competently about the subject under study. To achieve literacy success, the Science-Cognition-Literacy Framework (Figure 1) was designed to give science teachers a basis for visualization of the sequencing of cognitive processes and instructional activities for developing science inquiry skills, and applying them to reading (and writing) activities based in science.

Miller, Roxanne G.

2006-09-01

156

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

157

Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks  

ERIC Educational Resources Information Center

This article presents five instructional frameworks demonstrated by research as being effective in teaching reading comprehension: (1) The Scaffolded Reading Experience (SRE); (2) Questioning the Author (QtA); (3) Collaborative Strategic Reading (CSR); (4) Peer-Assisted Learning Strategies (PALS); and (5) Concept-Oriented Reading Instruction…

Liang, Lauren Aimonette; Dole, Janice A.

2006-01-01

158

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

159

From Initial Phonics to Functional Phonics: Teaching Word-Analysis Skills to Students with Moderate Intellectual Disability  

ERIC Educational Resources Information Center

Reading instruction for students with MoID is typically limited to sight-word instruction. We developed a 2-part, phonetic instructional sequence based upon Direct Instruction teaching methodology to teach students with MoID word-analysis skills that generalize to untaught words encountered in their environment. Elementary and middle-school…

Fredrick, Laura D.; Davis, Dawn H.; Alberto, Paul A.; Waugh, Rebecca E.

2013-01-01

160

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

161

Teaching Parents New Skills to Support Their Young Children's Development  

Microsoft Academic Search

Teaching parents new skills to support the development of their young children with developmen- tal disabilities has been controversial in the field of early intervention even though there is considerable empirical evidence supporting this approach. We propose that teaching parents to implement family-centered interventions can be highly effective by: (a) allowing parents to choose when to learn new skills; (b)

Ann P. Kaiser; Terry B. Hancock

162

Old dogs and new tricks: teaching computer skills to adults  

Microsoft Academic Search

A review of the issues in teaching computer skills to adults, with particular emphasis on the needs of the older adult. Three main areas are considered: adult and lifelong learning, including personal issues and pressures facing the learner; the specific demands of teaching practical computer skills, including the classroom environment; and the particular problems faced by learners as they get

George Geddes

163

Using Blended Learning in Developing Student Teachers Teaching Skills  

ERIC Educational Resources Information Center

The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

2012-01-01

164

Fostering Enterprise: The Innovation and Skills Nexus--Research Readings  

ERIC Educational Resources Information Center

This book of readings on innovation was commissioned by the Department of Education, Employment and Workplace Relations (DEEWR) and looks at the relationship between skills, innovation and industry. In November 2010, the National Centre for Vocational Education Research (NCVER) held a forum in Sydney on the relationship between innovation and…

Curtin, Penelope, Ed.; Stanwick, John, Ed.; Beddie, Francesca, Ed.

2011-01-01

165

Development of Reading Skills Among Preschool and Primary School Pupils  

ERIC Educational Resources Information Center

This study investigated the trajectories of preschool and first-grade childrens development of reading skills, as well as the cognitive and social antecedents of that development. One-hundred and ninety-six 5- to 6-year-old children were tested in October and April of their preschool year and again in the first grade. Data included measures of…

Leppnen, Ulla; Niemi, Pekka; Aunola, Kaisa; Nurmi, Jari-Erik

2004-01-01

166

A Metacognitive Program for Improving the Word Identification and Reading Comprehension Skills of Upper Primary Poor Readers.  

ERIC Educational Resources Information Center

This paper reports on a series of three studies designed to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, and to investigate effective methods for implementing the metacognitive program in the regular classroom. To improve word identification…

Bruce, Merle E.; Robinson, Gregory L.

167

TEACHING EARLY BRAILLE LITERACY SKILLS WITHIN A STIMULUS EQUIVALENCE PARADIGM TO CHILDREN WITH DEGENERATIVE VISUAL IMPAIRMENTS  

PubMed Central

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names.

Toussaint, Karen A; Tiger, Jeffrey H

2010-01-01

168

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

169

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

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

1993-01-01

170

Teaching 21st Century Skills: An ASCD Action Tool  

ERIC Educational Resources Information Center

Any school interested in preparing students for learning and working in 21st century academic and job settings needs this resource to explain to teachers the new skills students need and provide teachers with tools to teach and reinforce these skills. Based on the work of the Partnership for 21st Century Skills, this action tool defines what…

Beers, Sue

2011-01-01

171

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.

172

What Research Tells Us about Teaching Thinking Skills  

ERIC Educational Resources Information Center

The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived…

Beyer, Barry K.

2008-01-01

173

Using Grids to Teach the Skill of Striking  

ERIC Educational Resources Information Center

This article discusses the grid system as a strategy for enhancing the skill of striking in physical education. A grid system is a box or rectangle-defined space in which students practice specific skills or strategies in pairs or small groups. Here, the author provides sample activities that can be used with grids to teach striking skills for…

Horton, Mel L.

2006-01-01

174

Teaching the Blind to Read and Write Chinese  

ERIC Educational Resources Information Center

A technique is described for teaching the blind to read and write Chinese characters through use of raised acrylic writing and the production of a concave impression with pencil or stylus. Other methods for teaching blind students to read are mentioned. (RM)

Roy, Gilbert W.

1974-01-01

175

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

176

BSEP/CSEP Reading Evaluation: A Study of the Effectiveness of the U.S. Army Europe's Basic Skills/Career Skills Job-Specific Reading Program.  

ERIC Educational Resources Information Center

To measure the effectiveness of the Basic Skills Education Program (BSEP) reading curriculum--eight reading skill modules employing military job-specific reading materials and used by the U.S. Army in Europe (USAREUR)--and to provide information for improving it, a study examined 183 soldiers from 38 European posts who were enrolled in the BSEP…

Philippi, Jorie W.

177

Relationships Among Reading Skills of Adults with Low Literacy  

PubMed Central

In this study, confirmatory factor analyses were used to examine the interrelationships among latent factors of the Simple View 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.

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

2011-01-01

178

My Summer Reading List. Teaching with Children's Books  

ERIC Educational Resources Information Center

This author tells readers "Encourage your students to explore their own interests with their summer reading picks. There is no question of the value of summer reading. We want our students, whatever their reading level, to continue to develop and maintain their literacy skills." She therefore would urge teachers not to assign a limited list of…

Von Drasek, Lisa

2005-01-01

179

A Comparison of Perceptual Motor Skill with Auditory Comprehension as Correlates of Word Recognition, Oral Reading, and Silent Reading.  

ERIC Educational Resources Information Center

A study was conducted to examine the relationship of perceptual motor skills as measured by the Bender Visual Motor Gestalt Test to word recognition, oral reading, and silent reading. In addition, perceptual motor skill and auditory comprehension were compared as correlates of the three reading variables. Subjects were 60 primary grade students in…

Tillman, Chester E.

180

TUTOR: Techniques Used in the Teaching of Reading. A Handbook for Teaching Basic Reading to Adults and Teenagers.  

ERIC Educational Resources Information Center

Intended for those who have had no technical training in the teaching of basic reading, this manual provided step-by-step instructions so that inexperienced tutors can apply professional approaches to teaching reading. The chapters of the book discuss the problem of functional illiteracy, the profile of a good literacy teacher, the profile of an…

Colvin, Ruth J.; Root, Jane H.

181

Motivating Readers. During Conferences, Teach the Reader, Not the Reading.  

ERIC Educational Resources Information Center

To motivate students to read, it is important for teachers to teach the reader, not the reading. This article presents three strategies for accomplishing this: studying the child, not the book; focusing on students' reading lives and knowing them as readers; and thinking of students as readers. (SM)

Calkins, Lucy

1996-01-01

182

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

183

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

184

Teaching Our Children To Read: The Components of an Effective, Comprehensive Reading Program. Second Edition.  

ERIC Educational Resources Information Center

This book, intended as a resource for educators, administrators, policymakers, and parents concerned about how to successfully teach children to read, points the way to implementing the best research-based practices in adopting reading materials, training teachers, and providing the necessary school leadership. Studies of effective teaching

Honig, Bill

185

Teaching self-protection skills to persons with mental retardation.  

PubMed

A curriculum for teaching self-protection skills to eight adults with mild mental retardation was evaluated. The curriculum, which was presented in a small-group format across nine 25 to 30 minute sessions, uses instructions, modeling, rehearsal, feedback, and praise to teach skills needed to discriminate and safely respond to abduction and sexual abuse situations. Self-protection skills were assessed in in situ simulations involving solicitations from adults. Results showed that all but one subject learned the criterion skills and maintained them at a 6-month follow-up. Strengths and limitations of the study were discussed and future research directions suggested. PMID:2223026

Haseltine, B; Miltenberger, R G

1990-09-01

186

Teaching general learning and problem-solving skills  

NSDL National Science Digital Library

This article describes the investigation and teaching of two general cognitive skills important in introductory physics. We first analyzed the various abilities needed for understanding a relation (definition or law) well enough to use it appropriately. Then we developed two different instructional methods for teaching students the general learning skill of gaining such an understanding of any new relation. We further taught students a simple strategy for problem solving. Our results indicate that students can indeed be taught such general cognitive skills and that they can transfer these skills to areas outside of physics.

Reif, Frederick; Larkin, Jill H.; Brackett, George

2005-10-20

187

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

188

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

189

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

190

Retention of drug administration skills after intensive teaching.  

PubMed

We have identified deficiencies in medical students' drug administration skills, and we attempted to address them with interactive online teaching modules and simulated critical incident scenarios. Short-term improvements have been evident with this intensive effort, but medium-term retention of skills has not been measured. A drug administration lecture, an online module and a simulated emergency scenario were offered to final year clinical students. None of the teaching was compulsory but participation was recorded, along with students' simulator performances and marks in an objective structured practical examination 9 months later. A poor simulator score predicted a poor performance in the later examination. Participation in the simulated scenario only significantly improved examination scores when supplemented by online teaching (p = 0.002). Intensive drug administration teaching using an online module and high fidelity simulation improves drug administration skills in the medium term. Students found simulation much more engaging than online teaching. PMID:18336488

Wheeler, D W; Degnan, B A; Murray, L J; Dunling, C P; Whittlestone, K D; Wood, D F; Smith, H L; Gupta, A K

2008-04-01

191

An Examination of the Relationship between Reading Comprehension, Higher-Level and Lower-Level Reading Sub-Skills in Adults  

ERIC Educational Resources Information Center

Using a large adult reading database, we examined the relationships between high-level and low-level reading skills and between multiple reading skills, general cognitive ability, and reading comprehension ability. A principal components analysis found partial dissociability between higher-level skills including reading comprehension, vocabulary…

Landi, Nicole

2010-01-01

192

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.  

PubMed

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism. PMID:16799286

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

193

Speaking My Mind: Stop Reading Shakespeare!  

ERIC Educational Resources Information Center

Reading skills are vital to student success, and those skills could be practiced with Shakespeare "if students are taught reading skills in the classroom." The problem is that many teachers of English do not consider themselves reading specialists and do not teach reading skills to their students. Fred L. Hamel notes that teachers in a recent…

Spangler, Susan

2009-01-01

194

Teaching Communication Skills with Videomodeling and Videofeedback in the University Classroom.  

ERIC Educational Resources Information Center

Discusses a study to examine the use of videotape as a modeling and feedback device in skills-based interpersonal communication courses. Findings demonstrated the effectiveness of teaching communication skills and of videomodeling of skills as a teaching technique. (JOW)

Scott, Jean Pearson; And Others

1983-01-01

195

On Teaching Thinking Skills: A Conversation with B. Othanel Smith.  

ERIC Educational Resources Information Center

In this interview, teaching models are rejected for their formulaic, inflexible approach to inculcating cognitive skills. Instead, teachers need to understand the logic of their subject matter and should master a set of pedagogical skills to use as necessary. Includes one reference. (MLH)

Brandt, Ron

1987-01-01

196

Teaching Transferable Compensatory Skills and Processes to Visually Impaired Adults.  

ERIC Educational Resources Information Center

This article presents the eight laws of association theory and applies four of them to strategies for teaching transferable skills to individuals with visual impairments. Strategies described include situation forecasting, generalization, sense shifting, performing skills repetitively to facilitate the transfer habit, and assigning an intensity…

Roberts, Alvin

2001-01-01

197

Analysis of Essential Skills and Knowledge for Teaching Online  

ERIC Educational Resources Information Center

This study identifies and posits guidelines for assessing the skills and knowledge of online distance ducators. Findings derived from Cooper?s (1998) synthesis research method reveal sixteen skills that may be grouped into six areas that are thought to be essential for educators to teach successfully online. The study also shows that factors, like…

Lee, Jia-Ling; Hirumi, Atsusi

2004-01-01

198

Constraints of Motor Skill Acquisition: Implications for Teaching and Learning.  

ERIC Educational Resources Information Center

This article presents various solutions to possible problems associated with providing skill-based instruction in physical education. It explores and applies Newell's (1986) constraints model to the analysis and teaching of motor skills in physical education, describing the role of individual, task, and environmental constraints in physical…

Hamilton, Michelle L.; Pankey, Robert; Kinnunen, David

199

Teaching Presentation Skills Using Video as Role Model  

Microsoft Academic Search

Videotaping has been used in areas such as acting and sports to help performers ana- lyze their abilities and perfect their skills. This technique can also be useful for practicing presentation skills in a foreign language. In addition to this primary use, teachers can also ar- chive best performances and use them as models for teaching future students. After presenting

Johanna E. Katchen

200

Teaching Two Household Safety Skills to Children with Autism  

ERIC Educational Resources Information Center

Appropriate reactions to potentially hazardous situations may help prevent children from incurring injury or abduction. However, children with autism and other developmental disorders may not develop safety skills without explicit intervention. This study used a simple behavioral skills training package for teaching children with autism to respond…

Summers, Jay; Tarbox, Jonathan; Findel-Pyles, Rachel S.; Wilke, Arthur E.; Bergstrom, Ryan; Williams, W. Larry

2011-01-01

201

Teaching Academic Discussion Skills with a Card Game  

ERIC Educational Resources Information Center

This article describes a game used for teaching discussion skills to English as a Second Language (ESL) students. It was originally designed for students wanting to prepare for graduate study at U.S. universities has been since used for other ESL students wanting to improve conversation skills. The game focuses on common phrases helpful for…

Reese, Curt; Wells, Terri

2007-01-01

202

Effect of teaching context and tutor workshop on tutorial skills.  

