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1

Using Traditional Literature to Teach Critical Reading Skills.  

ERIC Educational Resources Information Center

Classroom teachers might consider teaching children to become critical readers through the use of traditional literature. It is not necessarily difficult to define critical reading, but it is a difficult task to teach students when and how to read critically. The six skills most important to critical reading are that the reader should (1) read

McClain, Anita Bell

2

Reading for Information: Targets for Learning. Teaching Workplace Reading Skills.  

ERIC Educational Resources Information Center

Part of a series of instructor guides designed to support Ohio's ACT Work Keys System, this book addresses the skills required to read and understand the kinds of documents used in the workplace and to apply the information they contain in performing job tasks. It is for teachers, tutors, parents, mentors, and trainers seeking strategies for…

Morrow, Cherie

3

The effects of an English teacher's teaching methods on students' reading comprehension skills  

Microsoft Academic Search

In Pakistan, English is taught as a second or foreign language in the government schools with minimal opportunities to practice it both in and outside the school. Teachers still use traditional ways for teaching reading. They are not familiar with the latest ways and appropriate trends of teaching reading in ESL\\/EFL contexts. This affects students' comprehension skills. They still struggle

Attiullah Abdullah

2005-01-01

4

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

ERIC Educational Resources Information Center

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

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

2009-01-01

5

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

6

Teaching Reading in the Social Studies: A Global Approach for Primary Grades. Skills Series, Volume 2.  

ERIC Educational Resources Information Center

The activities in this teaching guide focus on reading and thinking skills useful in the development of a global perspective in primary-level students. The activities can be used in social studies, language arts, and reading courses. An introduction gives an overview and rationale, lists educational objectives, and describes the format of the…

Gold, Mary C.

7

Teaching Reading  

ERIC Educational Resources Information Center

"Teaching Reading" uncovers the interactive processes that happen when people learn to read and translates them into a comprehensive easy-to-follow guide on how to teach reading. Richard Day's revelations on the nature of reading, reading strategies, reading fluency, reading comprehension, and reading objectives make fascinating…

Day, Richard R.

2013-01-01

8

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

9

Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies. Solving Problems in the Teaching of Literacy.  

ERIC Educational Resources Information Center

Exemplary teacher research has established that explicit teaching plays a vital role in the K-12 classroom, with particular benefits for struggling readers. This book is a practical resource for explaining reading to students who do not learn easily. The book identifies 22 major skills and strategies associated with vocabulary development,…

Duffy, Gerald G.

10

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

ERIC Educational Resources Information Center

Literacy expectations for persons with cognitive impairments, including impairments caused by traumatic brain injury (TBI), have remained quite low. Some researchers have suggested that educators move from a focus on teaching functional skills to teaching basic reading skills in a manner similar to instruction for nondisabled learners. The purpose…

Goddard, Yvonne; Rinderknecht, Laura

2009-01-01

11

The Effects of "Teach Your Child to Read in 100 Easy Lessons" on the Acquisition and Generalization of Reading Skills with a Primary Student with ADHD/PI  

ERIC Educational Resources Information Center

The purpose of this study is to evaluate the effects of "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner, 1983), on the acquisition and maintenance of reading skills by a six-year-old female with Attention-Deficit Hyperactivity Disorder, Cognitive Disorder, and Mixed Receptive Language Disorder. The skills evaluated for…

McCollough, Debra; Weber, Kimberly; Derby, K. Mark; McLaughlin, T. F.

2008-01-01

12

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

ERIC Educational Resources Information Center

Examines teaching rime analogy or letter recoding reading strategies to prereaders. Results reveal that experience with rime analogy increased letter recoding ability, but teaching in letter recoding did not enhance rime analogy. Children learned to read with a rime analogy or letter recoding reading strategy, and many developed new reading

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

2001-01-01

13

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

ERIC Educational Resources Information Center

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

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

2009-01-01

14

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

ERIC Educational Resources Information Center

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

Ray, Roger D.; Belden, Noelle

2007-01-01

15

Effective Teaching of Inference Skills for Reading. Literature Review. Research Report DCSF-RR031  

ERIC Educational Resources Information Center

Skills of inference are needed not just to be able to "read between the lines," to detect the unspoken hidden meanings that enrich overall understanding of a text or to draw one's own personal conclusions about a text. They are needed for all the other tasks that teachers want their children to do in handling texts: to understand the effects…

Kispal, Anne

2008-01-01

16

Using Precision Teaching to Enhance the Word Reading Skills and Academic Self-Concept of Secondary School Students: A Role for Professional Educational Psychologists  

ERIC Educational Resources Information Center

This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves…

Roberts, Will; Norwich, Brahm

2010-01-01

17

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

18

Teaching Home Economics Content Material in an Individualized Reading Skills Laboratory.  

ERIC Educational Resources Information Center

Eighth grade students whose reading achievement scores fell between second and fourth grade level were given an individualized self-concept approach to reading instruction in home economics. Causes for their reading difficulties were identified as lack of interest in school, no set goals, poor attitudes, poor attendance and suspensions, and…

Comerford, Linnie Sue

19

An Experiment in Teaching Behavioral Skills.  

ERIC Educational Resources Information Center

The instructional program, "Learning About Social Behavior," was designed to teach social and behavioral skills to elementary students in regular and learning disability classrooms. Students are taught with strategies used in reading, math, and assertiveness training. (Author/AM)

Beall, Mary

1983-01-01

20

Teaching Basic Caregiver Skills.  

ERIC Educational Resources Information Center

This instructor's guide provides materials for a nursing skills course designed to teach basic home nursing skills to families who plan to care for a chronically ill or elderly family member at home. It may be taught by a registered nurse with knowledge of all areas or by a team, with each instructor concentrating on his/her area of expertise.…

Schenk, Susan, Ed.; Harrah, Doris, Ed.

21

Teaching the Reading and Study Skills Needed in Junior High School Social Studies Classes.  

ERIC Educational Resources Information Center

This study sought to identify effective methods that select, junior high school, social studies teachers found useful in promoting the reading and studying of printed materials. In the course of the research, 78 teachers identified specific procedures they had used to increase seventh, eighth, and ninth grade students' effectiveness in studying…

Davis, E. Dale

22

Teaching Children to Control Their Reading Comprehension Skills, May 5, 1982-June 30, 1984. Final Report.  

ERIC Educational Resources Information Center

The development and evaluation of Informed Strategies for Learning (ISL), an experimental curriculum to enhance children's reading comprehension, are described in this report. The report opens with a summary of the project, in which 20 modules--each focusing on a different strategy--were designed and 60 lesson plans were developed. This section…

Paris, Scott G.

23

A Problem-Solving Approach (PSA) to Study Skills...A Sophisticated Teaching Strategy for the Reading/Learning Specialist.  

ERIC Educational Resources Information Center

In a problem-solving approach to study skills, the objective is to solve the problems and internalize the problem-solving attitude through oral languaging or problem-solving episodes. These episodes, or interactions, are the means by which students discover that "reading/learning/study" weaknesses can lend themselves to imaginative problem…

Manzo, Anthony V.; Casale, Ula

24

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

25

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

26

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

27

Teaching Content Is Teaching Reading  

ERIC Educational Resources Information Center

Every two years the National Assessment of Educational Progress (NAEP), "the Nation's Report Card," reports the nation's average reading and math scores in grades 4 and 8. Despite the strong focus on reading under the 2001 No Child Left Behind law, the recent 2009 reading scores were not statistically different from those of 2007, which had not…

Hirsch, E. D., Jr.

2010-01-01

28

The Explicit Teaching of Reading.  

ERIC Educational Resources Information Center

Exploring the explicit teaching of reading, this book is the result of a group of Australian teachers who took a closer look at their teaching so that they could be clearer to their kindergarten through middle-school students. Chapter 1 is based on a presentation at a Saturday inservice program on explicit teaching. Chapters 2-9 were written by…

Hancock, Joelie, Ed.