PubMed

Effective faculty development workshops are essential to develop and sustain the quality of faculty's teaching. In an integrated problem-based curriculum, tutors expressed the needs to further develop their skills in facilitating students' content learning and small-group functioning. Based on the authors' prior observations that tutors' performance depends on their teaching context, a workshop was designed not only tailored to the tutors' needs but also organized within their respective teaching unit. The purposes of this study are (1) to evaluate whether this workshop is effective and improves tutors' teaching skills, and (2) to assess whether workshop effectiveness depends on tutors' performance before the workshop and on their teaching unit environment. Workshop effectiveness was assessed using (a) tutors' perception of workshop usefulness and of their improvement in tutorial skills, and (b) students' ratings of tutor performance before and after the workshop. In addition, an analysis of variance model was designed to analyse how tutors' performance before the workshop and their teaching unit influence workshop effectiveness. Tutors judged the workshop as helpful in providing them with new teaching strategies and reported having improved their tutorial skills. Workshop attendance enhanced students' ratings of tutors' knowledge of problem content and ability to guide their learning. This improvement was also long-lasting. The workshop effect on tutor performance was relative: it varied across teaching units and was higher for tutors with low scores before the workshop. A workshop tailored to tutors' needs and adapted to their teaching unit improves their tutorial skills. Its effectiveness is, however, influenced by tutors' level of performance before the workshop and by the environment of their teaching unit. Thus, to be efficient, the design of a workshop should consider not only individual tutors' needs, but also the background of their teaching units, with special attention to their internal organization and tutor group functioning. PMID:16807161

Baroffio, Anne; Nendaz, Mathieu R; Perrier, Arnaud; Layat, Carine; Vermeulen, Bernard; Vu, Nu V

2006-06-01

203

Teaching Content and Skills through Integrated Literacy Circles  

ERIC Educational Resources Information Center

The authors maintain that developing an awareness of the skills and tasks involved in proficient reading is necessary in the middle grades and that success with these skills and tasks develops through peer interaction and meaningful activity, not through teacher-dominated discussion. To that end, in this column, the authors introduce the…

Wood, Karen D.; Pilonieta, Paola; Blanton, William E.

2009-01-01

204

Assisting Teachers in Teaching in Reading Instruction.  

ERIC Educational Resources Information Center

Reading aloud can help students who have problems comprehending social studies subject matter. Teachers, parents, and volunteers can all serve as effective oral readers. Teachers and principals should list goals for volunteers to achieve when reading aloud. In addition, to vary the oral reading approach, students can take turns reading aloud.…

Ediger, Marlow

205

The SEGUE Framework for teaching and assessing communication skills  

Microsoft Academic Search

This article examines uses and characteristics of the SEGUE Framework, a research-based checklist of medical communication tasks. A recent survey of US and Canadian medical schools indicates that the SEGUE Framework is the most widely used structure for communication skills teaching and assessment in North America. Student and faculty response to the SEGUE Framework as a teaching tool has been

Gregory Makoul

2001-01-01

206

The Direct Teaching of Thinking as a Skill.  

ERIC Educational Resources Information Center

This study emphasizes the relationship of perception to thinking and explains direct teaching of thinking. Without clarity of seeing and creativity, perception is shown to become narrow patterning. The Cognitive Research Trust program is recommended for teaching thinking skills using transferable thinking "tools." Self-images of students are…

De Bono, Edward

1983-01-01

207

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

208

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

209

On Teaching Reading: A Conversation with Ethna Reid.  

ERIC Educational Resources Information Center

Ethna Reid, founder and director of the Exemplary Center for Reading Instruction, discusses ECRI program developments since the 1960s, explains several of its distinctive teaching techniques, and discusses its effectiveness relative to whole language and direct instruction approaches. (MLH)

Brandt, Ron

1990-01-01

210

Using Children's Books to Teach Inquiry Skills  

ERIC Educational Resources Information Center

Early childhood teachers realize the importance of inquiry-based instruction for children's science learning and their development of inquiry skills. The term "inquiry skills" refers to the science process skills scientists use to investigate the natural world--observing, inferring, posing questions, recording data, looking for patterns, and…

Sackes, Mesut; Trundle, Kathy Cabe; Flevares, Lucia M.

2009-01-01

211

Teaching Beginning Reading to Dialect Speakers. ERIC Digest, Number 33.  

ERIC Educational Resources Information Center

The reading scores of urban disadvantaged students have risen over the past 15 years, which may be attributable to special programs which have focused on strengthening the rudimentary skills. Whether reading achievement is dependent on students' mastery of standard English is an unresolved issue, but a number of instructional methods have been…

Ascher, Carol

212

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

213

Twentieth Century Modern Language Teaching: Sources and Readings.  

ERIC Educational Resources Information Center

One hundred and twenty-two readings from sources published between 1900 and 1947 cover aspects of language teaching in the United States. Chapters on the history of modern language teaching and on programs, projects, and activities are particularly lengthy. Other chapters discuss values of foreign language study, foreign language in the general…

Newmark, Maxim, Ed.

214

Teaching Reading: Sourcebook for Kindergarten through Eighth Grade.  

ERIC Educational Resources Information Center

This comprehensive sourcebook, unique in content and design, is a resource for teaching reading and language arts in Grades K-8. Aiming to combine the best features of an academic text and a practical, hands-on teacher's guide, the book provides educators with proven research and instructional strategies necessary for balanced reading programs. It…

Honig, Bill; Diamond, Linda; Gutlohn, Linda

215

Teaching Reading and Creative Writing: A Language Experience Approach.  

National Technical Information Service (NTIS)

The course of study was developed for five remedial reading classes of secondary school students. The basic method used here can be adapted for teaching reading and creative writing to students from the infant school level to adulthood. The vocabulary, or...

M. Hart

1978-01-01

216

Teaching Textual Conversations: Intertextuality in the College Reading Classroom  

ERIC Educational Resources Information Center

In this article, a model of intertextuality is introduced as an instructional approach for postsecondary developmental reading courses. This model involves a scaffolded, schema building approach to teaching college reading that aims to link core material (a text, a concept, or specific academic content) with supplementary texts that focus on…

Armstrong, Sonya L.; Newman, Mary

2011-01-01

217

Teaching Reading to High-Risk Learners: A Unified Perspective.  

ERIC Educational Resources Information Center

Merging the related but typically distant fields of reading education and special education, this book is for teachers, teacher educators, and administrators at all grade levels and in all subject areas who want to know what the fields of reading and special education say about teaching and reaching high-risk learners. Chapters in the book discuss…

Wood, Karen D., Ed.; Algozzine, Bob, Ed.

218

Teaching Children to Read: Putting the Pieces Together. Third Edition.  

ERIC Educational Resources Information Center

Suggesting the need for balanced reading and writing instruction, this book is a compendium of many of the best teaching ideas presently available to reading professionals. The first part of the book addresses the research and practice related to understanding and supporting literacy development, and the second part "puts it all together."…

Reutzel, D. Ray; Cooter, Robert B., Jr.

219

The Teaching of Reading and the English Classroom.  

ERIC Educational Resources Information Center

This issue of the "Arizona English Bulletin" provides ideas, suggests materials, and discusses techniques that may prove useful to English teachers who are also responsible for teaching intermediate, junior, and senior high school students how to read. The contents include "Reading, Language, and Thinking,""A Good English Teacher Is a Teacher of…

Donelson, Ken, Ed.

1974-01-01

220

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

221

Teaching Laundry Skills to High School Students with Disabilities: Generalization of Targeted Skills and Nontargeted Information.  

ERIC Educational Resources Information Center

An instructional procedure to teach laundry skills to four high school students with moderate mental disabilities utilized least prompts with multiple exemplars of materials to facilitate generalization of skills across community settings and multiple exemplars of nontargeted information presented as instructive feedback. Students acquired and…

Taylor, Paula; Collins, Belva C.; Schuster, John W.; Kleinert, Harold

2002-01-01

222

Strategies for Teaching and Testing Reading.  

ERIC Educational Resources Information Center

Describes a method of intensive guided reading instruction in a second language which reduces frustration, ensures success, and implements the processes of reading instruction set forth by Kenneth Goodman and elaborated by others. (SED)

Parker, Margaret; Barroso, Juan, VIII

1986-01-01

223

Phonics and the Teaching of Reading.  

ERIC Educational Resources Information Center

Suggestions for various activities, games, and materials for teaching phonics are presented in this handbook for teachers and teachers in training. The chapters and materials covered include: (1) "Why Phonics," which presents the rationale for teaching phonics; (2) "A Suggested Order for Teaching Phonics," which discusses the order of difficulty…

Hughes, John M.

224

Can Music Be Used To Teach Reading?  

ERIC Educational Resources Information Center

Presents two meta-analyses of empirical literature focusing on the relationship between music instruction and reading performance, using reading test scores or general tests of verbal aptitude. States that the meta-analysis of correlational studies reflected music students have higher scores on standardized reading tests; while experimental…

Butzlaff, Ron

2000-01-01

225

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

226

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

227

Teaching Reading in an Inner City School through a Multisensory Teaching Approach.  

ERIC Educational Resources Information Center

Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal Reading

Joshi, R. Malatesha; Dahlgren, Mary; Boulware-Gooden, Regina

2002-01-01

228

Snacks and Skills: Teaching Children Functional Counting Skills.  

ERIC Educational Resources Information Center

This article describes how two young children with moderate/severe mental retardation were taught functional counting skills by helping with a snack delivery activity. Instruction involved a task analysis, use of pictures to represent objects and numbers, self-monitoring to increase student independence, and ongoing evaluation. The importance of…

Xin, Joy F.; Holmdal, Pamela

2003-01-01

229

Teaching All Students to Read: Practices from "Reading First" Schools with Strong Intervention Outcomes. Complete Report  

ERIC Educational Resources Information Center

One of the most critical needs in Florida's "Reading First" schools is to improve the effectiveness of interventions for struggling readers. For example, during the 2005-2006 school year, only 17% of first grade students who began the year at some level of risk for reading difficulties finished the year with grade level skills on the Dynamic…

Crawford, Elizabeth; Torgesen, Joseph

2007-01-01

230

Sharing Skills.  

ERIC Educational Resources Information Center

Three articles describe methods for teaching library skills. The first presents a song used to teach students the Dewey Decimal system; the second describes a reading program incorporating Halloween and foreign countries; and the third includes short poems designed to teach students to care for library books properly. (CLB)

Mealy, Virginia; And Others

1987-01-01

231

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

232

Music for Children with Reading Learning Disabilities.  

ERIC Educational Resources Information Center

Described is a music program for students with reading learning disabilites. It is explained that the program was designed to teach fundamental music skills, to teach visual/motor and auditory skills through music activities, and to evaluate the effect of music skill development on language reading skills. The daily routine of music exercises,…

Moyer, Betsy G.

233

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

234

A Program for Teaching and Learning to Read Professional Texts in a Second/Foreign Language at Siemens AG.  

ERIC Educational Resources Information Center

A course was developed for teaching reading comprehension of English technical texts to German speaking professionals. Before proceeding with the course, students are administered a memory test and vocabulary test to determine their initial skill levels in English. The materials used for the course include learner's dictionaries of approximately…

O'Flanagan, M. J. R.

235

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

236

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

237

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

238

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

239

An Internet-Delivered, Individually Differentiated Reading Program: Effects on Students' Literacy Achievement and Technology Skills  

ERIC Educational Resources Information Center

This research investigated the effects of a technology based learning program on 219 5th graders' reading and technology skills. Central to the program's design is its capacity to deliver reading materials that are on students' individually differentiated reading levels. That is, on any given day all students in a classroom receive a reading

Tracey, Diane H.; Young, John W.

2005-01-01

240

Developing Teaching Skills: A Systematic Sequence.  

ERIC Educational Resources Information Center

Micro-peer teaching is an important step in preservice teacher education at Virginia Polytechnic Institute and State University. A three-lesson sequence used in a secondary methods course for physical education teachers is outlined. (PP)

Metzler, Michael

1984-01-01

241

Reading Component Skills of Learners in Adult Basic Education  

PubMed Central

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners including both native and non-native English speakers and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with non-native speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test 3 models: A 2-factor model with print and meaning factors; a 3-factor model that separated out a fluency factor; and a 5-factor model based on the hypothesized constructs. The 5-factor model fit best. In addition, the CFA model fit both native and non-native populations equally well without modification showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and non-native samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than the non-native sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed.

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

2011-01-01

242

Adding Biliteracy to Bilingualism: Teaching Your Child To Read English in Japan. A Guide for Parents. Monographs on Bilingualism No. 4.  

ERIC Educational Resources Information Center

Increasingly, foreign nationals living in Japan are sending their children to Japanese elementary schools. This requires that the children's native language be taught outside of school, most often at home. While teaching oral language is not difficult for parents, teaching reading requires different skills. Some difficulties in this process are…

Noguchi, Mary Goebel

243

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

244

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

245

Information Portals: A New Tool for Teaching Information Literacy Skills  

ERIC Educational Resources Information Center

Librarians at Rice and Purdue Universities created novel assignments to teach students important information literacy skills. The assignments required the students to use a third-party web site, PageFlakes and NetVibes, respectively, to create a dynamically updated portal to information they needed for their research and class projects. The use of…

Kolah, Debra; Fosmire, Michael

2010-01-01

246

Involving Parents in Teaching Social Communication Skills to Young Children  

ERIC Educational Resources Information Center

This article focuses on why and how speech-language pathologists and other professionals can encourage the involvement of parents in teaching social communication skills to their young children. Four main topics are explored: (1) the evidence that many of the children with special needs served by speech-language pathologists and other…

Weiss, Amy L.; Theadore, Geraldine

2011-01-01

247

Teaching Communication Skills to Students with Severe Disabilities, Second Edition  

ERIC Educational Resources Information Center

How can educators and therapists best teach students with severe and multiple disabilities to communicate effectively? Developed by a highly respected expert, this practical guide has the comprehensive, research-based information professionals need to support students from preschool to high school as they learn and use communication skills. With a…

Downing, June E.

2005-01-01

248

Teaching Job Interviewing Skills with the Help of Television Shows  

ERIC Educational Resources Information Center

Because of its potential for humor and drama, job interviewing is frequently portrayed on television. This article discusses how scenes from popular television series such as "Everybody Loves Raymond," "Friends," and "The Mary Tyler Moore Show" can be used to teach effective job interview skills in business communication courses. Television…

Bloch, Janel

2011-01-01

249

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

250

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

251

Teaching Athletic Skills to Students Who Are Mentally Retarded.  

ERIC Educational Resources Information Center

Two experiments were conducted to evaluate procedures to teach four moderately and severely mentally retarded students the standing long jump and the 50-yard dash, using task analysis and a training package of prompts and response consequences. Results showed acquisition and maintenance of the two athletic skills. (Author/CL)

Cuvo, Anthony J.; And Others

1983-01-01

252

Early Teaching of Chinese Literacy Skills and Later Literacy Outcomes  

ERIC Educational Resources Information Center

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…

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

2008-01-01

253

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

254

Teaching Modules for the Technical Skills Component of ABET 2000  

Microsoft Academic Search

This paper describes part of an effort by Engineering faculty at the University of Alabama to develop three hour instructional modules to teach some of the skills addressed in the ABET EC 2000 Criterion 3 (a)-(k). The goal was to produce modules that could be incorporated into existing classes with minimal preparation time by the instructor. In this paper we

Robert Leland; John WIest; Dave Arnold

255

Teaching Social Skills in a Virtual Environment: An Exploratory Study  

ERIC Educational Resources Information Center

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,…

Baker, Jason; Parks-Savage, Agatha; Rehfuss, Mark

2009-01-01

256

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

257

Teaching Listening Skills in the Special Education Classroom.  

ERIC Educational Resources Information Center

The discussion of techniques for teaching listening skills in the special education classroom offers a rationale and specific activities. It outlines steps in the listening process, the purposes of listening, effective practices in listening instruction, and lessons and procedures incorporating those practices. (MSE)

Mandlebaum, Linda Higbee; Wilson, Rich

1989-01-01

258

Teaching Money Skills to the Mentally Retarded Person. Revised Edition.  

ERIC Educational Resources Information Center

A program designed to teach money skills to the mentally retarded individual who already has the ability to count at least 20 objects is presented. An overview of the program is provided along with a list of the program goals and a section on training paraprofessionals to use the program. An evaluation instrument is included to assess the…

Flexer, Robert W.; Boyd, Karen

259

Remedying Failure To Teach Basic Skills: Preliminary Thoughts  

ERIC Educational Resources Information Center

Nationwide attention should increasingly be focused on the failure of schools to ensure that all their students adequately learn the basic skills of reading, writing, and arithmetic. Indepth legal and social science research with respect to remedies for this situation should be undertaken as a priority. (Author/DN)

Ratner, Gershon M.

1974-01-01

260

Use a Tape Recorder to Teach Basic Skills.  

ERIC Educational Resources Information Center

Outlines a two-day lesson designed to illustrate how using a tape recorder can improve listening, reading, comprehension, and writing skills. After listening to "The Arrival of Africans to the American Colonies," students answer questions using the notes they took while listening. (KC)

Rivers, Larry E.

1980-01-01

261

Teaching Basic Writing Skills to Adults: Introduction.  

ERIC Educational Resources Information Center

This publication contains an annotated bibliography of 19 sources of information for instructors of General Educational Development Test (GED) preparation classes and adult basic education classes. An introduction discusses the literature search that identified materials and information to help GED instructors teach adult education, generally, and…

Johnson, Dell

262

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

263

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

264

Teaching Cultural Awareness Using the Four Skills  

Microsoft Academic Search

The following project examines the validity of teaching cultural awareness in a language classroom and includes five readers’ theatre plays that help students explore five different countries from around the globe. The countries were determined by the nationalities of the students that participated in the project. The setting for this study was a pull out ESL program in a public

Alison Garza

2008-01-01

265

Teaching Chinese Engineering Students Oral Presentation Skills.  

ERIC Educational Resources Information Center

This paper is a virtual transcript of a conference presentation. It discusses the context of the course: the students, the expectations of the faculty and employers and the administrative constraints, and the course itself at the University of Hong Kong, an English-medium institution. Teaching non-native speakers to make effective oral…

Mueller, Elizabeth Ann

266

Effects of Supplemental Early Reading Intervention at 2Year Follow Up: Reading Skill Growth Patterns and Predictors  

Microsoft Academic Search

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals through the end of 3rd grade. Growth model results indicate that students

Patricia F. Vadasy; Elizabeth A. Sanders; Robert D. Abbott

2008-01-01

267

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

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

Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit?  

ERIC Educational Resources Information Center

Examines whether the characteristic reading speed impairment of German dyslexic children resulted from a general skill-automatization deficit or a phonological deficit. Tests a dyslexic and nondyslexic group of boys in grade 2. Concludes that difficulties in learning to read are due phonological deficit and not a general skill-automatization…

Wimmer, Heinz; Mayringer, Heinz; Landerl, Karin.

1998-01-01

270

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

ERIC Educational Resources Information Center

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…

Paez, Mariela; Rinaldi, Claudia

2006-01-01

271

Teaching clinically experienced physicians communication skills: a review of evaluation studies  

Microsoft Academic Search

Interest in the teaching of communication skills in medical schools has increased since the early seventies but, despite this growing interest, relatively limited curricular time is spent on the teaching of communication skills. The limited attention to the teaching of these skills applies even more to the physicians' clinical years, when attention becomes highly focused on biomedical and technical competence.

R. L. Hulsman; W. J. G. Ros; J. A. M. Winnubst; J. M. Bensing

1999-01-01

272

Teaching Generalized Reading and Spelling to Children with Autism  

ERIC Educational Resources Information Center

We examined the effects of constructed-response matching-to-sample (CRMTS) training on the generalization of reading and spelling skills in three Japanese children with autism using a series of overlapping-syllable word sets. We taught them to construct printed words to match printed words, spoken words, and pictures through the CRMTS procedure.…

Tanji, Takayuki; Takahashi, Kosuke; Noro, Fumiyuki

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 Students with Autism to Read Pictures  

ERIC Educational Resources Information Center

This study examined the use of teaching three students with autism how to comprehend pictures. Students were elementary-aged, did not speak, and needed communication training. Students were provided systematic visual literacy instruction. Visual literacy instruction consisted of comprehending familiar people, objects, actions, and sequences…

Cihak, David F.

2007-01-01

275

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

276

"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

277

Teaching and Testing Early Reading. Focus On  

ERIC Educational Resources Information Center

This issue of "Focus On" provides an overview of several key early literacy components: phonemic awareness, alphabet knowledge, concepts of print, oral language development, writing, family literacy, and reading aloud. Suggestions for assessing early literacy development are provided, and examples of implementation of effective early literacy…

Mraz, Maryann; Kissel, Brian

2007-01-01

278

TEACHING BEGINNING READING TO HEARING IMPAIRED CHILDREN, USING A VISUAL METHOD AND TEACHING MACHINES. FINAL REPORT.  

ERIC Educational Resources Information Center

AN AUTOMATED INSTRUCTIONAL SYSTEM WAS DEVELOPED TO TEACH BEGINNING READING TO HEARING IMPAIRED CHILDREN USING A NON-ORAL METHOD. INSTRUCTION WAS DONE WITH VISUAL PRESENTATION USING 35MM SLIDES ON A REAR PROJECTION SCREEN. THIS TEACHING MACHINE, THE HONEYWELL UNIVERSITY OF MINNESOTA INSTRUCTIONAL DEVICE (HUMID) WAS CONSTRUCTED WITH AN AUTOMATIC…

KARLSEN, BJORN

279

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

280

Learning to Read Setswana and English: Cross-Language Transference of Letter Knowledge, Phonological Awareness and Word Reading Skills  

ERIC Educational Resources Information Center

The current study investigates how beginner readers learn to read Setswana and English, and whether there is cross-language transference of skills between these two languages. Letter knowledge, phoneme awareness and reading of words and pseudowords in both Setswana and English were assessed in 36 Grade 2 children. A complex pattern emerged.…

Lekgoko, Olemme; Winskel, Heather

2008-01-01

281

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

282

BEHAVIORAL RESEARCH THAT HAS PROMISE IN THE TEACHING OF READING.  

ERIC Educational Resources Information Center

DATA FROM FIVE AREAS OF BEHAVIORAL RESEARCH WHICH HAVE RELEVANCE TO THE TEACHING OF READING ARE REVIEWED IN AN EFFORT TO INDICATE HOW THIS RELATIVELY NEW TYPE OF RESEARCH (1) APPLIES BASIC SCIENTIFIC TECHNIQUES TO PRACTICAL LEARNING SITUATIONS, (2) HELPS BRIDGE THE GAP BETWEEN LEARNING THEORY AND PRACTICAL APPLICATIONS, (3) REPRESENTS AN…

LAFFEY, JAMES L.

283

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

284

Effects of Reciprocal Teaching Strategies on Reading Comprehension  

ERIC Educational Resources Information Center

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form students improve their…

Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

285

Reading "Las Meninas": An Ekphrastic Approach to Teaching "Don Quijote"  

ERIC Educational Resources Information Center

Reading and teaching "Don Quijote" present multiple challenges to twenty-first century students and instructors who are culturally and historically distanced from the seventeenth century. With "Las Meninas" serving as a visual lexicon for cuing correlative themes and events in "Don Quijote", the instructor, through an ekphrastic, interdisciplinary…

Ortuno, Marian

2012-01-01

286

The Neurological-Impress Method of Teaching Reading.  

ERIC Educational Resources Information Center

In the neurological impress method the teacher sits slightly behind the child, a book is held jointly, and the teacher and child read aloud simultaneously with the teacher directing his/her voice into the child's ear as the child slides a finger along each line following the words as they are spoken. No attempt is made to teach sounds or word…

Partridge, Susan

287

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.

288

The Relationship of Young Children’s Motor Skills to Later Reading and Math Achievement  

Microsoft Academic Search

This study examined empirical evidence about the relationship between motor skills at the beginning of kindergarten and reading and mathematics achievement at the end of first grade, using the Early Childhood Longitudinal Study—Kindergarten cohort national dataset (N = 12,583). Results of hierarchical regression analyses demonstrated that early kindergarten motor skills, especially visual motor skills, add a small but unique amount

Seung-Hee Son; Samuel J. Meisels

2006-01-01

289

Enabling Skills in Early Reading Acquisition: A Study of Children in Latvian Kindergartens.  

ERIC Educational Resources Information Center

Examines the interrelationships among different enabling skills among children in Latvian kindergartens, and considers how various enabling skills (phonemic awareness, naming, and short-term memory) contribute to explain unique variance in early reading acquisition. Concludes that phonemic awareness seems to be the paramount skill related to…

Sprugevica, Ieva; Hoien, Torleiv

2003-01-01

290

A Study of the Relationship between Physical Skills and Achievement in Listening Comprehension, Mathematics, and Reading.  

ERIC Educational Resources Information Center

To determine if a relationship existed between physical skills and achievement in reading, mathematics, and listening comprehension of fifth-grade students, a study evaluated 334 fifth-graders in Starkville, Mississippi, on 20 physical fitness, motor fitness, and sports skills, as well as the Stanford Achievement Tests. The physical skills test…

Templeton, Josey; Jones, Robbie

291

The Effectiveness of a Group Teaching Interaction Procedure for Teaching Social Skills to Young Children with a Pervasive Developmental Disorder  

ERIC Educational Resources Information Center

Deficits in social skills are characteristic of children with autism. Clinicians often include teaching these skills as part of comprehensive curriculum. One method of developing social skills for children with autism is the teaching interaction procedure. This procedure involves describing the behavior, providing a rational and cues when to use…

Leaf, Justin B.; Dotson, Wesley H.; Oppeneheim, Misty L.; Sheldon, Jan B.; Sherman, James A.

2010-01-01

292

Associated Reading Skills in Children with a History of Specific Language Impairment (SLI)  

ERIC Educational Resources Information Center

A large cohort of 200 eleven-year-old children with Specific Language Impairment (SLI) were assessed on basic reading accuracy and on reading comprehension as well as language tasks. Reading skills were examined descriptively and in relation to early language and literacy factors. Using stepwise regression analyses in which age and nonverbal IQ…

Botting, N.; Simkin, Z; Conti-Ramsden, G.

2006-01-01

293

Dramatic Literature as a Mode of Instruction of Certain Reading Comprehension Skills in the Sixth Grade.  

ERIC Educational Resources Information Center

The purpose of this study was to develop a reading program using dramatic literature, informal dramatization, and a series of related written exercises to increase reading comprehension skills. It was also the purpose of this study to determine if such a program would produce a more favorable attitude toward reading on the part of the students in…

Harwood, Thomas Joseph

294

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

295

The Validity and Clinical Uses of the Pepper Visual Skills for Reading Test.  

ERIC Educational Resources Information Center

The Pepper Visual Skills for Reading Test was assessed as a measure of reading ability with meaningful text in 38 adults with macular degeneration; scores were compared with assessment made using the Gray Oral Reading Test, a previously standardized assessment. The test's validity was confirmed. (Author/JDD)

Watson, G.; And Others

1990-01-01

296

Number Knowledge for Prediction of Specific Reading Skills and Achievement in First Graders.  

ERIC Educational Resources Information Center

Concludes that, of several reading readiness factors, knowledge of alphabet letter names is the best predictor of phonics skills other than vowel recognition and of reading abilities involving words in insolation, and that number knowledge is the best predictor of reading abilities involving words and syntax. (FL)

Dermott, R. Allan; And Others

1980-01-01

297

A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum  

ERIC Educational Resources Information Center

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

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

2013-01-01

298

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

299

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

300

Improving College-Prep Students' Reading Skills through the Use of Selected Comprehension Strategies.  

ERIC Educational Resources Information Center

A study was undertaken to determine the effectiveness of reading comprehension strategies in improving the reading skills of underprepared students at a community college. The instructional strategies, which included determining main ideas of passages, drawing inferences and conclusions, and building vocabulary within the context of readings, were…

Jordan, Evelyn

301

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

302

Student Teachers' Perceptions of Reading and the Teaching of Reading: The Implications for Teacher Education  

ERIC Educational Resources Information Center

This article reports on research which identified perceptions of reading and the teaching of reading held by trainee teachers and the impact on my provision as a teacher educator. It found that students' past and present experiences of learning to read and being a reader influenced their perceptions of what reading is and of what it means to…

Perkins, Margaret

2013-01-01

303

On the Construction of Resource-Library-Based Network Teaching Platform of English Extensive Reading  

Microsoft Academic Search

The construction of resource library-based network teaching platform of English Extensive reading course is the actual manifestation of the rapid development of network communication technology and multimedia technology. Pre-build the network resource library is a prerequisite of the construction of network teaching platform of English Extensive reading course. The network teaching platform mainly is composed by curriculum teaching platform, the

Jianhua Zhang

2009-01-01

304

Just Knowing How to Read Isn't Enough! Assessing Knowledge for Teaching Reading  

ERIC Educational Resources Information Center

Debates persist over the knowledge needed to teach elementary reading effectively. In one commonly held view verbal ability is what matters most and the best approach to improving teacher quality is to recruit teachers who themselves are good readers. Others argue that teachers need special forms of professional knowledge that differ substantially…

Phelps, Geoffrey

2009-01-01

305

Enhancing the phonological processing skills of children with specific reading disability.  

PubMed

The present study evaluated the benefits of phonological processing skills training for children with persistent reading difficulties. Children aged between 9-14 years, identified as having a specific reading disability, participated in the study. In a series of three experiments, pedagogical issues related to length of training time, model of intervention and severity of readers' phonological processing skills deficit prior to intervention, were explored. The results indicated that improvement in poor readers' phonological processing skills led to a dramatic improvement in their reading accuracy and reading comprehension performance. Increasing the length of training time significantly improved transfer effects to the reading process. Children with particularly severe phonological processing skill deficits benefited from an extended training period, and both individual and group intervention models for phonological processing training proved successful. Implications for speech and language therapists are discussed. PMID:9279428

Gillon, G; Dodd, B

1997-01-01

306

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.