29

Teaching 'soft' skills to engineers  

Microsoft Academic Search

Engineering departments widely recognise an increasing need to equip students with effective study skills early in their university education and basic professional skills prior to graduation. These, however, are traditionally difficult modules to teach successfully to larger groups through traditional lecturing. Observations suggest a poor absorption rate from the students and thus a lack in their ability to benefit from

Susan H. Pulko; Samir Parikh

30

The Acquisition of Reading Comprehension Skill  

E-print Network

13 The Acquisition of Reading Comprehension Skill Charles A. Perfetti, Nicole Landi, and Jane the concept of reading comprehension and what it means to develop it. Introduction: Simple Ideas about Reading language. When that happens, then reading comprehension has devel- oped, for practical purposes, to its

31

Cognitive and Linguistic Factors Affecting Training of English Reading Skills among Native Spanish Speakers.  

ERIC Educational Resources Information Center

Recent cognitive research concerned with training of word recognition skills and vocabulary skills in English monolinguals has implications for second language learning theory and the teaching of English reading skills to native Spanish speakers. Researchers in reading development, cognitive psychology, and second language proficiency assessment…

Duran, Richard P.

32

Teaching Information Skills: Appreciation.  

ERIC Educational Resources Information Center

Discusses teaching students literary appreciation and how to teach the appreciation of other media. Suggests comparing a book and video version of the same story and includes a literary review unit guide for middle school or junior high school students, as well as a sample lesson on comparing stories in two mediums. (LRW)

Pappas, Marjorie L.

2002-01-01

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

Reading Acts: An Inquiry into Reading and Teaching  

ERIC Educational Resources Information Center

This text performs reading for teaching in an audit culture. Two teachers, myself and Steven, read the memoir "Hole in My Life" by Jack Gantos and, while reading, recorded our experiences as readers and planned to teach the book to Steven's English class. This study is an inquiry into the phenomenon of "reading to teach,"…

Sams, Brandon L.

2012-01-01

35

Skills Centers: A Systems Approach to Reading Instruction.  

ERIC Educational Resources Information Center

A program developed at Yeshiva University to emphasize self-directing, self-correcting techniques for teaching basic reading skills to socially disadvantaged junior high school students is discussed. Seven laws of learning which underlie the guidelines for the program are presented. The following four guidelines to effective methodology are…

Cohen, S. Alan; Reinstein, Steven

36

Visual Thinking in Teaching History: Reading the Visual Thinking Skills of 12 Year-Old Pupils in Istanbul  

ERIC Educational Resources Information Center

This study aims to explore the visual thinking skills of some sixth grade (12-13 year-old) primary pupils who created visual interpretations during history courses. Pupils drew pictures describing historical scenes or events based on visual sources. They constructed these illustrations by using visual and written primary and secondary sources in…

Dilek, Gulcin

2010-01-01

37

Teaching reading and writing skills to a teenaged spastic cerebral palsied person: a long-term case study.  

PubMed

After a 2-mo. combined reading and writing training period followed by a 1 1/2-yr. lapse, an initially 16-yr.-old paraplegic cerebral palsied boy received 1 yr. of reading training followed by 2 3/4 yr. of writing training. Reading speed increased from 5 pages/hr. to about 40 pages/hr. Tolerance for protracted reading increased from a maximum of 15 min. to well over 2 hr. Writing progressed from the printing of letters more than 1/2 in. high with a fist grasp of the pen, to cursive writing of letters 1/8 to 1/4 in. high. Writing speed increased to about one-third of the normal rate. Training modes ranged from biofeedback methods employing EMG, electrooculogram, inertia detector, strain gage, contact detector, and amplified-image closed-circuit TV to discussions of attitudes, task orientation, and time scheduling. Intermediate were methods employing intrinsic feedback mechansims. Results demonstrate the effectiveness of this approach, as well as trainability of this spastic boy well beyond childhood. The methods devised provide a base for further application and investigation. PMID:643491

Block, J D

1978-02-01

38

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

39

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

40

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

41

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

42

Can a Reading Teacher Teach a GRE Math Review? Yes!  

ERIC Educational Resources Information Center

In response to the expressed needs of students for preparation materials and classes relevant to graduate entrance examinations, a course designed to provide a review of math topics was created as part of a reading and study skills laboratory. Reading specialists are able to interface math teaching with their varied training in diagnosis,…

Holladay, Joanne; McGinty, Denise

43

Improving Reading Skills through Phonemic Awareness.  

ERIC Educational Resources Information Center

This paper describes a program for improving reading skills at the beginning of first grade so that a rapid acquisition of skills will enhance students' ability to succeed in their respective basal programs. The targeted population used a first grade in a suburban school (Site A) and a first grade in a mid-sized, Midwestern city school (Site B).…

Dwyer, Pat; Merriman, Barb; Mitts, Jan

44

Executive Function and Early Reading Skills  

ERIC Educational Resources Information Center

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

Foy, Judith G.; Mann, Virginia A.

2013-01-01

45

Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention  

ERIC Educational Resources Information Center

The primary purpose of our research was to determine if a comprehensive, phonics-based, direct instruction reading program would be effective in teaching early reading and language skills to students with moderate intellectual disabilities (ID). Participants were 28 elementary students from 10 public schools in an urban school district and one…

Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Jones, Francesca G.; Champlin, Tammi M.

2010-01-01

46

Cognitive flexibility predicts early reading skills  

PubMed Central

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

Colé, Pascale; Duncan, Lynne G.; Blaye, Agnès

2014-01-01

47

Meeting the Demand: Teaching "Soft" Skills.  

ERIC Educational Resources Information Center

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

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

48

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

49

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

ERIC Educational Resources Information Center

This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness, concept of…

Routier, Wanda J.

50

Uneven profiles: Language minority learners' word reading, vocabulary, and reading comprehension skills  

Microsoft Academic Search

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

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

51

Developing Teaching Skills in Physical Education.  

ERIC Educational Resources Information Center

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

Siedentop, Daryl

52

Literacy and Social Responsibility: Training Teachers to Teach Reading Across the Curriculum  

Microsoft Academic Search

Anyone who has been to school knows that the central skill that all students need to achieve success is to be able to learn from reading. In each stage of schooling the demands on this skill become more and more complex and conceptually challenging. Yet after the early years of school, we rarely explicitly teach skills in learning from reading,

David Rose

2006-01-01

53

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

54

Teaching Computing Skills to Geography Students.  

ERIC Educational Resources Information Center

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

Rees, Philip H.

1987-01-01

55

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

56

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

ERIC Educational Resources Information Center

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

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

2012-01-01

57

Metacognition and Reading Comprehension Skills. Final Report.  

ERIC Educational Resources Information Center

Proposing that teachers can help children learn more effectively by promoting metacognition and the acquisition of problem solving strategies, this report describes research studying the effectiveness of the experimental curriculum, Informed Strategies for Learning (ISL), in increasing third and fifth grade students' reading comprehension skills.…

Paris, Scott G.

58

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

59

Knowledge foundations for teaching reading and spelling  

Microsoft Academic Search

Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading\\u000a failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing\\u000a interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development\\u000a and individual differences provide an outline for what teachers need to

Louisa Moats

2009-01-01

60

Teaching and Learning Basic Social Studies Skills, Grades 7-12. Teacher and Pupil Resource Materials No. 311.  

ERIC Educational Resources Information Center

This manual contains 56 teacher-developed activities which can be used in social studies courses to improve students' basic skills. The activities teach location and map skills, writing and study skills, time skills, and thinking skills. Students also learn how to use reference books and how to read and interpret charts and graphs. Each activity…

Flowers, Emily

61

Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching  

ERIC Educational Resources Information Center

Struggling readers are more likely to learn essential reading skills and strategies if the direct or explicit model of instruction is part of the teacher's repertoire of teaching methods. Directly/explicitly teaching reading means imparting new information to students through meaningful teacher-student interactions and teacher guidance of student…

Rupley, William H.; Blair, Timothy R.; Nichols, William D.

2009-01-01

62

Teaching Phonics for Balanced Reading. Second Edition  

ERIC Educational Resources Information Center

The Report of the National Reading Panel (2000) explains that phonemic awareness instruction and phonics instruction are highly beneficial for students learning to read. In the updated second edition, Edmund V. Starrett provides educators with guidance on teaching phonics as part of a well-planned reading program. This reference book presents the…

Starrett, Edmund V.

2006-01-01

63

Teaching Library Skills to Special Education Students.  