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

2012-01-01

307

Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency  

ERIC Educational Resources Information Center

The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled…

van Daal, Victor; van der Leij, Aryan; Ader, Herman

2013-01-01

308

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

309

Skills at Master's Level in Geography Higher Education: Teaching, Learning and Applying  

Microsoft Academic Search

The perceptions of ‘skills’ at taught Master's level between course directors (teaching of skills), alumni (learning and use of skills) and employers (the skills requirements) were compared within the field of development and environment studies. The findings underline some of the commonalities and discrepancies between what is taught, what is learnt and what is required in terms of skills. The

Jayalaxshmi Mistry; Fiona White; Andrea Berardi

2009-01-01

310

Using augmented reality games to teach 21st century skills  

Microsoft Academic Search

Augmented Reality (AR) games can potentially teach 21st century skills, such as interpretation, multimodal thinking, problem-solving, information management, teamwork, flexibility, civic engagement, and the acceptance of diverse perspectives. To explore this, I designed Reliving the Revolution (RtR) as a novel model for evaluating educational AR games. RtR takes place in Lexington, Massachusetts, the site of the Battle of Lexington. Participants

Karen Schrier

2006-01-01

311

Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics  

Microsoft Academic Search

Sweller, J., Clark, R., & Kirschner, P. A. (2010). Teaching general problem-solving skills is not a substitute for, or a viable addition to, teaching mathematics. Notices of the American Mathematical Society, 57, 1303-1304.

John Sweller; Richard Clark; Paul A. Kirschner

2010-01-01

312

Teaching inpatient communication skills to medical students: an innovative strategy.  

PubMed

At the University of Washington, a group of medical educators defined a set of communication skills, or "benchmarks," that are expected of second-year medical students conducting history and physical examinations on hospitalized patients. In order to teach the skills listed in the communication benchmarks, an educational strategy was devised that included training sessions for 30 medical teachers and the development of an innovative videotape tool used to train the teachers and their students. The benchmarks were designed in 2003 for the developmental level of the students and were based on key communication concepts and essential elements of medical communication. A set of five short videotaped scenarios was developed that illustrated various segments of a student history and physical examination. Each scenario consisted of an "OK" version of communication and a "better" version of the same scenario. The video scenarios were used in teaching sessions to help students identify effective communication techniques and to stimulate discussion about the communication benchmarks. After the training sessions, teachers and students were surveyed to assess the effectiveness of the educational methods. The majority of students felt that the educational design stimulated discussion and improved their understanding of communication skills. Faculty found the educational design useful and 95% felt that the curriculum and videotape contributed to their own education. The development of communication benchmarks illustrated with short videotaped scenarios contrasting "OK" with "better" communication skills is a useful technique that is transferable to other institutions. PMID:15671313

Losh, David P; Mauksch, Larry B; Arnold, Richard W; Maresca, Theresa M; Storck, Michael G; Maestas, Raye R; Goldstein, Erika

2005-02-01

313

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

314

Sensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers  

PubMed Central

The role of suprasegmental information in reading processes is a growing area of interest, and sensitivity to lexical stress has been shown to explain unique variance in reading development. However, less is known about its role in skilled reading. This study aimed to investigate the acoustic features of suprasegmental information using a same/different cross-modal matching task. Sixty-four adult participants completed standardized measures of reading accuracy, reading speed, and comprehension and performed an experimental task. The experimental task required the participants to identify whether non-speech acoustic sequences matched the characteristics of written words. The findings indicated differences in responses depending on where the lexical stress was required for the word. Moreover, evidence was found to support the view that amplitude information is part of the word knowledge retrieval process in skilled reading. The findings are discussed relative to models of reading and the role of lexical stress in lexical access.

Williams, Gareth J.; Wood, Clare

2012-01-01

315

Teaching mental health skills to general practitioners and medical officers.  

PubMed

David Goldberg opened by describing the research that had led up to the present WPA teaching package. Early research had demonstrated that many psychological illnesses were not detected in primary care settings (Goldberg & Huxley 1980; ibid 1992), and these findings have been replicated in 14 centres round the world, with broadly similar results (Ustun & Sartorius 1995). We have found that in the UK the problem is not defects in factual knowledge, but not having clinical skills to assist in the management of mental disorders in general medical settings. The clinical skills needed in primary care are seldom taught in medical schools, and cannot be learned by listening to a lecture: it is necessary to practice them after they have been demonstrated. To do this it is convenient to break complex clinical skills down into their components: these are called "micro-skills", and we will deal later with the way in which these are taught. The most powerful method for improving mental health skills in this setting is to provide doctors with feedback--either video or audio--of their interview with real patients. The emphasis of such teaching must be on the interview techniques used by the doctor, rather than the clinical problems displayed by the particular patient being interviewed (Gask et al 1991). The problem with this is that video-feedback teaching of the necessary type is not always available, so we have developed videotapes that we can send out to distant locations, and which focus the attention of both local tutor and postgraduates on what should be learned. Because it is essential that most of the teaching is done by the live teacher rather than the videotape, there are always several "discussion points" so that postgraduates can ask questions, or describe their own way of dealing with particular situations. The videotapes are supplied together with teaching notes for the tutor, power points slides which can be adapted to suit local conditions, "role plays" to allow postgraduates to practice each skill they wish to learn, and other support materials. There is also a paper written by ourselves in association with Norman Sartorius, who has encouraged us to prepare the teaching package under the auspices of the WPA. Linda Gask described the process of teaching specific 'microskills', by working through how the skills necessary for the management of people who present in primary and general medical settings have been described and taught in the UK (see box 1). A model of the strategies and skills to be [figure: see text] taught was first developed utilizing the experience professionals and teachers from both primary care and mental health. A videotape was produced in which the skills to be acquired were demonstrated by real primary care doctors in role-played interviews with the addition of subtitles to label particular skills. The videotape is then utilised in a group teaching session to model the specific component skills of the model or 'microskills' to the participants in order to demonstrate exactly how the strategies of the model are applied in a real consultation. Watching the videotape will not however change behaviour. To do this, it is necessary to role-play brief scenarios so that the professional is able to practice the actual words he or she would use. This role-play work may be carried out in pairs, with one doctor playing the professional and the other playing the patient, or in threes, with the addition of an observer who ensures that the participants keep to the task. At the end of the role-play all participants provide feedback. These methods are described in much more detail in Gask (1999). Finally, there is also the possibility of videotaping one of these role-played interviews and teaching on this tape with the group as a whole. The specific skills and methods required to do this are described in much more detail along with the research evidence for these methods in Gask (1998). Our approach to facilitating the group in the exercise of videofeedback teaching is summarised in b

Goldberg, David; Gask, Linda

2002-01-01

316

Developing Positive Attitudes and Strategic Reading Skills in Primary Students.  

ERIC Educational Resources Information Center

A project developed a program for improving the attitudes of primary students toward reading and encouraging them to become strategic readers. The targeted population consisted of first-grade students in rural-suburban communities west of a large midwestern city. The problem of poor attitudes toward reading and lack of knowledge of reading

Foss, Jeanette; Soper, Candice

317

Analysis of Reading Skills in Individuals with Asperger Syndrome  

Microsoft Academic Search

The purpose of this study was to examine the reading performance of 16 individuals with Asperger syndrome. The students were administered the Classroom Reading Inventory (Silvaroli, 1993), and the results were analyzed to determine if individuals with Asperger syndrome present similar reading deficits, as posited by researcher and practitioners in special education. Findings of the study were discussed to better

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

2002-01-01

318

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

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 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

321

Teacher Training: Effects of Directed Rehearsal on the Teaching Skills of Physical Education Majors  

Microsoft Academic Search

Directed rehearsal was used to improve the teaching skills of six preservice elementary physical education teachers during a teaching practicum. The teaching skills lesson introduction, lesson closure, task presentation, and general and specific subject-matter feedback were assessed using a multiple baseline design across behaviors for each teacher. Social validity, in the form of the acceptability of directed rehearsal as a

Phillip Ward; Shannon Smith; Kemal Makasci

1997-01-01

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

ERIC/RCS Report: Developing Critical and Creative Reading and Thinking Skills.  

ERIC Educational Resources Information Center

Examines materials in the ERIC system offering teaching ideas and activities designed to promote critical and creative thinking and reading. Discusses the role of teacher questioning techniques and writing to structure thoughts. (HTH)

Lehr, Fran

1983-01-01

324

Assessing Reading Skill with a Think-Aloud Procedure and Latent Semantic Analysis.  

ERIC Educational Resources Information Center

Two studies examined the viability of assessing reading strategies using a think-aloud protocol combined with latent semantic analysis (LSA). Findings demonstrated that the responses of less-skilled readers semantically overlapped more with focal sentences than with causal antecedent sentences, whereas skilled readers' responses overlapped with…

Magliano, Joseph P.; Millis, Keith K.

2003-01-01

325

The Impact of Semantic and Causal Relatedness and Reading Skill on Standards of Coherence  

ERIC Educational Resources Information Center

Readers apply their own standards of coherence while reading text. Readers with a low standard of coherence are thought to find a sparse and incomplete representation more coherent than readers who employ a higher standard. This article reports 3 experiments that examined standards of coherence imposed by skilled and less-skilled readers by having…

Todaro, Stacey; Millis, Keith; Dandotkar, Srikanth

2010-01-01

326

Thinking Skills: Critical Thinking for Reading, Social Studies, and Science. GED Scoreboost.  

ERIC Educational Resources Information Center

GED "Scoreboost" materials target exactly the skills one needs to pass the General Educational Development (GED) tests. This book focuses on the thinking skills needed to pass GED tests in Reading, Social Studies, and Science. The test taker will need to succeed with GED questions that involve comprehension, application, analysis, synthesis, and…

Castellucci, Marion

327

Phonological Skills and Their Role in Learning to Read: A Meta-Analytic Review  

Microsoft Academic Search

The authors report a systematic meta-analytic review of the relationships among 3 of the most widely studied measures of children's phonological skills (phonemic awareness, rime awareness, and verbal short-term memory) and children's word reading skills. The review included both extreme group studies and correlational studies with unselected samples (235 studies were included, and 995 effect sizes were calculated). Results from

Monica Melby-Lervåg; Solveig-Alma Halaas Lyster; Charles Hulme

2012-01-01

328

Destrezas de Lectura: Curriculo Basico. Guia para el Maestro (Reading Skills: Basic Curriculum. Teacher's Guide).  

ERIC Educational Resources Information Center

As part of the special education curriculum developed by the Puerto Rico Department of Public Instruction, this teacher's guide (in Spanish) presents a basic curriculum for reading skills. The curriculum is designed so that the defined skills will meet the needs of children with disabilities. The form in which teachers and other professionals will…

Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

329

Visual Skills and Chinese Reading Acquisition: A Meta-Analysis of Correlation Evidence  

ERIC Educational Resources Information Center

This paper used meta-analysis to synthesize the relation between visual skills and Chinese reading acquisition based on the empirical results from 34 studies published from 1991 to 2011. We obtained 234 correlation coefficients from 64 independent samples, with a total of 5,395 participants. The meta-analysis revealed that visual skills as a…

Yang, Ling-Yan; Guo, Jian-Peng; Richman, Lynn C.; Schmidt, Frank L.; Gerken, Kathryn C.; Ding, Yi

2013-01-01

330

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.

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

2011-01-01

331

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

332

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

333

The Component Skills Underlying Reading Fluency in Adolescent Readers: A Latent Variable Analysis  

ERIC Educational Resources Information Center

This study investigated the component skills underlying reading fluency in a heterogeneous sample of 527 eighth grade students. Based on a hypothetical measurement model and successive testing of nested models, structural equation modeling revealed that naming speed, decoding, and language were uniquely associated with reading fluency. These…

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

2009-01-01

334

Crap Detecting: An Approach to Developing Critical Reading and Thinking Skills in the Foreign Language Curriculum.  

ERIC Educational Resources Information Center

Presents a three-part approach for developing critical reading and critical thinking skills in the foreign language curriculum. This approach seeks to (1) establish a conducive environment for critical thought; (2) sharpen students' critical eye through extensive analytical reading; and (3) sensitize students to language and language use.…

Sacco, Steven J.

1987-01-01

335

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

336

English Reading Skills of Kindergarten and Grade One French Immersion Students [and] Response.  

ERIC Educational Resources Information Center

The reading skill development of anglophone kindergarten children in French immersion programs in Canada is the subject of the two papers included in this document. The first paper describes a study that examined the English reading ability of both kindergarten and first grade children in immersion programs and compared the results with those of…

Kendall, Janet Ross; And Others

337

The Skills in Reading Shown by Young Children with Permanent and Moderate Hearing Impairment  

ERIC Educational Resources Information Center

Two groups of children with moderate bilateral sensorineural hearing loss were studied. Tests of reading and underpinning skills were administered. Comparisons were made with normally hearing children of the same age. While reading levels were found to be similar to their hearing peers, the phonological awareness and receptive vocabularies of the…

Gibbs, Simon

2004-01-01

338

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

339

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

340

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

341

Aural Skills: At the Juncture of Research in Early Reading and Music Literacy  

ERIC Educational Resources Information Center

Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…

Hansen, Dee; Milligan, Sarah A.

2012-01-01

342

Improving Reading Achievement Through Increased Motivation, Specific Skill Enhancement, and Practice Time for Elementary Students  

ERIC Educational Resources Information Center

The action research project report began when the teacher researchers determined that students at Sites A and B struggled with reading achievement. The purpose of the project was to improve students' reading achievement through increased motivation, specific skill instruction, and additional practice time. The project involved 26 students: 17…

Ecklund, Britt K.; Lamon, Kathryn M.

2008-01-01

343

A Parent Education Program Designed for Reinforcement of Selected Reading Skills for Primary Level Students  

Microsoft Academic Search

In this paper, it is the purpose of the author to develop a parent education program to reinforce selected primary level reading skills in primary students through student-parent activities in the home, school, and community.Specifically, this program will be designed for parents of primary level participants in the Title I Reading Program in the Baker County School System in Macclenny,

Naomi Roberson

1976-01-01

344

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

345

Incorporating a Computer Assisted Reading Program into an Adult Vocational Basic Skills Lab.  

ERIC Educational Resources Information Center

A computer-assisted reading program was implemented in the VESL (Vocational English as a Second Language) Center at Hacienda La Puente Adult Schools (California), which provides support services to adult special needs vocational students. The purpose of the program was to improve the technical reading skills of the vocational students. The basic…

Vescial, Ann; And Others

346

A REACTION TO SISTER MARY EDWARD DOLAN'S LINGUISTICS IN TEACHING READING.  

ERIC Educational Resources Information Center

A REACTION TO SISTER MARY EDWARD DOLAN'S ARTICLE, "EFFECTS OF A MODIFIED LINGUISTICS AND WORD RECOGNITION PROGRAM ON FOURTH-GRADE READING ACHIEVEMENT," WHICH APPEARED IN THE "READING RESEARCH QUARTERLY" AND WHICH DESCRIBES THE RESULTS OF A 3-YEAR EXPERIMENT IN TEACHING READING WITH A BASAL SYSTEM TO A CONTROL GROUP OF 10 CLASSROOMS AND TEACHING

BARNHART, CLARENCE L.

347

Teaching Skills to Second and Third Grade Children to Prevent Gun Play: A Comparison of Procedures  

Microsoft Academic Search

A posest only control group design was used to investigate the effects of two programs to teach firearm injury prevention skills to second and third grade children. Children were taught the safety skills \\

Pamela D. Kelso; Raymond G. Miltenberger; Marit A. Waters; Kristin. Egemo-Helm; Angela G. Bagne

2007-01-01

348

Skills at Master's Level in Geography Higher Education: Teaching, Learning and Applying  

ERIC Educational Resources Information Center

The perceptions of "skills" at taught Master's level between course directors (teaching of skills), alumni (learning and use of skills) and employers (the skills requirements) were compared within the field of development and environment studies. The findings underline some of the commonalities and discrepancies between what is taught, what is…

Mistry, Jayalaxshmi; White, Fiona; Berardi, Andrea

2009-01-01

349

Teaching Safety Skills to Children to Prevent Gun Play: An Evaluation of in Situ Training  

ERIC Educational Resources Information Center

This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch…

Miltenberger, Raymond G.; Gatheridge, Brian J.; Satterlund, Melisa; Egemo-Helm, Kristin R.; Johnson, Brigitte M.; Jostad, Candice; Kelso, Pamela; Flessner, Christopher A.

2005-01-01

350

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.

351

Teaching home care electronic documentation skills to undergraduate nursing students.  

PubMed

Although there is general consensus that nursing students need knowledge and significant skill to document clinical findings electronically, nursing faculty face many barriers in ensuring that undergraduate students can practice on electronic health record systems (EHRS). External funding supported the development of an educational innovation through a partnership between a home care agency staff and nursing faculty. Modules were developed to teach EHRS skills using a case study of a homebound person requiring wound care and the Medicare-required OASIS documentation system. This article describes the development and implementation of the module for an upper-level baccalaureate nursing program located in New York City. Nursing faculty are being challenged to develop creative and economical solutions to expose nursing students to EHRSs in nonclinical settings. PMID:22616410

Nokes, Kathleen M; Aponte, Judith; Nickitas, Donna M; Mahon, Pamela Y; Rodgers, Betsy; Reyes, Nancy; Chaya, Joan; Dornbaum, Martin

2012-01-01

352

The Effects of the "Horizons" Reading Program and Prior Phonological Awareness Training on the Reading Skills of First Graders.  

ERIC Educational Resources Information Center

Evaluates the effectiveness of the "Horizons Fast Track A-B" program on first-grade students' decoding skills and oral reading fluency. Notes that two classes used "Horizons Fast Track" and two classes used a Silver, Burdett, and Ginn (SBG) curriculum. Finds that classes that received "Horizons" instruction outperformed classes with SBG…

Tobin, Kevin G.

2003-01-01

353

Use of Veterinary Records To Teach Laboratory Thinking Skills in Biology.  

ERIC Educational Resources Information Center

Describes a laboratory protocol using clinical veterinary data that teaches the cognitive, analytical, communication, and interpersonal skills necessary for students in a biology core laboratory course. (WRM)

Woolverton, Christopher J.

1999-01-01

354

The Contribution of Executive Skills to Reading Comprehension  

Microsoft Academic Search

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

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

2009-01-01

355

Determining Relationships of Sensory Integrative Skills to the Reading Process.  

ERIC Educational Resources Information Center

In order to determine if significant relationships exist among intersensory transfer ability, intersensory perceptual shifting ability, modal preference, and reading achievement, a study was conducted using 90 randomly selected Oconee County, Georgia, third graders whose mean IQ was 98 and whose mean reading comprehension was grade 3.…

Jones, John Paul; Aaron, Ira E.

356

Unlocking Reading Comprehension with Key Science Inquiry Skills  

ERIC Educational Resources Information Center

Middle school classrooms are a natural laboratory where the relationships between science, reading, and writing can be developed and strengthened to provide a foundation for students' learning and future career success. Teachers do not need to know "everything" about science and reading to raise student achievement. Rather, they need to know a few…

Miller, Roxanne Greitz

2006-01-01

357

Reading Skills and Phonological Awareness Acquisition in Down Syndrome  

ERIC Educational Resources Information Center

Background: Although reading abilities play a fundamental role in the acquisition of personal autonomy, up until now studies investigating these abilities in Down syndrome (DS) are aimed at defining educational or rehability acquisition. However, studies describing the relationship between reading and phonological awareness in individuals with DS…

Verucci, L.; Menghini, D.; Vicari, S.

2006-01-01

358

Project Magnify: Increasing Reading Skills in Students with Low Vision  

ERIC Educational Resources Information Center

Modeled after Project PAVE (Corn et al., 2003) in Tennessee, Project Magnify is designed to test the idea that students with low vision who use individually prescribed magnification devices for reading will perform as well as or better than students with low vision who use large-print reading materials. Sixteen students with low vision were…

Farmer, Jeanie; Morse, Stephen E.

2007-01-01

359

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.

360

Competency Based Reading Skills and the Reading Demands of Minority-Bilingual Auto Mechanics.  

ERIC Educational Resources Information Center

A study of the relation between the reading competencies for high school graduation and the reading demands of auto mechanics began with determining job reading tasks of auto mechanics. Fifty auto mechanics, the majority of them bilinguals, were interviewed. From this data about the kinds of information mechanics get from reading and with copies…

McNeil, John D.; Morimoto, Takiko

361

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

362

Anatomical Properties of the Arcuate Fasciculus Predict Phonological and Reading Skills in Children  

PubMed Central

For more than a century, neurologists have hypothesized that the arcuate fasciculus carries signals that are essential for language function; however, the relevance of the pathway for particular behaviors is highly controversial. The primary objective of this study was to use diffusion tensor imaging to examine the relationship between individual variation in the microstructural properties of arcuate fibers and behavioral measures of language and reading skills. A second objective was to use novel fiber-tracking methods to reassess estimates of arcuate lateralization. In a sample of 55 children, we found that measurements of diffusivity in the left arcuate correlate with phonological awareness skills and arcuate volume lateralization correlates with phonological memory and reading skills. Contrary to previous investigations that report the absence of the right arcuate in some subjects, we demonstrate that new techniques can identify the pathway in every individual. Our results provide empirical support for the role of the arcuate fasciculus in the development of reading skills.

Yeatman, Jason D.; Dougherty, Robert F.; Rykhlevskaia, Elena; Sherbondy, Anthony J.; Deutsch, Gayle K.; Wandell, Brian A.; Ben-Shachar, Michal

2011-01-01

363

Focusing Attention on Decoding for Children with Poor Reading Skills: Design and Preliminary Tests of the Word Building Intervention.  

ERIC Educational Resources Information Center

Examines the reading skills of children who have deficient decoding skills in the years following the first grade and traces their progress across 20 sessions of a decoding skills intervention called Word Building. Presents results in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the…

McCandliss, Bruce; Beck, Isabel L.; Sandak, Rebecca; Perfetti, Charles

2003-01-01

364

Vocational Instructor Teaching Skills Project. Evaluating Your Teaching Effectiveness. Resource Packet. [and] Computer-Based Education. Resource Packet.  

ERIC Educational Resources Information Center

A project was conducted at Mt. Hood (Oregon) Community College to develop modules to upgrade the teaching skills of community college teachers. Two modules developed through this project, Evaluating Your Teaching Effectiveness and Computer-Based Education, are included in this document. The Evaluating Your Teaching Effectiveness packet consists of…

Portland Community Coll., OR.

365

Teaching chest X-ray reading for child tuberculosis suspects.  

PubMed

SETTING Cape Town, South Africa. OBJECTIVE To improve the reading of chest X-rays (CXRs) in child tuberculosis (TB) suspects. DESIGN We designed a reporting and recording form to assist in the diagnosis of childhood TB from CXRs. We then developed an image bank of antero-posterior and lateral CXR pairs, with each image pair assigned to one of four diagnostic categories. Finally, we designed and carried out a 1-day training course to teach clinicians how to read paediatric CXRs, with pre- and post-course assessments. RESULTS Of the 27 participants included, 17 (63%) were women. The median age was 38 years (interquartile range [IQR] 32.5-43.5). The median pre-training score was 16.0/30 (IQR 13.0-18.0) and the median post-training score was 17.0 (IQR 13.5-21.0). Sensitivity (P = 0.09) and specificity (P = 0.06) to detect TB did not change as a result of the course; however, the Wilcoxon signed ranks paired-sample test indicated an increase in the participants' overall ability to read CXRs (P = 0.017). CONCLUSIONS Teaching clinicians with a 1-day training course using a systematic approach and a standardised form led to a limited improvement in CXR reading ability. PMID:24902549

Seddon, J A; Padayachee, T; Du Plessis, A-M; Goussard, P; Schaaf, H S; Lombard, C; Gie, R P

2014-07-01

366

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

367

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

368

Evaluating Behavioral Skills Training with and without Simulated in Situ Training for Teaching Safety Skills to Children  

ERIC Educational Resources Information Center

This study compared the effectiveness of behavioral skills training (BST) to BST plus simulated in situ training (SIT) for teaching safety skills to children to prevent gun play. The results were evaluated in a posttest only control group design. Following the first assessment, participants in both training groups and the control group who did not…

Miltenberger, Raymond; Gross, Amy; Knudson, Peter; Bosch, Amanda; Jostad, Candice; Breitwieser, Carrie Brower

2009-01-01

369

The Effect of Repeated Reading Exercises with Performance-Based Feedback on Fluent Reading Skills  

ERIC Educational Resources Information Center

In the present study, it was aimed to explore effects of repeated reading fluency intervention with performance based feedback on a student with reading difficulty. In the research, it was studied with a student having reading difficulties determined prior to intervention. During the intervention which lasted 38 hours, the activities including…

Ates, Seyit

2013-01-01

370

Effects of Wide Reading vs. Repeated Readings on Struggling College Readers' Comprehension Monitoring Skills  

ERIC Educational Resources Information Center

Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials…

Ari, Omer

2009-01-01

371

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth  

ERIC Educational Resources Information Center

This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill

Connor, Carol McDonald; Morrison, Frederick J.; Underwood, Phyllis S.

2007-01-01

372

Teaching Safety Skills to Children: Prevention of Firearm Injury as an Exemplar of Best Practice in Assessment, Training, and Generalization of Safety Skills  

PubMed Central

The focus of this paper is on teaching safety skills to children with an emphasis on recent research on behavioral skills training for the prevention of firearm injury. Following a discussion of safety skills and methods for assessing these skills, the paper reviews recent research on behavioral skills training and in situ training for teaching safety skills to prevent firearm injury. Strategies for promoting generalization and increasing the efficiency of training are then discussed, along with a summary of conclusions that can be drawn from the research and guidelines for best practices in teaching safety skills to children.

Miltenberger, Raymond G

2008-01-01

373

Patterns of Thinking in Reading.  

ERIC Educational Resources Information Center

The reading teacher needs to be well versed in the teaching of reading, which includes different patterns of thinking in each student. A skilled reader develops patterns of thinking pertaining to content read. Identified patterns of thinking need to be analyzed and incorporated as objectives for student attainment in reading. This paper discusses…

Ediger, Marlow

374

Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding  

ERIC Educational Resources Information Center

Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

2012-01-01

375

Preparing Language Teachers to Teach Language Online: A Look at Skills, Roles, and Responsibilities  

ERIC Educational Resources Information Center

This paper reviews and critiques an existing skills framework for online language teaching. This critique is followed by an alternative framework for online language teaching skills. This paper also uses a systems view to look at the roles and responsibilities of various stakeholders in an online learning system. Four major recommendations are…

Compton, Lily K. L.

2009-01-01

376

Group Teaching of Conversational Skills to Adolescents on the Autism Spectrum  

ERIC Educational Resources Information Center

Adolescents with autism struggle with developing meaningful social relationships. Learning appropriate conversational skills can be an important first step in creating friendships. A procedure that has been effective in teaching conversational skills to typically developing adolescents is the teaching interaction procedure, which involves…

Dotson, Wesley H.; Leaf, Justin B.; Sheldon, Jan B.; Sherman, James A.

2010-01-01

377

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.  

ERIC Educational Resources Information Center

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

Patton, Patricia Lucey

1995-01-01

378

Can I Play?: Classroom-Based Interventions for Teaching Play Skills to Children with Autism.  

ERIC Educational Resources Information Center

This article discusses teaching play skills to children with autism. Factors considered include developmental appropriateness, language development, peer involvement, motivational techniques, and setting and intervention methods. Methods for teaching play skills are then reviewed, including script training, peer trainers, and pivotal response…

Terpstra, Judith E.; Higgins, Kyle; Pierce, Tom

2002-01-01

379

Electing Research: Creating a Research Elective Is a Great Way to Teach In-Depth Skills  

ERIC Educational Resources Information Center

Mary Hoffman, was having a hard time teaching in-depth research skills to her middle school students, due to time limitations. So last fall, she approached her principal with an unprecedented idea: to offer kids a semester-long elective on research. What better way to teach comprehensive, analytical skills to those who really wanted a challenge?…

Hofmann, Mary

2005-01-01

380

The Range of Teaching Skills That Can Be Changed by the Minicourse Model.  

ERIC Educational Resources Information Center

Minicourse 1, an auto-instructional package based on the microteaching-video tape recorder process, instructs the teacher in specific teaching skills and directs him in self-evaluation of his own teaching. Field tests in Minicourse (MC) 1 (questioning skill at the elementary school level) indicated behaviorally significant changes in teachers and…

Langer, Philip

381

Classrooms that Work: Teaching Generic Skills in Academic and Vocational Settings.  

ERIC Educational Resources Information Center

This report documents the second of two studies on teaching and learning generic skills in high schools. It extends the earlier work by providing a model for designing classroom instruction in both academic and vocational classrooms where teaching generic skills is an instructional goal. Ethnographic field methods were used to observe, record, and…

Stasz, Cathleen; And Others

382

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

383

Teaching Interviewing Skills to Students in Clinical Years: A Comparative Analysis of Three Strategies.  

ERIC Educational Resources Information Center

Eighty-four third- and fourth-year medical students participated in three clerkship groups: one with no formal attention paid to interviewing skills, one using readings, and one using observations, videotaped interviewing, and readings with formal feedback. The last method caused most improvement in interviewing skills. (MSE)

Quirk, Mark; Babineau, Robert A.

1982-01-01

384

Performance in Reading Radiographs: Does Level of Education Predict Skill?  

ERIC Educational Resources Information Center

Senior medical students (n=23), family practitioners (n=16), general practitioners (n=41), and family practice educators (n=7) analyzed 12 sets of radiographs. Mean score across all groups was 73%, with no significant differences among groups. Experiential training did not appear to improve diagnostic skill. (Contains 17 references.) (SK)

Margolis, Stephen A.; Nilsson, Karl Anders; Reed, Richard L.