ERIC Educational Resources Information Center

Provides suggestions for teaching library skills to mainstreamed special education students for each of the four components of the instructional model: (1) determining skill level; (2) setting objectives; (3) instructing with modification (methods, materials, and motivation); and (4) monitoring progress. (seven references) (MES)

Wesson, Caren L.; Keefe, Margaret

1989-01-01

64

Prison Without Walls Teaches Job Skills  

ERIC Educational Resources Information Center

In Sandstone, Minnesota, at the Willow River Camp and the Sandstone Vocational School, a residential job-skill program teaches social and academic skills, as well as a trade, to selected Minnesota prison inmates in a 24-hour-a-day group-centered program free of restrictions, rehabilitating the whole person. (Author/BP)

Naymark, Rick

1976-01-01

65

COMPARISON OF TWO METHODS OF TEACHING READING IN GRADES 5 AND 6.  

ERIC Educational Resources Information Center

BASAL READING (BR) AND INDIVIDUALIZED READING (IR) METHODS OF TEACHING ELEMENTARY SCHOOL CHILDREN TO READ WERE COMPARED TO DETERMINE THEIR CONTRIBUTION TO SKILL IN CREATIVITY AND PROBLEM-SOLVING. TEACHERS (N 29) WERE SELECTED TO PARTICIPATE IN THE STUDY. FIFTEEN TEACHERS WERE DIVIDED INTO A RANDOMLY ASSIGNED (RA) GROUP AND A TEACHER PREFERENCE…

PARKER, CECIL J.; THATCHER, DAVID A.

66

Teaching Map Skills: Theory, Research, Practice.  

ERIC Educational Resources Information Center

U. S. students are poorly prepared regarding map skills and the general field of geography. Research suggests that significant improvement can and should be made in map and globe teaching programs. Sources that describe what to cover at different age and grade levels and that recommend teaching ideas are discussed. (RM)

Miller, Jack W.

1985-01-01

67

Teaching Writing Skills with Children's Literature.  

ERIC Educational Resources Information Center

Intended for teachers, this workbook uses 20 well-known children's books as models to teach expository and narrative writing skills. The workbook teaches students about brainstorming, focus, organization, elaboration, and writing conventions with readily-available quality children's literature, such as "When I Was Young in the Mountains,""Scrabble…

Dierking, Connie Campbell; Anderson-McElveen, Susan

68

Teaching Self-Care Skills.  

ERIC Educational Resources Information Center

Survival skills instruction for latchkey kids with special needs is discussed. Methods for cultivation of skills pertaining to physical well-being, accident prevention, emergency procedures, healthy lifestyles, and mental, social and emotional well-being are described. Sources of model programs and curriculum materials for self-care skills

Koblinsky, Sally A.; Todd, Christine M.

1991-01-01

69

Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers  

ERIC Educational Resources Information Center

The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) participated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading

Guldenoglu, I. Birkan; Kargin, Tevhide; Miller, Paul

2012-01-01

70

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

71

Reading Skill Development: A Survey of Need and Responsibility  

ERIC Educational Resources Information Center

Background: According to research, adolescent reading skills tend to be poor, and increased pressure from Federal legislation has been placed on educators to improve these skills. Research lacks on business teacher educators' preparation to provide reading skill instruction. Purpose: The research purpose was to better understand the perceptions of…

Polkinghorne, Frederick W.; Hagler, Barbara; Anderson, Marcia

2010-01-01

72

Relationship between single word decoding and reading comprehension skill  

Microsoft Academic Search

Conducted a study with 64 3rd and 5th graders from a predominantly White, working-class neighborhood. Ss classified as skilled and less skilled in reading comprehension, on the basis of their scores on the Reading Subtest of the Metropolitan Achievement Test, differed in vocalization latencies to single printed words. Overall, vocalization latencies were shorter for the skilled group than the less

Charles A. Perfetti; Thomas Hogaboam

1975-01-01

73

Cueing Strategies and Basic Skills in Early Reading.  

ERIC Educational Resources Information Center

The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…

Beebe, Mona J.; Bulcock, Jeffrey W.

74

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

75

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

76

Reading Fluency Skill and the Prosodic Marking of Linguistic Focus  

ERIC Educational Resources Information Center

The purposes of the study were to determine whether third grade children mark linguistic focus features in their reading prosody and whether strong marking of these linguistic focus features might comprise an aspect of expressive reading typical of skilled, fluent reading. Children read a passage targeting information focusing aspects of prosody…

Schwanenflugel, Paula J.; Westmoreland, Matthew R.; Benjamin, Rebekah George

2015-01-01

77

Reading and Phonological Skills in Boys with Fragile X Syndrome.  

PubMed

Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. PMID:25448919

Klusek, Jessica; Hunt, Anna W; Mirrett, Penny L; Hatton, Deborah D; Hooper, Stephen R; Roberts, Jane E; Bailey, Donald B

2014-12-01

78

Teaching pediatric communication skills to medical students  

PubMed Central

Background Delivering effective clinical pediatric communication skills training to undergraduate medical students is a distinct and important challenge. Pediatric-specific communication skills teaching is complex and under-researched. We report on the development of a scenario-based pediatric clinical communication skills program as well as students’ assessment of this module. Methods We designed a pediatric clinical communication skills program and delivered it five times during one academic year via small-group teaching. Students were asked to score the workshop in eight domains (learning objectives, complexity, interest, competencies, confidence, tutors, feedback, and discussion) using 5-point Likert scales, along with free text comments that were grouped and analyzed thematically, identifying both the strengths of the workshop and changes suggested to improve future delivery. Results Two hundred and twenty-one of 275 (80%) student feedback forms were returned. Ninety-six percent of students’ comments were positive or very positive, highlighting themes such as the timing of teaching, relevance, group sizes, and the use of actors, tutors, and clinical scenarios. Conclusion Scenario-based teaching of clinical communication skills is positively received by students. Studies need to demonstrate an impact on practice, performance, development, and sustainability of communications training. PMID:25653569

Frost, Katherine A; Metcalf, Elizabeth P; Brooks, Rachel; Kinnersley, Paul; Greenwood, Stephen R; Powell, Colin VE

2015-01-01

79

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

80

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

81

Morphological Processing in Reading Disabled and Skilled Spanish Children  

ERIC Educational Resources Information Center

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

Lazaro, Miguel; Camacho, Lourdes; Burani, Cristina

2013-01-01

82

Using Top-Down Skills to Increase Reading Comprehension.  

ERIC Educational Resources Information Center

This paper discusses how to change English-as-a-Second-Language reading instruction within Japanese senior high schools into communication, or interaction between students and the text. It focuses on the use of top-down skills to increase reading comprehension, noting that Japanese teachers tend to naturally emphasize bottom-up skills and neglect…

Nagao, Hirotaka

83

Correlates of Early Reading Comprehension Skills: A Componential Analysis  

ERIC Educational Resources Information Center

This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

Babayigit, Selma; Stainthorp, Rhona

2014-01-01

84

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

85

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

86

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

87

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

88

Study Skills: The Key to Reading in the Content Area.  

ERIC Educational Resources Information Center

The focus of this manual is on the step-by-step development of certain study skills related to the mastery of content-area reading materials. An introduction includes discussion of goals, advice for organizing learning stations, guidelines for a general pretest of skills, a teacher checklist for evaluation of study-skill competencies, and…

Capobianco, E. Sharon; And Others

89

Teaching antenatal counseling skills to neonatal providers.  

PubMed

Counseling a family confronted with the birth of a periviable neonate is one of the most difficult tasks that a neonatologist must perform. The neonatologist's goal is to facilitate an informed, collaborative decision about whether life-sustaining therapies are in the best interest of this baby. Neonatologists are trained to provide families with a detailed account of the morbidity and mortality data they believe are necessary to facilitate a truly informed decision. Yet these complicated and intensely emotional conversations require advanced communication and counseling skills that our current fellowship-training strategies are not adequately providing. We review educational models for training neonatology fellows to provide antenatal counseling at the threshold of viability. We believe that training aimed at teaching these skills should be incorporated into the neonatal-perinatal medicine fellowship. The optimal approaches for teaching these skills remain uncertain, and there is a need for continued innovation and outcomes-based research. PMID:24468569

Stokes, Theophil A; Watson, Katie L; Boss, Renee D

2014-02-01

90

The Effects of Reciprocal Teaching on Reading Comprehension in Mainstream and Special (SLI) Education  

Microsoft Academic Search

Reading comprehension of fourth and sixth graders was promoted with reciprocal teaching in three mainstream classes, and three special classes for pupils with specific language impairment (SLI). Four cognitive strategies were used to enhance these pupils' reading comprehension skills. Six coordinated, 5?week interventions were held during regular class sessions in the spring and autumn terms of 2003. These interventions, which

Marjatta Takala

2006-01-01

91

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

ERIC Educational Resources Information Center

"As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

Grabe, William; Zhang, Cui

2013-01-01

92

Interactive Development of Reading Skills in an Educational Clinic.  

ERIC Educational Resources Information Center

Computer-based reading programs have been used at the City Educational Clinic in Canberra, Australia, to improve the reading skills of children who are "reading disabled." Children interacted with the computer via a graphic display, touch sensitive screen, and synthesized speech. The first program taught a basic sight vocabulary and allowed…

Grocke, Margaret

93

Effective Grouping Strategies for Teaching Reading in the Primary Grades.  

ERIC Educational Resources Information Center

A national literacy goal is that every child will read by third grade. Teachers must learn appropriate strategies to teach reading so that this goal can be realized; however, for some this goal may be overwhelming. The challenge comes into the reading class when looking at the unique differences and reading levels of the students. Teaching reading

Gerdes, Dana Michelle

94

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

95

Teaching Reading to Struggling Learners  

ERIC Educational Resources Information Center

Identifying the best way to help students who struggle with reading--whether they have learning disabilities, are English language learners, or just need extra support--is a challenge for any teacher. Schools can make that task easier with this indispensable resource, a complete guide to addressing each student's specific instructional needs and…

Minskoff, Esther

2005-01-01

96

TEACHING READING TO THE BILINGUAL CHILD.  

ERIC Educational Resources Information Center

SOME OF THE NEWER APPROACHES TO THE TEACHING OF SECOND LANGUAGES AS APPLIED TO ENGLISH READING INSTRUCTION FOR INDIAN AND MEXICAN AMERICAN STUDENTS ARE EXPLORED. SPECIAL EMPHASIS IS GIVEN TO THE UNIQUE CULTURAL AND EDUCATIONAL PROBLEMS FACED BY THE CHILDREN OF THESE ETHNIC GROUPS. CONSIDERABLE EMPHASIS IS GIVEN TO THE NEED FOR THE DEVELOPMENT OF…

SIZEMORE, MAMIE

97

Recipes for Reading: A Teacher's Handbook for Diagnostic and Prescriptive Teaching, or the Reading Teacher's Cookbook.  

ERIC Educational Resources Information Center

A coding system for categorizing reading skills was developed in order to provide manuals for each grade level (preprimer through 6) that would aid teachers in locating materials on a particular skill by page number in a specific text. A skill code key of the skills usually taught at a given reading grade level is based on specific basal test…

Moody, Barbara J., Ed.; And Others

98

Recipes for Reading: A Teacher's Handbook for Diagnostic and Prescriptive Teaching, or the Reading Teacher's "Cookbook."  

ERIC Educational Resources Information Center

A coding system for categorizing reading skills was developed in order to provide manuals for each grade level (preprimer through 6) that would aid teachers in locating materials on a particular skill by page number in a specific text. A skill code key of the skills usually taught at a given reading grade level is based on specific basal test…

Moody, Barbara J., Ed.; And Others

99

Another Use for Dr. Seuss: Reading for Social Skills  

ERIC Educational Resources Information Center

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

Wolf, Janice J.; Baker, Pamela Hudson

2012-01-01

100

Another Use for Dr. Seuss: Reading for Social Skills  

Microsoft Academic Search

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

Janice J. Wolf; Pamela Hudson Baker

2012-01-01

101

The Growth of Reading Skills in Children with Down Syndrome  

ERIC Educational Resources Information Center

There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing…

Hulme, Charles; Goetz, Kristina; Brigstocke, Sophie; Nash, Hannah M.; Lervag, Arne; Snowling, Margaret J.

2012-01-01

102

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

103

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

104

Improving Reading Comprehension through Higher-Order Thinking Skills  

ERIC Educational Resources Information Center

This action research project report documents the action research project that was conducted to improve reading comprehension with second grade and third grade students. The teacher researchers intended to improve reading comprehension by using higher-order thinking skills such as predicting, making connections, visualizing, inferring,…

McKown, Brigitte A.; Barnett, Cynthia L.

2007-01-01

105

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

106

Short-Term Memory for Auditory Sequences and Reading Skill.  

ERIC Educational Resources Information Center

A study investigated connections between reading difficulties and short term memory processes in order to explore the psychological basis for some individual differences in reading comprehension skills. Drawing on previous research indicating that poor readers were inferior to normal ones in judging whether two patterns of long and short tones…

Holzman, Thomas G.; Payne, M. Carr, Jr.

107

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

108

Using Customer Reviews to Build Critical Reading Skills  

ERIC Educational Resources Information Center

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

Rice, Mary

2007-01-01

109

Splenium Microstructure is Related to Two Dimensions of Reading Skill  

PubMed Central

Inconsistent differences in the corpus callosum (CC) structure between dyslexic readers (DRs) and typical readers (TRs) have been reported. We examine differences in CC splenium microstructure and the association of splenium microstructure with reading related skills. Nine DRs and eighteen TRs completed a reading skills battery and diffusion tensor imaging (DTI). DRs had higher splenium fractional anisotropy (FA) and axial diffusivity (LA) as compared to TRs. Retrieval of orthographic information from the language lexicon was negatively associated with FA and LA within both reading groups. Phonological awareness was positively associated with splenium FA and LA in TDs but not DRs. This study suggests two white matter pathways that may be differentially associated with reading skills in the CC splenium. PMID:18806688

Frye, Richard E.; Hasan, Khader; Xue, Lian; Strickland, David; Malmberg, Benjamin; Liederman, Jacqueline; Papanicolaou, Andrew

2009-01-01

110

Tools for Learning: A Guide to Teaching Study Skills.  

ERIC Educational Resources Information Center

This book makes the case for providing study skills instruction at the elementary and secondary school levels and identifies important study skills and how to teach them. Chapters include: (1) "The Case for Study Skills Instruction"; (2) "Theory and Research"; (3) "Planning for Study Skills Instruction"; (4) "Self-Management"; (5) "Listening,…

Gall, M. D.; And Others

111

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

ERIC Educational Resources Information Center

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

Renz, Lori

112

Speaking up for Vocabulary: Reading Skill Differences in Young Adults  

PubMed Central

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

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

2010-01-01

113

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

114

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

115

A Culturally Appropriate Approach to Teaching Basic (and Other) Critical Communication Skills to Black College Students.  

ERIC Educational Resources Information Center

The Culturally Appropriate Teaching (C.A.T.) method combines the "Back to Basics" paradigm with a culturally oriented approach and has proved to be successful in Black colleges and adult education programs. The C.A.T. method improves the reading levels of students by two years per semester and gives them standard English as a skill in one or two…

Hoover, Mary Rhodes

1982-01-01

116

The Effects of Fast ForWord Language on the Phonemic Awareness and Reading Skills of School-Age Children with Language Impairments and Poor Reading Skills  

ERIC Educational Resources Information Center

Purpose: To examine the efficacy of Fast ForWord Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method: A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills

Loeb, Diane Frome; Gillam, Ronald B.; Hoffman, LaVae; Brandel, Jayne; Marquis, Janet

2009-01-01

117

Table Reading Skills as Quantitative Literacy  

ERIC Educational Resources Information Center

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

Wills, Jeremiah B.; Atkinson, Maxine P.

2007-01-01

118

Children's Compensations for Poorly Automated Reading Skills  

ERIC Educational Resources Information Center

The compensatory-encoding model (CEM) postulates that readers whose decoding of words or verbal working memory capacities is inefficient can compensate so that literal comprehension of text is not deleteriously affected. However, the use of compensations may draw cognitive resources away from higher level reading activities such as comprehension…

Walczyk, Jeffrey J.; Marsiglia, Cheryl S.; Johns, Amanda K.; Bryan, Keli S.

2004-01-01

119

An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.  

ERIC Educational Resources Information Center

The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

Granite School District, Salt Lake City, UT.