2003-01-01

385

Poor Anchoring Limits Dyslexics' Perceptual, Memory, and Reading Skills  

ERIC Educational Resources Information Center

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,…

Oganian, Yulia; Ahissar, Merav

2012-01-01

386

Developing Sight-Reading Skills on Mallet Percussion Instruments  

ERIC Educational Resources Information Center

Sight-reading while playing a mallet instrument can present serious obstacles for the developing percussionist. Many young players who have solid snare drum technique usually cite fear of playing the wrong note as the number-one hurdle to overcome in order to begin making real progress. Greg Byrne, associate director of bands at the University of…

Fidyk, Steve

2009-01-01

387

Teaching Research Skills at the K-12 Level  

NASA Astrophysics Data System (ADS)

Few programs have as much of an impact on students' understanding of science as science fair projects. Science fair projects allow students to learn the scientific process through observation and discovery, and provides them the opportunity to share the excitement of their discoveries with practicing scientists and engineers. With the increasing demand to meet State and National student achievement levels, schools are focusing on content rather than process. To provide teachers with the knowledge and skills to develop project-based instruction pedagogy, American Indian Programs (AIP) at Arizona State University initiated a State Science Fair. Through the Arizona American Indian Science and Engineering Fair, teachers and students develop scientific skills and knowledge through actively engaging in research. Teaching these skills at the K-12 level increases students' interest in the sciences and provides them the skills to actively engage in research at the post secondary level. With American Indians being the most underrepresented minority in the sciences this effort can have a major influence in students choosing a career in the sciences. Because most teachers lack even a basic understanding of research or the scientific method, AIP has developed a three-day teacher workshop designed to promote greater understanding in the scientific process, research and how to support high quality research projects. Referred to as the AIP Intel Educator Academy, the demand for this type of teacher training is reflective in this workshop being requested and presented in other States as well as internationally. This session will provide: An overview of the workshop, the development of school-based science fair programs, partnerships to support science learning in schools, how to get involved, and the efforts of AIP to reform science teaching at Arizona Tribal schools through participation in science fairs. Networking through the AISEF e-mentor program. In depth information on the AISEF and International Science and Engineering Fair. A CD resource guide. A CD with all the information needed to participate in the AISEF and International Science and Engineering Fair.

Huebner, P. J.

2004-12-01

388

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

389

Letter Training and its Effect on the Development of Beginning Reading Skills  

Microsoft Academic Search

The effect of training to improve letter-naming speed on beginning reading skill was evaluated with 39 first-grade students. Subjects were randomly assigned to training and control groups and were administered curriculum-based measures of reading at pretraining, post-training, and follow-up. Trained students demonstrated significantly faster letter-naming speed at post-training assessment as compared to untrained peers. However, the difference in letter-naming speed

Mark H. Fugate

1997-01-01

390

Improving Computer-Assisted Instruction in Teaching Higher-Order Skills  

ERIC Educational Resources Information Center

Computer-assisted instruction (CAI) has been shown to enhance rote memory skills and improve higher order critical thinking skills. The challenge now is to identify what aspects of CAI improve which specific higher-order skills. This study focuses on the effectiveness of using CAI to teach logarithmic graphing and dimensional analysis. Two groups…

Sinclair, Kelsey J.; Renshaw, Carl E.; Taylor, Holly A.

2004-01-01

391

Teaching Early Childhood Teacher Candidates How to Assess Children's Inquiry Skills in Science Learning  

ERIC Educational Resources Information Center

This article presents pragmatic information on teaching early childhood teacher candidates how to assess children's inquiry process skills. The authors list three important steps in choosing inquiry skills. They generated behavioral indicators for each inquiry skill, and designed an assessment rubric using number grading or a…

Lee, Joohi; Yoon, Ji Yoon

2008-01-01

392

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

393

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

394

A Review of Research on Procedures for Teaching Safety Skills to Persons with Developmental Disabilities  

ERIC Educational Resources Information Center

Safety skills are an important but often neglected area of training for persons with developmental disabilities (DD). The present study reviewed the literature on teaching safety skills to persons with DD. Safety skills involve a variety of behaviors such as knowing how to cross the street or what to do in case of a house fire. A number of studies…

Dixon, Dennis R.; Bergstrom, Ryan; Smith, Marlena N.; Tarbox, Jonathan

2010-01-01

395

Monitoring Student Listening Techniques: An Approach to Teaching the Foundations of a Skill.  

ERIC Educational Resources Information Center

To teach listening as a discreet skill, teachers need a suitable definition of the word "skill." The author suggests defining a skill as a complex of techniques and behaviors from which performers select, depending upon the situation, to fullfill their purposes. The curricular design should be based on four components: (1) establishing attention,…

Swanson, Charles H.

396

Don't Teach Employment Skills in the Business Communications Course.  

ERIC Educational Resources Information Center

Discusses three reasons why the teaching of job search skills in a business communications course is inappropriate. Explores the question of domain, professionalism beyond personal needs, and the importance of job searching skills relative to other skills taught in business communications. (HTH)

Galle, William P., Jr.

1983-01-01

397

Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms  

ERIC Educational Resources Information Center

Reaching beyond textbooks, this is a guide to teaching "historical reading" with middle and high school students. This practical resource shows you how to apply Sam Wineburg's highly acclaimed approach to teaching, "Reading Like a Historian", in your classroom to increase academic literacy and spark students' curiosity. Each chapter begins with an…

Wineburg, Sam; Martin, Daisy; Monte-Sano, Chauncey

2011-01-01

398

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

399

The Effects of the "Language Arts" Strand of the "Reading Mastery Signature Series" on the Reading and Language Skills of English Language Learners  

ERIC Educational Resources Information Center

Building on research showing the interdependence of language skills and reading proficiency, this study examined the effects of using the "Language Arts" strand of the "Reading Mastery Signature" 2008 series program as a supplement to non-Direct Instruction reading programs with English Language Learner (ELL) students. Seventy-six kindergarten…

Ralston, Nicole C.; Benner, Gregory J.; Nelson, J. Ron; Caniglia, Cyndi

2009-01-01

400

Using Fan Fiction to Teach Critical Reading and Writing Skills  

ERIC Educational Resources Information Center

In this article, the author talks about fan fiction, which is defined by Jenkins (2008) as "original stories and novels which are set in the fictional universe of favorite television series, films, comics, games or other media properties." Fan fiction generally involves writing stories with a combination of established characters and established…

Kell, Tracey

2009-01-01

401

Two Approaches to Teaching Young Children Science Concepts, Vocabulary, and Scientific Problem-Solving Skills  

ERIC Educational Resources Information Center

The present study examined the efficacy of two different approaches to teaching designed to facilitate children's learning about science concepts and vocabulary related to objects' floating and sinking and scientific problem-solving skills: responsive teaching (RT) and the combination of responsive teaching and explicit instruction (RT + EI).…

Hong, Soo-Young; Diamond, Karen E.

2012-01-01

402

Teaching Social Skills to Children with Autism Using Video-Modeling: A Component Analysis  

ERIC Educational Resources Information Center

Children with autism spectrum disorders (ASD) experience extreme difficulty learning and engaging in new social interactions. The behavior analysis research literature contains evidence that several procedures including discrete trial training, incidental teaching, and in-vivo modeling are effective teaching modalities when teaching social skills

Smith, Kimberley H.

2010-01-01

403

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

404

Repeated Reading of Syllables among Finnish-Speaking Children with Poor Reading Skills  

ERIC Educational Resources Information Center

The study evaluated the effect of repeated reading on reading speed among 36 Finnish-speaking poor readers in Grades 4 to 6. A switching replications design was applied: Group A (n = 20) received training first, and during this period Group B (n = 16) acted as a control group. After a midpoint test, the design was switched. The training material…

Huemer, Sini; Aro, Mikko; Landerl, Karin; Lyytinen, Heikki

2010-01-01

405

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

406

Individual differences in white matter anatomy predict dissociable components of reading skill in adults.  

PubMed

We used diffusion tensor imaging (DTI) to investigate relationships between white matter anatomy and different reading subskills in typical-reading adults. A series of analytic approaches revealed that phonological decoding ability is associated with anatomical markers that do not relate to other reading-related cognitive abilities. Thus, individual differences in phonological decoding might relate to connectivity between a network of cortical regions, while skills like sight word reading might rely less strongly on integration across regions. Specifically, manually-drawn ROIs and probabilistic tractography revealed an association between the volume and integrity of white matter underlying primary auditory cortex and nonword reading ability. In a related finding, more extensive cross-hemispheric connections through the isthmus of the corpus callosum predicted better phonological decoding. Atlas-based white matter ROIs demonstrated that relationships with nonword reading were strongest in the inferior fronto-occipital fasciculus and uncinate fasciculus that connect occipital and anterior temporal cortex with inferior frontal cortex. In contrast, tract volume underlying the left angular gyrus was related to nonverbal IQ. Finally, connectivity underlying functional ROIs that are differentially active during phonological and semantic processing predicted nonword reading and reading comprehension, respectively. Together, these results provide important insights into how white matter anatomy may relate to both typical reading subskills, and perhaps a roadmap for understanding neural connectivity in individuals with reading impairments. PMID:24704456

Welcome, Suzanne E; Joanisse, Marc F

2014-08-01

407

Effects of individual differences in verbal skills on eye-movement patterns during sentence reading  

PubMed Central

This study is a large-scale exploration of the influence that individual reading skills exert on eye-movement behavior in sentence reading. Seventy one non-college-bound 16–24 year-old speakers of English completed a battery of 18 verbal and cognitive skill assessments, and read a series of sentences as their eye movements were monitored. Statistical analyses were performed to establish what tests of reading abilities were predictive of eye-movement patterns across this population and how strong the effects were. We found that individual scores in rapid automatized naming and word identification tests (i) were the only participant variables with reliable predictivity throughout the time-course of reading; (ii) elicited effects that superceded in magnitude the effects of established predictors like word length or frequency; and (iii) strongly modulated the influence of word length and frequency on fixation times. We discuss implications of our findings for testing reading ability, as well as for research of eye-movements in reading.

Kuperman, Victor; Van Dyke, Julie A.

2011-01-01

408

Teaching Students to Read through Their Individual Learning Styles.  

ERIC Educational Resources Information Center

Designed to assist parents, classroom teachers, reading specialists, and special educators, this book describes effective reading programs that promote reading success and achievement for children at all reading levels. The 10 chapters of the book are as follows: (1) "Preventing Reading Failure and Increasing Reading Achievement through Learning…

Carbo, Marie; And Others

409

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

410

Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students' Reading Skills  

ERIC Educational Resources Information Center

This experimental study directly compared the effects of two prevalent forms of classroom writing instruction, interactive writing and writing workshop, on kindergarten students' acquisition of early reading skills. Repeated measures data was collected at four points over 16 weeks to monitor growth of 151 kindergarten students in phonological…

Jones, Cindy D'on; Reutzel, D. Ray; Fargo, Jamison D.

2010-01-01

411

Training Reading and Phoneme Awareness Skills in Children with Down Syndrome  

ERIC Educational Resources Information Center

The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds and working with words in books. The children were taught by their learning support…

Goetz, Kristina; Hulme, Charles; Brigstocke, Sophie; Carroll, Julia M.; Nasir, Louise; Snowling, M.

2008-01-01

412

Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development  

ERIC Educational Resources Information Center

Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

2013-01-01

413

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

414

A Summer Reading and Study Skills Program for Socially Disadvantaged College Freshmen.  

ERIC Educational Resources Information Center

This report deals with a 2-week reading and study program developed for socially disadvantaged incoming freshmen at Rutgers University. Of the group studied, 84 percent were black, and the rest were white boys. Of the blacks, 53 percent were female. The organization of the skills acquisition program is described. Also given are informal and formal…

Kling, Martin

415

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

416

The Reading Essential Skill Screener--Preschool Version (RESS-P): Studies of Reliability and Validity  

ERIC Educational Resources Information Center

Technical characteristics of the Reading Essential Skill Screener--Preschool Version (RESS-P) were studied using four independent samples of boys and girls aged 3-5 years. A decision efficiency study (N = 91) resulted in a total predictive value (TPV) of .85 when compared with the criterion of teacher report/judgment of emerging literacy at-risk…

Erford, Bradley T.

2004-01-01

417

Parental Involvement in the Development of Children's Reading Skill: A Five-Year Longitudinal Study  

Microsoft Academic Search

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent re- ceptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening

Monique Senechal; Jo-Anne LeFevre

2002-01-01

418

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

419

Does Phonology Play a Role When Skilled Readers Read High-Frequency Words? Evidence from ERPs  

ERIC Educational Resources Information Center

We used event-related brain potentials to clarify the role of phonology in activating the meanings of high-frequency words during skilled silent reading. Target homophones ("meet") in sentences such as "The students arranged to meet in the library to study" were replaced on some trials by either a high-frequency homophone mate ("meat") or a…

Newman, Randy Lynn; Jared, Debra; Haigh, Corinne A.

2012-01-01

420

Development and Use of "Evaluation of Cognitive Development--Pre-Reading Skills".  

ERIC Educational Resources Information Center

The methods and validity of evaluations of cognitive development, in language and numbers, of children ages three through six, by use of classroom observation inventory lists are discussed. The Evaluation of Cognitive Development--Pre-Reading Skills, an observational instrument (teacher completed), was administered to 134 first grade students in a…

Goolsby, Thomas M., Jr.; Frary, Robert B.

421

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

422

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

423

Integrating Computer-Aided Instruction for Improving Reading Skills with Juvenile Delinquents.  

ERIC Educational Resources Information Center

A practicum encapsulated a reading skills assessment and intervention program utilizing computer-aided instruction and support activities for four 3-week sessions. The primary target population was the 43 juvenile delinquents at a Florida juvenile detention center who completed posttest measures. A total of 280 students participated in the…

Vigilante, Alan

424

Differentiating the Impact of Literacy and Language Skill Development on Reading Acquisition: An Exploratory Study  

ERIC Educational Resources Information Center

This study examined relationships between pre-tested early literacy skills and post-tested reading achievement in 52 kindergarten and 39 first-grade children. An archival data set was available for statistical analysis. Data analysis was completed in three stages: Participants' entry-level literacy and language scores were compared on two…

Pope, H. Lawrence

2012-01-01

425

The Relationship between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs  

ERIC Educational Resources Information Center

This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation…

Hermans, Daan; Knoors, Harry; Ormel, Ellen; Verhoeven, Ludo

2008-01-01

426

Segmenting Two-Phoneme Syllables: Developmental Differences in Relation with Early Reading Skills  

ERIC Educational Resources Information Center

This study explored developmental differences in children's segmentation skills of VC and CV syllables (e.g., /af/ and /fa/) in relation to their early reading abilities. To this end, we followed a subgroup of Dutch speaking prereaders who participated in Geudens and Sandra (2003, Experiment 1), and replicated the segmentation task in first grade,…

Geudens, Astrid; Sandra, Dominiek; Van den Broeck, Wim

2004-01-01

427

Basic Reading Skills in Swedish Children with Late Developing Language and with or without Autism Spectrum Disorder or ADHD  

ERIC Educational Resources Information Center

Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and…

Miniscalco, Carmela; Sandberg, Annika Dahlgren

2010-01-01

428

Teaching for Reciprocity: Developing a Self-Extending System through Reading and Writing.  

ERIC Educational Resources Information Center

When educators refer to "reciprocity" in Reading Recovery, most often they are referring to the connections that can be made across reading and writing through teaching and learning actions--each reading or writing act has the potential for providing a context for learning about the other (Clay, 1998), and in this way, influencing each other.…

Fullerton, Susan King; DeFord, Diane E.

2000-01-01

429

Teaching Effective Comprehension Strategies to Students with Learning and Reading Disabilities  

Microsoft Academic Search

In this article, we summarize several metacognitive strategies designed to improve reading comprehension in students with learning and reading disabilities and describe an instructional model showing how to teach comprehension strategies to students. Each recommended strategy has been formally evaluated and found to be effective for improving students' reading comprehension. Practical suggestions are also provided to help teachers implement these

Philip N. Swanson

1998-01-01

430

Teaching pedestrian skills to retarded persons: generalization from the classroom to the natural environment.  