120

Voice and Dialogue in Teaching Reading/Writing to Qatari Students  

ERIC Educational Resources Information Center

This paper describes an attempt to improve the reading comprehension and writing skills of students coming from an oral culture. The proposed approach involves using voice and dialogue--understood literally and metaphorically--as a tool in teaching students how to engage texts and write with a reader in mind. The author discusses a pilot study…

Golkowska, Krystyna U.

2013-01-01

121

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

122

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

123

Predicting Early Reading Skills from Pre-Reading Measures of Dorsal Stream Functioning  

ERIC Educational Resources Information Center

It is well documented that good reading skills may be dependent upon adequate dorsal stream processing. However, the degree to which dorsal stream deficits play a causal role in reading failure has not been established. This study used coherent motion and visual frequency doubling to examine whether dorsal stream sensitivity measured before the…

Kevan, Alison; Pammer, Kristen

2009-01-01

124

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

125

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

126

A Model for the Development of a Reading and Study Skills Inventory for Every Content Area.  

ERIC Educational Resources Information Center

To effectively determine each student's ability to read and learn in each content area, reading teachers need a group inventory which will evaluate both the study skills and reading skills necessary for success in their content area. This paper presents a model for the development and implementation of a Reading and Study Skills Inventory (RASSI).…

Williams, Robert T.; Kaman, Mitchell A.

127

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

128

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

129

Teaching residents evidence-based medicine skills  

Microsoft Academic Search

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

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

2000-01-01

130

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

131

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

132

Promoting Phonological Awareness Skills of Egyptian Kindergarteners through Dialogic Reading  

ERIC Educational Resources Information Center

The present study examines the effect of dialogic reading (DR) on the promotion of Arabic phonological awareness skills (including syllable awareness, rhyme awareness, and phoneme awareness) of Egyptian kindergarteners. The participants were 67 children enrolled in the second level of kindergarten (ages 5-6), assigned to an experimental group…

Elmonayer, Randa Abdelaleem

2013-01-01

133

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

134

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

ERIC Educational Resources Information Center

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

Vanselow, Nicholas R.; Hanley, Gregory P.

2014-01-01

135

Effects of Teacher-Led Reading Teaching Activities and Student Independent Reading on Fourth Grade ELL Student Reading Comprehension  

ERIC Educational Resources Information Center

This dissertation study examines the effects of four teacher-led reading activities recommended by the reading teaching policy and student independent reading activity on the development of English language learners (ELL) reading proficiency at fourth grade in U.S. elementary schools. In this study, I first introduce the significance of studying…

Liu, Siping

2012-01-01

136

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

137

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

ERIC Educational Resources Information Center

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

Wells, Ruth Herman

138

Some normative data on lip-reading skills (L).  

PubMed

The ability to obtain reliable phonetic information from a talker's face during speech perception is an important skill. However, lip-reading abilities vary considerably across individuals. There is currently a lack of normative data on lip-reading abilities in young normal-hearing listeners. This letter describes results obtained from a visual-only sentence recognition experiment using CUNY sentences and provides the mean number of words correct and the standard deviation for different sentence lengths. Additionally, the method for calculating T-scores is provided to facilitate the conversion between raw and standardized scores. This metric can be utilized by clinicians and researchers in lip-reading studies. This statistic provides a useful benchmark for determining whether an individual's lip-reading score falls within the normal range, or whether it is above or below this range. PMID:21786870

Altieri, Nicholas A; Pisoni, David B; Townsend, James T

2011-07-01

139

The Effect of the Cherry Hill Study Skills Program on Eighth Grade Students' Reading Comprehension and Study Skills.  

ERIC Educational Resources Information Center

A study was conducted to determine the effects of the "Cherry Hill Study Skills Program" on eighth grade students' reading comprehension and study skills. The "Cherry Hill Study Skills Program" is a process oriented course dealing with the sequential development of nine specific skills deemed essential to the retrieval and retention of information…

La Marca, Marilyn Tierney

140

Contribution of Discourse and Morphosyntax Skills to Reading Comprehension in Chinese Dyslexic and Typically Developing Children  

ERIC Educational Resources Information Center

This study aimed at identifying important skills for reading comprehension in Chinese dyslexic children and their typically developing counterparts matched on age (CA controls) or reading level (RL controls). The children were assessed on Chinese reading comprehension, cognitive, and reading-related skills. Results showed that the dyslexic…

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

2012-01-01

141

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

142

A Multimedia Approach to Teaching Library Research Skills.  

ERIC Educational Resources Information Center

Describes activities and procedures that were developed to teach library research skills to grades five through eight using multimedia instruction, including the use of HyperStudio software. Highlights include library media skills objectives, curriculum objectives, resources, instructional roles, hardware and software requirements, evaluation, and…

Cornelio, Alicia

1994-01-01

143

Teaching Library Skills to Students with Mild and Moderate Handicaps.  

ERIC Educational Resources Information Center

A direct instruction model is applied to the teaching of library skills to students with mild/moderate handicaps. The model involves determining students' skill levels, setting objectives, providing instruction, and monitoring student progress. A team approach is recommended, involving the library media specialist and the special education…

Wesson, Caren L.; Keefe, Margaret

1989-01-01

144

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

145

Multisensory Teaching of Basic Language Skills. Second Edition  

ERIC Educational Resources Information Center

For students with dyslexia and other learning disabilities--and for their peers--creative teaching methods that use two or more senses can dramatically improve language skills and academic outcomes. That is why every current and future educator needs the second edition of this definitive guide to multisensory teaching. A core text for a variety of…

Birsh, Judith R., Ed.

2005-01-01

146

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

147

Teaching Social Skills and Assertiveness to Students with Disabilities  

ERIC Educational Resources Information Center

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

148

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

149

Evaluation Of Behavioral Skills Training For Teaching Abduction-Prevention Skills To Young Children  

PubMed Central

This study examined the effectiveness of individual behavioral skills training in conjunction with in situ training in teaching 13 preschool children abduction prevention skills. Children's performance was measured during baseline, training, and at 2-week, 1-month, and 3-month follow-ups using in situ assessments in which abduction prevention skills were measured in naturalistic settings. Results revealed that all the children learned the skills and all the children available at the 2-week and 1-month follow-ups maintained the skills at criterion level. All but 3 children's criterion-level performances were maintained at the 3-month follow-up as well. PMID:15898475

Johnson, Brigitte M; Egemo-Helm, Kristin; Jostad, Candice M; Flessner, Christopher; Gatheridge, Brian

2005-01-01

150

Underlying Reading-Related Skills and Abilities Among Adult Learners.  

PubMed

This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors. PMID:23963050

Mellard, Daryl F; Woods, Kari L; Md Desa, Z Deana; Vuyk, M Alexandra

2013-08-20

151

Computer-assisted interventions targeting reading skills of children with reading disabilities - a longitudinal study.  

PubMed

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 year after the first measurement. One hundred thirty children in Grade 2 participated in the study. Three groups of children with reading difficulties received computerized training programmes: one aimed at improving word decoding skills and phonological abilities, the second focused on word and sentence levels and the third was a combination of these two training programmes. A fourth group received ordinary special instruction. In addition, there was one comparison group with age-matched typical readers. All groups improved their reading skills. The group that received combined training showed greater improvement than the one with ordinary special instruction and the group of typical readers at two follow-ups. The longitudinal results indicate additional positive results for the group that received the combined training, the majority of students from that group being no longer judged to be needing special education 1 year after the intervention. PMID:23338977

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

2013-02-01

152

Relating the Reading Skills of Minority-Bilingual Personnel to the Reading Demands of Work. Final Report.  

ERIC Educational Resources Information Center

A study examined the reading skills of minority and bilingual auto mechanics and office workers in the Los Angeles metropolitan area in order to determine the relationship between the reading skills tested in competency-based exams given in high schools and those required for on-the-job performance. The first phase of the study included both…

Valadez, Concepcion M.; McNiel, John D.

153

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

ERIC Educational Resources Information Center

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

Coiro, Julie

2011-01-01

154

Teaching social skills to isolated children  

Microsoft Academic Search

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

John Gottman; Jonni Gonso; Philip Schuler

1976-01-01

155

"On the Psycholinguistic Method of Teaching Reading" Revisited  

ERIC Educational Resources Information Center

Ken Goodman and Frank Smith met for the first time in 1970, though they had each been studying and writing, separately, about the reading process for several years prior to that. They commemorated the occasion by collaborating on an article, On the Psycholinguistic Method of Teaching Reading which appeared soon after in The Elementary School…

Smith, Frank; Goodman, Kenneth S.

2008-01-01

156

R-WISE: A Learning Environment for Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

R-WISE (Reading and Writing in a Supportive Environment), a computerized package for teaching critical literacy, is described, focusing on its use in developing reading comprehension. The program eases demands on short-term memory, highlights strategically important aspects of comprehending text, guides internalization and self-initiation of…

Carlson, Patricia A.; Larralde, Veronica

1995-01-01

157

Teaching Reading to the Inner-City Child.  

ERIC Educational Resources Information Center

The type of reading teacher needed to teach reading at all grade levels in urban schools is characterized, and the habits and attitudes necessary for success are identified. The teacher needs to be (1) cognizant of the attitudes, misunderstandings, and prejudices of his colleagues; (2) aware of the possible hostility of his students, but sensitive…

Emeruwa, Leatrice

158

Reading and Spelling Chinese among Beginning Readers: What Skills Make a Difference?  

ERIC Educational Resources Information Center

The contributions of six important reading-related skills (phonological awareness, rapid naming, orthographic skills, morphological awareness, listening comprehension, and syntactic skills) to Chinese word and text reading were examined among 290 Chinese first graders in Hong Kong. Rapid naming, but not phonological awareness, was a significant…

Yeung, Pui-sze; Ho, Connie Suk-han; Chik, Pakey Pui-man; Lo, Lap-yan; Luan, Hui; Chan, David Wai-ock; Chung, Kevin Kien-hoa

2011-01-01

159

Developing Literary Reading Skills through Creative Writing in German as a Second Language  

ERIC Educational Resources Information Center

Literary reading skills in a second language (L2) are essential for student success at the advanced levels of collegiate language instruction. This article introduces an instructional approach that fosters the development of L2 literary reading skills through creative writing activities. First, the article identifies those skills that language…

Urlaub, Per

2011-01-01

160

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

ERIC Educational Resources Information Center

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

Robinson, Sarah

2010-01-01

161

Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills  

Microsoft Academic Search

The authors report data from a longitudinal study that addresses the relations between working memory capacity and reading comprehension skills in children aged 8, 9, and 11 years. At each time point, the authors assessed children's reading ability, vocabulary and verbal skills, performance on 2 working memory assessments (sentence-span and digit working memory), and component skills of comprehension. At each

Kate Cain; Jane Oakhill; Peter Bryant

2004-01-01

162

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

ERIC Educational Resources Information Center

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

Sazak Pinar, Elif; Sucuoglu, Bülbin

2013-01-01

163

Cloze Procedure and the Teaching of Reading.  

ERIC Educational Resources Information Center

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

Rye, James

164

SUPPLEMENTARY TEACHING ASSISTANCE IN READING. PROJECT STAR.  

ERIC Educational Resources Information Center

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

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

165

Teaching Reading: Asking the Right Questions.  

ERIC Educational Resources Information Center

Argues that reading should be a significant portion of the foreign language student's experience but that, in order for the reading to be an occasion for comprehensible input, the text must be authentic, meaningful to students, and followed by questions which encourage reading for meaning. Gives examples of such questions. (SED)

Babcock, Arthur E.

1985-01-01

166

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

167

Word Frequency Modulates Morpheme-Based Reading in Poor and Skilled Italian Readers  

ERIC Educational Resources Information Center

A previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading

Marcolini, Stefania; Traficante, Daniela; Zoccolotti, Pierluigi; Burani, Cristina

2011-01-01

168

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

PubMed Central

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

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

2014-01-01

169

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.  

PubMed

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ? .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ? .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. PMID:25350926

Tighe, Elizabeth L; Schatschneider, Christopher

2014-10-16

170

Teaching and assessing non-technical skills.  

PubMed

The terms human factors and non-technical skills have recently been introduced to the language of surgical education. Both tend to be used interchangeably and yet each has a specific definition. More importantly, however, is the fact that the attributes and qualities contained within these headings relate to behaviours, attitudes and cognitive skills. They are recognised as crucially important in the practice of surgery, but are often poorly articulated during surgical performance, during training, during any assessment process and, indeed, seldom measured with reference to any metric in any of these activities. Most research in this area addresses non-technical skills in the operating theatre and it remains to be seen whether the same attributes and skills are used outwith theatre, particularly in the ward setting. However, the contribution that these aspects of performance make to a safe and successful outcome following surgery is being increasingly appreciated and there is increasing recognition of the need to train and assess. PMID:21549994

Youngson, George G

2011-01-01

171

High Reading Skills Mask Dyslexia in Gifted Children.  

PubMed

This study investigated how gifted children with dyslexia might be able to mask literacy problems and the role of possible compensatory mechanisms. The sample consisted of 121 Dutch primary school children that were divided over four groups (typically developing [TD] children, children with dyslexia, gifted children, gifted children with dyslexia). The test battery included measures of literacy (reading/spelling) and cognitive abilities related to literacy and language (phonological awareness [PA], rapid automatized naming [RAN], verbal short-term memory [VSTM], working memory [WM], grammar, and vocabulary). It was hypothesized that gifted children with dyslexia would outperform children with dyslexia on literacy tests. In addition, a core-deficit model including dyslexia-related weaknesses and a compensational model involving giftedness-related strengths were tested using Bayesian statistics to explain their reading/spelling performance. Gifted children with dyslexia performed on all literacy tests in between children with dyslexia and TD children. Their cognitive profile showed signs of weaknesses in PA and RAN and strengths in VSTM, WM, and language skills. Findings indicate that phonology is a risk factor for gifted children with dyslexia, but this is moderated by other skills such as WM, grammar, and vocabulary, providing opportunities for compensation of a cognitive deficit and masking of literacy difficulties. PMID:24935885

van Viersen, Sietske; Kroesbergen, Evelyn H; Slot, Esther M; de Bree, Elise H

2014-06-16

172

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

ERIC Educational Resources Information Center

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

Bolukbas, Fatma

2013-01-01

173

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

ERIC Educational Resources Information Center

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

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

2011-01-01

174

LEARNING TO READ IN ARABIC: READING, SYNTACTIC, ORTHOGRAPHIC AND WORKING MEMORY SKILLS IN NORMALLY ACHIEVING AND POOR ARABIC READERS  

Microsoft Academic Search

While many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in Arabic. Arabic orthography is considered deep if it is not vowelized but shallow if it is vowelized. The aim of this study was to examine the relationships among reading ability, phonological, semantic, orthographic

1995-01-01

175

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

176

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.

177

A school-aged child with delayed reading skills.  

PubMed

During a health supervision visit, the father of a 7.5-year-old African American second-grader asked about his son's progress in reading. He was concerned when, at a recent teacher-parent conference to review Darren's progress, the teacher remarked that Darren was not keeping up with reading skills compared with others in his class. She said that he had difficulty sounding out some words correctly. In addition, he could not recall words he had read the day before. The teacher commented that Darren was a gregarious, friendly child with better-than-average verbal communication skills. His achievement at math was age-appropriate; spelling, however, was difficult for Darren, with many deleted letters and reversals of written letters. A focused history did not reveal any risk factors for a learning problem in the prenatal or perinatal periods. Early motor, language, and social milestones were achieved on time. Darren had not experienced any head injury, loss of consciousness, or chronic medical illness. He had several friends, and his father denied any behavioral problems at home or at school. His teacher completed a DSM-IV-specific behavioral survey for attention-deficit/hyperactivity disorder (ADHD). It did not show any evidence of ADHD. Darren's father completed 1 year of college and is currently the manager of a neighborhood convenience store. His mother had a high school education; she recalled that she found it difficult to complete assignments that required reading or writing. She is employed as a waitress. Darren does not have any siblings. The pediatrician performed a complete physical examination, the results of which were normal, including visual acuity, audiometry, and a neurological examination. It was noted that Darren seemed to pause several times in response to questions or commands. On two occasions, during finger-nose testing and a request to assess tandem gait, directions required repetition. Overall, he was pleasant and seemed to enjoy the visit. His pediatrician concluded that he had a learning problem but she was uncertain about the next step. She asked herself, "Is there anything else I can do in the office to evaluate Darren's problem with learning? Should I quickly refer him for educational testing or encourage a reading tutor? What questions can I ask his teacher that would be helpful? Am I missing a medical disorder?" PMID:10533999

Stein, M T; Zentall, S; Shaywitz, S E; Shaywitz, B A

1999-10-01

178

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

179

Teaching Vocabulary To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

Based on the best available research, this publication describes the most effective methods of vocabulary instruction for the improvement of reading comprehension. Examples of useful approaches to vocabulary instruction aimed at students past the initial stages of reading are presented for use or adaptation by classroom teachers. The publication's…

Nagy, William E.