PubMed

Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom- Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on model and under actual city traffic conditions. Results of a multiple-baseline design acorss both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained. PMID:1002631

Page, T J; Iwata, B A; Neef, N A

431

Reading Skills, Reading Requirements, Learning Strategies, and Performance in Navy Technical Schools.  

National Technical Information Service (NTIS)

This study examined the relationship between the reading grade levels (RGLs) of 5797 students and their performance in 46 Navy technical training schools. Over all schools, the relationship between RGL and performance was small. The variability among scho...

S. I. Sander T. M. Duffy

1982-01-01

432

Developing essential professional skills: a framework for teaching and learning about feedback  

PubMed Central

Background The ability to give and receive feedback effectively is a key skill for doctors, aids learning between all levels of the medical hierarchy, and provides a basis for reflective practice and life-long learning. How best to teach this skill? Discussion We suggest that a single "teaching the skill of feedback" session provides superficial and ineffective learning in a medical culture that often uses feedback skills poorly or discourages feedback. Our experience suggests that both the skill and the underlying attitude informing its application must be addressed, and is best done so longitudinally and reiteratively using different forms of feedback delivery. These feedback learning opportunities include written and oral, peer to peer and cross-hierarchy, public and private, thereby addressing different cognitive processes and attitudinal difficulties. Summary We conclude by asking whether it is possible to build a consensus approach to a framework for teaching and learning feedback skills?

Henderson, Penny; Ferguson-Smith, Anne C; Johnson, Martin H

2005-01-01

433

Genetic and environmental influences on orthographic and phonological skills in children with reading disabilities.  

PubMed

Data from identical and fraternal twins were analyzed to estimate the proportions of genetic and environmental influences on group deficits in accuracy and, when available, speed for printed word recognition and for related skills in phonological decoding (PD), orthographic coding (OC), and phoneme awareness (PA). In addition, bivariate genetic analyses were employed to estimate the degree of common genetic influence on group deficits across these different reading and language skills. About half of the group deficits in each of the skills were due to genetic influences, and the genetic origins were largely shared among the measures (r(g) = .53 - .99), except for those between OC and PA (r(g) = .28 - .39). Implications of the results are discussed for models of reading disability and remediation. PMID:11892949

Gayán, J; Olson, R K

2001-01-01

434

The evaluation of a training program for improving residents' teaching skills.  

PubMed

As a response to the growing recognition of the need for improvement in medical instructional practices, a training program on teaching skills for resident physicians in the East Tennessee State University College of Medicine was implemented. The program consisted of 13 weekly, one-hour, small-group sessions attended by 20 residents. The microteaching method was utilized for practicing instructional techniques. Significant gains in teaching performance and in attitude toward participating in a teaching skills program were demonstrated, on the basis of videotaped teaching performances and a written questionnaire, indicating that short training programs can assist physicians in the process of instructional improvement. PMID:7452703

Lawson, B K; Harvill, L M

1980-12-01

435

Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children  

ERIC Educational Resources Information Center

This cross-sectional study investigated contributions of phonological awareness (Elision and blending), rapid naming (object, color, letter, and digit), and phonological memory (nonword repetition and Digit Span) to basic decoding and fluency skills in Arabic. Participants were 237 Arabic speaking children from Grades K-3. Dependent measures…

Taibah, Nadia J.; Haynes, Charles W.

2011-01-01

436

Relationship of Preschool Academic Skill Deficits to Subsequent Acquisition of Reading and Mathematic Skills.  

ERIC Educational Resources Information Center

This article discusses the assessment of language and cognitive development as reflected in preschool activities and describes the Preschool Language-Cognitive Assessment for Curriculum Entry (PLACE). Five task-skill areas associated with common preschool activities (building with blocks, completing puzzles, pounding pegs, etc) are identified. How…

Morrow, Robert D.; McBride, Hugh J.

437

The Application of English and American Literature Input in Reading Class Teaching of English Major  

Microsoft Academic Search

\\u000a Taking extensive reading textbooks of English major, Extensive Reading (Higher Education Press, the edition of 2006, total\\u000a editor: Huang Yuanshen), as an example. This article analyzed the significance of English and American literature input in\\u000a reading class teaching of English major. English and American literature input were carried in such ways, preview before class,\\u000a input in class, extensional reading after

Honglan Lü; Bingwei Wang; Xinyu Wang; Yan Su

438

Investigating Differences in Mean Score on Adaptive and Paper and Pencil Versions of the College Level Academic Skills Reading Test.  

ERIC Educational Resources Information Center

Possible causes of a 16-point mean score increase for the computer adaptive form of the College Level Academic Skills Test (CLAST) in reading over the paper-and-pencil test (PPT) in reading are examined. The adaptive form of the CLAST was used in a state-wide field test in which reading, writing, and computation scores for approximately 1,000…

Legg, Sue M.; Buhr, Dianne C.

439

The Relationship of Error and Correction of Error in Oral Reading to Visual-Form Perception and Word Attack Skills.  

ERIC Educational Resources Information Center

The ability of 100 second-grade boys and girls to self-correct oral reading errors was studied in relationship to visual-form perception, phonic skills, response speed, and reading level. Each child was tested individually with the Bender-Error Test, the Gray Oral Paragraphs, and the Roswell-Chall Diagnostic Reading Test and placed into a group of…

Clayman, Deborah P. Goldweber

440

Developing Transferable Skills: Some Examples from Geomorphology Teaching.  

ERIC Educational Resources Information Center

Demonstrates how the development of transferable skills can be promoted as a matter of policy in undergraduate geography programs and implemented throughout individual classes. Defines transferable skills as skills of a widely applicable nature independent of the disciplinary context. Presents two examples of transferable skill development in…

Mottershead, Derek; Suggitt, Steve

1996-01-01

441

Acquisition of Science Teaching Skills Through Psychological Modeling and Concomitant Student Learning  

ERIC Educational Resources Information Center

Compared were effects of videotape and audio models on the acquisition of specific teaching skills in 48 preservice teachers. Results suggest both video and audio models produced effective behaviors more frequently than a no-model treatment. (SL)

Santiesteban, A. Joseph; Koran, John J.

1977-01-01

442

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

PubMed Central

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 construct validity of measures of reading component skills (MacArthur, Konold, Glutting, & Alamprese, 2010). In that investigation, confirmatory factor analysis found that a model with those 5 factors fit the data best and fit equally well for native and non-native English speakers. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. The cluster analysis found an 8-cluster solution with good internal cohesion, external isolation, and replicability across subsamples. Of the 8 subgroups, 4 had relatively flat profiles (range of mean scores across factors < 0.5 SD), 2 had higher comprehension than decoding, and 2 had higher decoding than comprehension. Profiles were consistent with expectations regarding demographic factors. Non-native speakers were overrepresented in subgroups with relatively higher decoding and underrepresented in subgroups with relatively higher comprehension. Adults with self-reported learning disabilities were overrepresented in the lowest performing subgroup. Older adults and men were overrepresented in subgroups with lower performance. The study adds to the limited research on the reading skills of ABE learners and, from the perspective of practice, supports the importance of assessing component skills to plan instruction.

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

2011-01-01

443

Lectura y Vida: Revista Latinoamericana de Lectura, 2001 (Reading and Life: Latin American Reading Magazine, 2001).  

ERIC Educational Resources Information Center

Articles focus on the following: teaching of literature as a means to teaching reading comprehension; reading and discussing favorite stories; interactive literature in childhood literacy; new perspectives in teaching literature; construction of graphic aids in promoting and developing writing skills; recommended books for children and…

Lectura y Vida: Revista Latinoamericana de Lectura, 2001

2001-01-01

444

A dialogic understanding of the relationship between CSCL and teaching thinking skills  

Microsoft Academic Search

How to teach flexible thinking and learning skills, particularly creativity and the skill of “learning to learn,” is a key\\u000a concern for CSCL in the context of the emerging Networked Society. The currently dominant paradigms for supporting pedagogical\\u000a design within CSCL, including socio-cultural theory, are limited in the support that they can offer to the project of teaching\\u000a general thinking

Rupert Wegerif

2006-01-01

445

Evaluation of Family-Implemented Behavioral Skills Training for Teaching Social Skills to a Child With Asperger's Disorder  

Microsoft Academic Search

Social deficits are a hallmark feature of Asperger's disorder. However, social skill training is often complicated because clinician trainers usually do not have the opportunity to observe social behavior in naturally occurring contexts. One way to overcome this limitation is to teach family members to become effective change agents for social behavior. A mother and a sibling of a child

Kelise K. Stewart; James E. Carr; Linda A. LeBlanc

2007-01-01

446

Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading  

PubMed Central

The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the “Reynell Developmental Language Scales, third edition.” Three years later, phonological awareness, reading skills, and language skills were assessed using the “Phonological Awareness Test,” the “Woodcock–Johnson-III Diagnostic Reading Battery,” and the “Oral Written Language Scales.” Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers’ use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants.

Ambrose, Sophie E.; Eisenberg, Laurie S.

2009-01-01

447

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

448

Reading skill in adult survivors of childhood brain tumor: A theory-based neurocognitive model.  

PubMed

Objective: This study investigated the relationship between word reading and white matter (WM) integrity within a neuroanatomical-based reading system comparing adult survivors of childhood brain tumors and controls. It was predicted that the association between WM integrity and word reading would be mediated by processing speed, and this indirect effect would be moderated by group. Method: Thirty-seven adult survivors of childhood brain tumor and typically developing adults participated (age M = 24.19 ± 4.51 years, 62% female). DTI Tractography identified the WM tract for 3 of the reading system connections: inferior fronto-occipital fasciculus (IFOF), arcuate fasciculus (AF), and parietotemporal-occipitotemporal connection (PT-OT). Results: Fractional anisotropy values (FA) of the PT-OT tract were significantly correlated with word reading in survivors and controls (r = .45, .58, respectively; p < .05) and IFOF values were associated with reading in survivors only (r = .59, p < .01). Further, the moderated mediated model was significant for PT-OT and IFOF, such that the indirect effect of processing speed was only present for survivors (CI: PT-OT: 2.90, 28.41, IFOF: 2.92, 40.17). Conclusion: Results suggest the tracts emerging from the occipitotemporal area are a critical component of the reading system in adults. The finding that processing speed was the mechanism by which WM was associated with reading in survivors is in alignment with the developmental cascade model. Current findings bolster the existing theory-based models of reading using innovative diffusion tensor imaging and moderated mediation statistical neurodevelopmental model, establishing the role of processing speed and specific WM pathway integrity in word reading skill. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:24548126

Smith, Kristen M; King, Tricia Z; Jayakar, Reema; Morris, Robin D

2014-05-01

449

"The Wisconsin Design for Reading Skill Development": Study Skills; A Report on the Type I Field Test, 1971-1973. Part 1 and 2.  

ERIC Educational Resources Information Center

A field test of the precommercial version of the Study Skills element of the Wisconsin Design for Reading Skill Development, developed at the Wisconsin Research and Development Center for Cognitive Learning, was conducted in 22 schools from 1971 to 1973. The purposes of the field test were to determine the effectiveness of the program in terms of…

Sals, Diane K.; Hubbard, W. Donald

450

Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: a follow-up study of reading achievement from kindergarten to fifth grade.  

PubMed

This study examined the relation between emergent literacy skills, teachers' reports of behavioral problems, and word reading achievement in a community sample of French students. Family background was investigated and included familial antecedents of reading difficulties (Fa/Rd) and parents' educational level. The analyses explored the pattern of concurrent relations between behavioral, familial and emergent literacy measures in a sample of 812 preschoolers, and their predictive power in explaining word reading achievement in a sub-sample of 150 children followed from kindergarten to fifth grade. Word reading at fifth grade was predicted by kindergarten measures of phonological awareness and letter knowledge. Teachers' reports of inattention symptoms at each grade level were associated with early reading skills and with subsequent word reading. Fa/Rd were concurrently and longitudinally associated with emergent literacy skills, teachers' reported inattention and word reading. These results indicate that children with a family history of reading difficulties are at increased risk for the co-occurrence of reading difficulties and attention problems from kindergarten onward. These findings confirm the shared influence of Fa/Rd on the comorbidity between inattention symptoms and reading difficulties in a non-diagnosed community sample of preschool children followed through late elementary school. PMID:23291520

Costa, Hugo Câmara; Perdry, Hervé; Soria, Carmen; Pulgar, Salomé; Cusin, Françoise; Dellatolas, Georges

2013-03-01

451

Perceptions and practices of adapted physical educators on the teaching of social skills.  

PubMed

The purpose of this study was to determine adapted physical educators' perceptions and practices about teaching social skills to students with disabilities. A questionnaire based on Bandura's social learning theory concept of modeling was developed and mailed to an entire frame of 426 adapted physical education teachers in the state of Ohio. Face and content validity as well as test/retest reliability (0.89) were established. Of those that were surveyed, 53% (225 teachers; 148 females and 77 males) responded. Results indicate that 93% (209) believe it is important to explicitly teach social skills in PE; however, 60% (135) expressed not feeling properly prepared to teach them. Teachers with more than 20 years of teaching experience were more likely to actually teach social skills. When compared with other teachers with less years teaching, however, they identified a greater need for training in the teaching of social skills. Results are discussed relative to teacher preparation and practices as well as social skills taught for general education and community integration. PMID:19478348

Samalot-Rivera, Amaury; Poretta, David L

2009-04-01

452

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.

453

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

454

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

455

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

456

College Instructors' Implicit Theories about Teaching Skills and Their Relationship to Professional Development Choices  

ERIC Educational Resources Information Center

Implicit theories about the malleability of skills/abilities have been shown to predict learners' willingness to participate in learning opportunities. The authors examined whether college professors' implicit theories about the malleability of teaching skills predicted their willingness to engage in professional development (PD) related to…

Thadani, V.; Breland, W.; Dewar, J.

2010-01-01

457

Pedagogical Approaches to Teaching Motor Skill Stages of Development Using Video Presentation  

Microsoft Academic Search

This study examined the impact of two different pedagogical approaches to teaching stages of motor skill development to undergraduate students using digital video technology. It was hypothesized that using an electronic student response system during the learning phase would result in greater accuracy in identifying stages of fundamental motor skills in children when compared to a group of students not

Kelsey Reimink

2011-01-01

458

Family Consumer Sciences Teachers' Use of Technology to Teach Higher Order Thinking Skills  

ERIC Educational Resources Information Center

Family and consumer sciences (FACS) high school teachers were surveyed on their use of technology to teach higher order thinking skills (HOTS). This study determined if teachers had enough support and training to use technology. Lesson plans were accumulated that required both technology and higher order thinking skills. These lessons were then…

Hirose, Beth Erica

2009-01-01

459

Teaching teamwork skills in software engineering based on an understanding of factors affecting group performance  

Microsoft Academic Search

Being able to work effectively in teams is an important learning objective for software engineering students. Although many programs today make team projects fundamental elements of their curricula, few actually teach teamwork and communication skills directly. Consequently, students may gain experience working in teams but may not learn the skills necessary to perform effectively in a team environment. In previous

Robert Lingard; Elizabeth Berry

2002-01-01

460

Teaching Skills to Second and Third Grade Children to Prevent Gun Play: A Comparison of Procedures  

ERIC Educational Resources Information Center

A posttest only control group design was used to investigate the effects of two programs to teach firearm injury prevention skills to second and third grade children. Children were taught the safety skills "Stop. Don't touch. Leave the area. Tell an adult." should they ever find a firearm. The effectiveness of the National Rifle Association's…

Kelso, Pamela D.; Miltenberger, Raymond G.; Waters, Marit A.; Egemo-Helm, Kristin; Bagne, Angela G.