180

Talk about Poetry! Teaching Reading and Writing.  

ERIC Educational Resources Information Center

Offers several ideas for making the study of poetry an exciting experience. Suggestions include reading the poems aloud so students can hear the varied sounds of poetry and feel the messages sent by the poet, reading silently for personal satisfaction, and creating and sharing poems. Lists questions that can precipitate and support discussion of a…

Manning, Maryann; Manning, Gary

1997-01-01

181

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

ERIC Educational Resources Information Center

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

Santoro, Julie Kay

2012-01-01

182

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

Microsoft Academic Search

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

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

183

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

ERIC Educational Resources Information Center

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

Echols, Julie M. Young

2010-01-01

184

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

185

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. PMID:20179306

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

2011-01-01

186

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

187

Teaching and Testing Oral Communication Skills.  

ERIC Educational Resources Information Center

This article presents the results of a pilot longitudinal study that attempted to develop a method to take subjective, qualitative observations about the English language speaking skills of Japanese English language learners and transform them into objective, quantitative measures. The following considerations must be addressed in the course of…

Nakamura, Yuji; Valens, Mark

2001-01-01

188

Teaching Laundry Skills to Mentally Retarded Students.  

ERIC Educational Resources Information Center

Five moderately and mildly retarded students (19 to 21 years old) were taught to sort garments to be laundered and to use a clothes washer and dryer. Rapid acquisition and maintenance of the laundry skills were obtained through praise and response contingent feedback as a consequence for behavior. (Author/CL)

Cuvo, Anthony J.; And Others

1981-01-01

189

An evaluation of computerized behavioral skills training to teach safety skills to young children.  

PubMed

Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which safety skills generalized across different dangers. In Study 1, 11 children learned, via CBST and IST, to respond safely when asked to leave with a stranger. In Studies 2 and 3, IST was implemented with 16 children for 1 or 2 dangers after exposure to CBST for 3 dangers. Participants correctly self-protected from dangers after CBST and IST, and performance generalized to similar dangers for which participants did not receive IST. CBST may be an acceptable substitute for BST when combined with IST to improve efficiency and maintain efficacy in a comprehensive safety skills program. PMID:24535891

Vanselow, Nicholas R; Hanley, Gregory P

2014-01-01

190

"Serious Business": Teaching Entrepreneurship Skills to Youths.  

ERIC Educational Resources Information Center

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

Baldwin, Fred D.

2002-01-01

191

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

192

Teaching the Soft Skills: Three Students Break It Down  

ERIC Educational Resources Information Center

Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.

Merz, Sandy

2015-01-01

193

Teaching and Learning Strategies for Complex Thinking Skills.  

ERIC Educational Resources Information Center

This paper proposes a model for teaching and learning complex thinking skills developed from a synthesis of theories and research. The model functions like a concept map or a graphic organizer with five major components, each discussed in this paper: (1) presence of complex authentic life situations within a context; (2) activation and execution…

Goodson, Ludy A.

194

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

195

Teaching & Assessing 21st Century Skills. The Classroom Strategies Series  

ERIC Educational Resources Information Center

As the 21st century unfolds, the pace of change in the world is accelerating. Teachers and administrators must lead the cultural shift required to ensure their students can survive and thrive in the changing world. In Teaching & Assessing 21st Century Skills the authors present a model of instruction and assessment based on a combination of…

Marzano, Robert J.; Heflebower, Tammy

2012-01-01

196

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

197

Common Sense Assistant for Writing Stories that Teach Social Skills  

E-print Network

Common Sense Assistant for Writing Stories that Teach Social Skills Abstract People on the autistic explanations of simple, "common sense" facts and simple variations of the story that might occur in different of the story. It uses a knowledge base of Common Sense sentences, Open Mind Common Sense, and inference

Lieberman, Henry

198

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

199

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

200

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

201

Reciprocal Teaching of Lecture Comprehension Skills in College Students  

ERIC Educational Resources Information Center

This study explored the effects of a reciprocal teaching intervention designed to enhance the lecture comprehension skills of college students. Forty low-verbal ability students and 40 high-verbal ability students (as measured by SAT scores) were chosen for the study and randomly assigned to experimental or control groups. The experimental groups…

Spivey, Norman R.; Cuthbert, Andrea

2006-01-01

202

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

PubMed Central

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

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

2014-01-01

203

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

204

Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda's Central Municipality  

ERIC Educational Resources Information Center

Research on reading has established that reading is a pivotal discipline and early literacy development dictates later reading success. Therefore, the purpose of this study is to investigate challenges encountered with reading pedagogy, teaching materials, and teachers' attitudes towards teaching reading in crowded primary classes in Kampala,…

Kewaza, Samuel; Welch, Myrtle I.

2013-01-01

205

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

ERIC Educational Resources Information Center

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

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

2013-01-01

206

Applying the Theory of Variation in Teaching Reading  

ERIC Educational Resources Information Center

This paper presents a model of collaborative and reflective professional development for teachers that focuses on student learning. The model comprises a cyclical series of lessons that were carried out in Hong Kong with 94 Secondary Four (Grade 10) students. The lessons were designed to develop the reading skill of inferring characters' traits…

Tong, Siu Yin Annie

2012-01-01

207

The Effect of Computer-Assisted Instruction and Field Independence on the Development of Rhythm Sight-Reading Skills of Middle School Instrumental Students  

ERIC Educational Resources Information Center

This study investigated how the effectiveness of computer-assisted instruction (CAI) to teach rhythm reading skills may be influenced by subjects' level of field dependence/independence. The subjects for the study consisted of 120 middle school instrumental music students divided into four groups based on scores from the Group Embedded Figures…

Smith, Kenneth H.

2009-01-01

208

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

209

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

210

Teaching Text Structure To Improve Reading Comprehension.  

ERIC Educational Resources Information Center

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

Bakken, Jeffrey P.; Whedon, Craig K.

2002-01-01

211

Computer Assisted Instruction vs. Direct Teaching Model of Teaching Reading to Incarcerated Adults.  

ERIC Educational Resources Information Center

A study compared the effectiveness of computer-assisted reading instruction to that of a direct teaching model. Nineteen adult male inmates from Windham School System's Ellis II Unit (located in Texas) special education classrooms served as subjects. The subjects were divided into two groups each of which spent one hour a day on reading. One group…

Spivey, Frances Jane

212

Integrating Scenario-Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers  

ERIC Educational Resources Information Center

In recent years, researchers, educators, and policy makers have called for a new generation of reading comprehension assessments (e.g., Partnership for 21st Century Skills, 2008). Advocates of this movement argue for a deeper type of reading assessment, one that captures students' ability to not only understand single texts in isolation but…

Sabatini, John P.; O'Reilly, Tenaha; Halderman, Laura K.; Bruce, Kelly

2014-01-01

213

Teaching Reading to Bidialectal English-Speaking Caribbean American Students  

ERIC Educational Resources Information Center

There is little research on bidialectal teacher preparation for teaching bidialectal English-speaking Caribbean American students. The purpose of this qualitative case study was to understand teachers' perception of reading difficulties of Caribbean American children in a local district that has a large percentage of these students who…

David Rodriguez, Ingrid

2012-01-01

214

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

215

Exploring language teachers’ practical knowledge about teaching reading comprehension  

Microsoft Academic Search

The focus of this study was language teachers’ practical knowledge with respect to the teaching of reading comprehension to 16 to 18-year-old students. Based on the assumption that teachers are professionals, an attempt was made to define their shared knowledge. However, the results revealed such a wide diversity in teachers’ practical knowledge that, instead of defining the shared knowledge, a

Paulien C. Meijer; Nico Verloop; Douwe Beijaard

1999-01-01

216

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

217

Teaching Reading to Behaviorally Disordered Students: An Alternative Approach.  