2007-01-01

461

Teaching chained skills in a non-school setting using a divided half instructional format  

Microsoft Academic Search

This investigation evaluated the use of dyadic instructional arrangements in teaching chained skills to four students with moderate mental retardation. Each instructional dyad consisted of two students. Each of the three cooking skills was divided into two equal parts, and each student in a dyad received direct instruction on one part of the task analysis during each instructional session. During

Meada G. Hall; John W. Schuster; Mark Wolery; David L. Gast; Patricia Munson Doyle

1992-01-01

462

Teaching Clinical Reasoning and Problem-solving Skills Using Human Patient Simulation  

PubMed Central

This paper discusses using human patient simulation (HPS) to expose students to complex dynamic patient cases that require clinical judgment, problem-solving skills, and teamwork skills for success. An example of an HPS exercise used to teach multifaceted clinical concepts in a therapeutics course also is provided.

Vyas, Deepti; Ottis, Erica J.; Caligiuri, Frank J.

2011-01-01

463

Reflection on Teaching Oral English Skills in India: A Research Report.  

ERIC Educational Resources Information Center

Teachers within a private, Indian, English-medium school discussed their beliefs and practices regarding teaching English in India. Respondents acknowledged the premier position of English in academies and throughout the world, believing their students needed good oral communication skills. However, oral and listening skills were not emphasized in…

Ramanathan, Hema; Bruning, Merribeth D.

2003-01-01

464

Comparing the Predictive Validity of First Grade Teacher Ratings and Reading-Related Tests on Third Grade Levels of Reading Skills in Young Children Exposed to Poverty.  

ERIC Educational Resources Information Center

Compares the relative utility of teacher ratings versus several kinds of reading-related tests measured in the first grade in predicting third grade levels of reading skills in a sample of predominantly ethnic minority children exposed to poverty. Analyses indicated that, in general, teacher ratings predicted later individual differences in…

Hecht, Steven A.; Greenfield, Daryl B.

2001-01-01

465

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

466

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

467

Impact of Milieu Teaching on Communication Skills of Young Children with Autism Spectrum Disorder  

ERIC Educational Resources Information Center

This 5-month study examined the impact of a behaviorally based naturalistic teaching strategy, milieu teaching, on the communication skills of preschool-aged children with Autism Spectrum Disorder (ASD) in an early childhood special education (ECSE) classroom. A multiple baseline across participants design was used. Communication targets were…

Christensen-Sandfort, Robyn J.; Whinnery, Stacie B.

2013-01-01

468

Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience  

ERIC Educational Resources Information Center

Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents involved in…

Williams, Laurel Lyn

2009-01-01

469

Who Will Teach the Skills of History Taking and Physical Examination?  

ERIC Educational Resources Information Center

Results of a study on medical college faculty motivation to teach physical diagnosis are interpreted to mean that generalists should be teaching these courses, which are the foundation of physician clinical skills and increasingly important in the current health care environment. (MSE)

Levine, Jon H.

1993-01-01

470

[Teaching clinical skills in medicine or the comeback of the clinician].  

PubMed

This paper discuss the development of the new curriculum (bachelor, master) for clinical skills (history taking, physical examination, patient communication, professionalism) at the Medical School in Lausanne. Some specific aspects are reviewed: a structured and longitudinal curriculum, improving bedside clinical teaching, assessment of clinical competences, integrating teaching into the institutional values. PMID:19968028

Bonvin, R; Lamy, O

2009-10-28

471

A dialogical understanding of the relationship between CSCL and teaching thinking skills  

Microsoft Academic Search

This paper reviews the literature linking ICT to teaching thinking skills and advocates a new dialogic framework which has implications for practice. The main conceptualisations of the relationship between ICT and teaching thinking are described as, the computer as tutor, the computer as cognitive tool and the computer as support for collaborative learning. The computer supported collaborative learning movement is

Rupert Wegerif

2005-01-01

472

Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.  

ERIC Educational Resources Information Center

Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

McCarthy-Tucker, Sherri

2001-01-01

473

A Suggested Syllabus for Advanced Writing Skills at English Language Teaching Departments  

ERIC Educational Resources Information Center

As is known, writing is an indispensable part of language education. As far as English Language Teaching Departments are concerned, writing courses, especially Advanced Writing Skills, are taken as a course of higher importance. However, forming a syllabus for Advanced Writing Course for English Language Teaching Departments is not an easy matter.…

Altay, Ismail Firat

2010-01-01

474

Developing Teacher Candidates' Knowledge, Skills, and Dispositions to Teach Diverse Students  

ERIC Educational Resources Information Center

Although many teacher educators have suggested multiple ways to prepare teacher candidates to teach for diversity, the knowledge, skills and dispositions are not easy to acquire. The purpose of this research is to investigate how an M.Ed licensure program prepared teacher candidates to teach with concern for equity and diversity. The…

Lee, Young Ah; Herner-Patnode, Leah

2010-01-01

475

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

476

Relationship between Teachers Teaching Styles and Students Interest towards Integrated Living Skills Subjects in Schools  

ERIC Educational Resources Information Center

The focus of this study is to determine the relationship of teacher's teaching styles (expert, formal authority, personal model, delegation, and facilitator) towards student's interests in Integrated Living Skills (ILS) subjects. The research is designed to explore the common teaching styles applied by ILS teachers in schools and…

Pying, How Shwu; Rashid, Abdullah Mat

2014-01-01

477

Teaching Condom Use Skills: Practice Is Superior to Observation  

Microsoft Academic Search

Men exposed to a condom skills practice exercise were hypothesized to perform better on condom skills measures than those exposed only to a demonstration or to no intervention. As part of a larger National Institute on Drug Abuse (NIDA) Clinical Trials Network HIV Prevention protocol, men in substance abuse treatment were administered male and female condom use skills measures (MCUS,

Donald A. Calsyn; Mary A. Hatch-Maillette; Suzanne R. Doyle; Sarah Cousins; TeChieh Chen; Melinda Godinez

2010-01-01

478

Using Literature To Teach Social Skills to Adolescents with LD.  

ERIC Educational Resources Information Center

Description of the social skill literature strategy (SSLS), an instructional approach that involves integrating social skills intervention into the literature curriculum, focuses on its application using the study of Shakespeare to develop the social skills of secondary students with learning disabilities in an inclusive setting. (Contains…

Anderson, Peggy L.

2000-01-01

479

Ready to Learn: Teaching Kindergarten Students School Success Skills  

Microsoft Academic Search

Studies have indicated that children have difficulty learning when they do not demonstrate certain prerequisite learning skills that involve attention, listening comprehension, and social skills. The authors evaluated the Ready To Learn (RTL) curriculum for its effectiveness in improving the prerequisite learning skills in 12 kindergarten classes (260 students) in 3 demographically similar elementary schools. Teachers in target classrooms were

Greg A. Brigman; Linda D. Webb

2003-01-01

480

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

481

Reading - French, Second Language. Introductory to Senior Levels. Youth Education: Teaching GUide No. 42.  

ERIC Educational Resources Information Center

The curriculum guide for Nova Scotia's advanced level reading course in French as a second language focuses on assisting the students in transfering first language reading skills to the second language and regulating instruction so that neither the pace nor the difficulty level cause student frustration. The program is structured to bring students…

Nova Scotia Dept. of Education, Halifax.

482

Reading Success for Struggling Adolescent Learners. Solving Problems in the Teaching of Literacy  

ERIC Educational Resources Information Center

This volume discusses factors that affect struggling readers in grades 7-12 and provides research-based strategies for improving their reading and writing skills. Chapters examine why some adolescents have trouble achieving reading proficiency, describe school-wide policies and programs that support literacy, and suggest age-appropriate classroom…

Lenski, Susan, Ed.; Lewis, Jill, Ed.

2008-01-01

483

Using Computers and Original Texts to Teach Critical Reading and Thinking.  

ERIC Educational Resources Information Center

While ability to read and think critically is the very basis of post-secondary education, increasing numbers of college students lack these skills. A sequence of two courses in critical reading and thinking are currently offered in the Concentrated Studies program at Duquesne University in Pennsylvania. In these courses, students who are…

Orndorff, Joseph

484

Reading in subjects with an oral cleft: Speech, hearing and neuropsychological skills.  

PubMed

Objective: To evaluate speech, hearing, and neuropsychological correlates to reading among children, adolescents, and young adults with nonsyndromic cleft of the lip and/or palate (NSCL/P). Method: All testing was completed in a single visit at a Midwestern university hospital. Subjects in both the NSCL/P (n = 80) and the control groups (n = 62) ranged in age from 7-26 years (average age = 17.60 and 17.66, respectively). Subjects completed a battery of standardized tests evaluating intelligence, neuropsychological skills, and word reading. Subjects with NSCL/P also underwent speech assessment, and past audiology records were evaluated. Results: After controlling for age and socioeconomic status, subjects with cleft performed significantly worse on a test of word reading. For subjects with cleft, word reading deficits were not associated with measures of speech or hearing, but were correlated with impairments in auditory memory. Conclusion: These findings show poorer reading among subjects with NSCL/P compared with those without. Further work needs to focus on correlates of reading among subjects with cleft to allow early identification and appropriate intervention/accommodation for those at risk. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:24188114

Conrad, Amy L; McCoy, Thomasin E; Devolder, Ian; Richman, Lynn C; Nopoulos, Peg

2014-05-01

485

Phonological recoding and self-teaching: sine qua non of reading acquisition  

Microsoft Academic Search

The self-teaching hypothesis proposes that phonological recoding functions as a self-teaching mechanism enabling the learner to independently acquire an autonomous orthographic lexicon. Successful decoding encounters with novel letter strings provide opportunities to learn word-specific print-to-meaning connections. Although it may not play a central role in skilled word recognition, phonological recoding, by virtue of its self-teaching function, is regarded as critical

David L. Share

1995-01-01

486

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

ERIC Educational Resources Information Center

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

Ihmeideh, Fathi

2010-01-01

487

THE SHAPING OF WESTERN SOCIETY, A BOOK OF READINGS FOR INDUCTIVE TEACHING.  

ERIC Educational Resources Information Center

THIS COURSE WAS DEVELOPED AS PART OF AN INTEGRATED AND SEQUENTIAL HIGH SCHOOL SOCIAL STUDIES CURRICULUM FOR ABLE STUDENTS (UPPER 25 PERCENT). A BOOK OF READINGS FOR INDUCTIVE TEACHING, THE COURSE, BASED ON INDUCTIVE TEACHING, CONSISTS OF 17 UNITS OF STUDY WHICH INCLUDE--(1) THE SHAPING OF WESTERN SOCIETY FROM INNOVATION TO TRADITION (500 BC TO…

Carnegie Inst. of Tech., Pittsburgh, PA.

488

A Review of the Research on the Teaching of Reading in Bilingual Education.  

ERIC Educational Resources Information Center

This paper reviews research literature in the following areas associated with second language reading: (1) the level of language development in the native and target languages, (2) the teaching method selected, (3) the teaching materials selected, (4) the time and place of initial literacy in the home-language (L1), (5) the transition from…

Smith, Philip D.

489

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

490

Negotiating Different Conceptions about Reading and Teaching Literature in a Preservice Literature Class.  

ERIC Educational Resources Information Center

Investigates how students and professor negotiated different ideas about teaching and reading in a preservice course on teaching secondary school literature. Finds that students' acceptance or rejection of unfamiliar ideas was closely tied to three major factors: prior experiences with literature, ideas about culturally sanctioned conceptions of…

Agee, Jane

1998-01-01

491

Teach Reading, Not Testing: Best Practice in an Age of Accountability  

ERIC Educational Resources Information Center

"Teach Reading, Not Testing" reinforces what teachers already know--test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving…

Hollingworth, Liz; Drake, Hilleary M.

2011-01-01

492

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.

493

Teaching Students to Read Like Detectives: Comprehending, Analyzing, and Discussing Text  

ERIC Educational Resources Information Center

Empower students to take ownership of their reading and learning with "Teaching Students to Read Like Detectives." In this comprehensive guide, the authors explore the relationship between text, learner, and learning through discussion and rhetorical writing at the elementary, middle, and high school levels. Prompt students to become the…

Fisher, Douglas; Frey, Nancy; Lapp, Diane

2011-01-01

494

Implementation Strategies for an Integrative Approach to Teaching Reading and Language.  

ERIC Educational Resources Information Center

The psychological and linguistic rationales for an integrative approach to teaching reading and language that is based on the language experience and shared book approaches are presented, and the necessary changes in the Singapore educational system are outlined. Because the program is an integrated language arts approach, reading instruction time…

Ng, Seok Moi

495

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

496

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

497

Preparing Special Educators to Teach Reading and Use Curriculum-Based Assessments  

ERIC Educational Resources Information Center

Preparing special educators who are knowledgeable about evidence-based interventions for teaching reading to students with reading difficulties and who are capable of using curriculum-based assessments to monitor student progress and differentiate interventions is vital to the success of current school reform efforts. The primary purpose of this…

Al Otaiba, Stephanie; Lake, Vickie E.

2007-01-01

498

A Teaching Strategy with a Focus on Argumentation to Improve Undergraduate Students' Ability to Read Research Articles  

ERIC Educational Resources Information Center

The aim of this study is to evaluate a teaching strategy designed to teach first-year undergraduate life sciences students at a research university how to learn to read authentic research articles. Our approach--based on the work done in the field of genre analysis and argumentation theory--means that we teach students to read research articles by…

Van Lacum, Edwin B.; Ossevoort, Miriam A.; Goedhart, Martin J.

2014-01-01

499

Seven Pioneering Adult Literacy Educators in the History of Teaching Reading With Adults in the United States  

Microsoft Academic Search

One of the earliest accounts of teaching an adult to read comes from the work of the slave Harriet A. Jacobs (1813-1897). Even though it was unlawful to teach slaves to read, Jacob's owner's daughter taught her to read and write. In 1861, after she became a free woman, Jacobs wrote a book entitled, \\

Tom Sticht

500

The efficacy of assessment data indicators used to predict the effective teaching of reading by preservice teachers  

Microsoft Academic Search

This study investigates the effectiveness of specific assessment data collected and used to measure teacher education candidates' competencies for the teaching of reading as measured by PRAXIS II Reading Across the Curriculum test and the candidates' performance in student teaching. Multiple sources of candidates' assessment variables were investigated, including ACT and SAT scores, PRAXIS I scores in Reading, Math, and

Sandy H Smith

2006-01-01