ERIC Educational Resources Information Center

To examine the relative effectiveness of the language experience approach (LEA) as a means of motivating and teaching reading to behaviorally disordered students, two children were examined. Subjects were an 11-year-old (Jimmy) and an 8-year-old (Bobby), who were placed in a classroom with nine other children identified as emotionally disturbed.…

Marr, Mary Beth; And Others

218

What Indiana's Education Schools Aren't Teaching About Reading  

ERIC Educational Resources Information Center

In May 2006 the National Council on Teacher Quality (NCTQ) released a groundbreaking study, "What Education Schools Aren't Teaching About Reading - and "What Elementary Teachers Aren't Learning." The primary findings were disheartening: in a representative sampling of education schools in 35 states, only 15 percent of schools appeared to provide…

National Council on Teacher Quality, 2009

2009-01-01

219

Teaching College. Collected Readings for the New Instructor.  

ERIC Educational Resources Information Center

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

Weimer, Maryellen; Neff, Rose Ann

220

Reading for Meaning: A Guided Reading Approach.  

ERIC Educational Resources Information Center

Discusses a whole-language approach to teaching guided reading to deaf students. Each morning, a written letter, using vocabulary and syntax in accordance with students' reading ability, previews the day's events. With teacher guidance, students explore their reading skills in groups to encourage application of reading strategies in a natural…

Malik, Stephanie

1996-01-01

221

Early phonological awareness and reading skills in children with Down syndrome  

Microsoft Academic Search

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

Esther J. Kennedy; Mark C. Flynn

2003-01-01

222

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

223

From Decoding to Reading Comprehension: An Assessment of the Effectiveness of the Training of Intervention Providers to Teach Reading Comprehension  

ERIC Educational Resources Information Center

Research indicates that the most effective instruction in basic reading skills and reading comprehension should take place in the classroom. For some students, however, additional reading instruction outside of the regular classroom may be needed and should begin early in a student's educational career. Since reading comprehension is the goal of…

Gold, Carol

2010-01-01

224

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

225

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

226

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

ERIC Educational Resources Information Center

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

Eme, Elsa; Lambert, Eric; Alamargot, Denis

2014-01-01

227

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

228

Skill-Specific Spoken Dialogs in a Reading Tutor that Listens  

E-print Network

's reading comprehension. However, the results for word attack (decoding) skills and word identification 1998 4-month-long study indicate that the Reading Tutor can be more effective than large-group classroom instruction at improving passage comprehension. However, the results for other important reading

Mostow, Jack

229

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

230

Prediction of reading skill several years later depends on age and brain region: Implications for developmental models of reading  

PubMed Central

We investigated whether brain activity was predictive of future reading skill, and if so, how this brain-behavior correlation informs developmental models of reading. A longitudinal study followed 26 normally developing human children ranging in age from 9 – 15 years who were initially assessed for reading skill and performed a rhyming judgment task during functional magnetic resonance imaging (fMRI). Patterns of brain activation in this task predicted changes between initial and a follow-up assessment of nonword reading skill administered up to 6 years later. Brain activity in areas typically active during imaging studies of reading was found to predict future nonword reading ability, however the predictive ability of these areas depended on age. Increased activity relative to peers in neural circuits associated with phonological recoding (i.e. inferior frontal gyrus and basal ganglia) was predictive of greater gains in reading fluency in younger children, whereas increased activity relative to peers in orthographic processing circuits (i.e. fusiform gyrus) was predictive of smaller gains in fluency for older children. Interpreted within the context of a connectionist model of reading, these results suggest that younger children who are more sensitive to higher-order phonological word characteristics (e.g., co-articulations) may make greater reading proficiency gains, whereas older children who focus more on whole-word orthographic representations may make smaller proficiency gains. PMID:21715629

McNorgan, Chris; Alvarez, Aubrey; Bhullar, Annum; Gayda, Jessica; Booth, James R.

2011-01-01

231

Baccalaureate Nursing Faculty Performance of Nursing Computer Literacy Skills and Curriculum Integration of These Skills through Teaching Practice.  

ERIC Educational Resources Information Center

Of 184 nurse educators surveyed, 50% reported that students performed well on 21 of 60 computer literacy skills. Only 3 of 60 were being integrated into teaching practice. Faculty competence in performing these skills was correlated with their integration into teaching. (SK)

Austin, Sandra I.

1999-01-01

232

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

233

Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?  

ERIC Educational Resources Information Center

The relationship between the intentional teaching of reading strategies and the increase in reading comprehension was studied. The Northwest Evaluation Association (NWEA) reading pretest and posttest scores of 57 subjects were analyzed to see if there was a significant increase in performance after the reading strategies were taught. The study…

Prado, Ludivina; Plourde, Lee A.

2011-01-01

234

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

235

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

PubMed Central

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

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

2012-01-01

236

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

237

Importance of Context Dependence in the Measurement of Reading Skills.  

ERIC Educational Resources Information Center

Past reading research suggests that measures of reading comprehension should be made context dependent. Reading comprehension test questions that are context dependent are best answered by examinees only after the accompanying passages have been read. Recently, there has been some disagreement concerning the exact importance of context dependence…

Oaster, T. R. F.; Thomas, Rick D.

238

Orthographic, Phonological, and Morphological Skills and Children's Word Reading in Arabic: A Literature Review  

ERIC Educational Resources Information Center

Current Arabic reading instruction places strong emphasis on orthographic skills and little emphasis on phonological and morphological skills. Yet, the role of each skill in reading development in Arabic is not well understood. The purpose of this literature review was to examine the degree to which children learning to read in Arabic use…

Al Ghanem, Reem; Kearns, Devin M.

2015-01-01

239

Teaching students to read the primary literature using POGIL activities.  

PubMed

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 articles. To achieve this objective, POGIL activities were designed to use the primary literature in a majors biochemistry sequence. Data show that students were able to learn content from the literature without separate activities or lecture. Students also reported an increase in comfort and confidence in approaching the literature as a result of the activities. PMID:24376102

Murray, Tracey Arnold

2014-01-01

240

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

241

Effects of “Teaching Method Workshop” on general surgery residents’ teaching skills  

PubMed Central

Introduction: Residents have an important role as teachers and need to know about teaching, teaching methods and skills. In developed countries, “resident-as-teacher” programs have been implemented progressively; but there is little information about this theme in developing countries such as Iran. This study aimed to determine effects of “teaching method” workshop on surgical residents’ teaching skills in Isfahan University of Medical Sciences. Materials and Methods: In this quasi-experimental study, 18 residents in 1st, 2nd, and 3rd years of surgical residency in Isfahan University of Medical Sciences have attended in a 10-hour workshop. Two questionnaires (validity and reliability) was verified: Clinical teaching self-assessment and clinical teaching evaluation was completed before and after the intervention (“teaching method” workshop) by attending residents and rater interns, respectively. Paired-samples T-test was used to analyze collecting data. Results: After intervention, Self-assessment mean scores were increased in two categories: feedback from 3.34 to 3.94 (P = 0.011) and promoting self- directed learning from 3.53 to 4.02 (P = 0.009); whereas, there was no significant differences in evaluation mean scores. Conclusion: Statistical results from self-assessment and evaluation scores show little improvement in residents’ teaching skills after the intervention, but residents assessed the workshop as useful. Lack of motivation in interns and little reward for residents who attend in educational activities could be responsible for these results. So, to promote role of residents’ as teachers, we offer revision in residency curriculum and residents’ formal duties as well as designing educational programs in teaching theme based on our needs and resources. PMID:23555141

Haghani, Fariba; Eghbali, Batool; Memarzadeh, Mehrdad

2012-01-01

242

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

243

Reading Games Make Reading Fun; Reading Games for K-Grade 6: A Guide for Enriching Reading Skills.  

ERIC Educational Resources Information Center

This book provides approximately 150 games for children in kindergarten through grade six. The games are arranged according to level of difficulty, with examples and illustrations, and are listed under eight major skills: phonetic analysis, structural analysis, word meaning and comprehension, organization, critical and creative thinking,…

Bielawski, Joseph G.; Pomerleau, Lawrence

244

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

245

A Self-Help Curriculum: Teaching Self-Help Skills to the Child with Down Syndrome.  

ERIC Educational Resources Information Center

This manual aims to help both teachers and family members maintain a coordinated program of educational principles and techniques to teach self-help skills to young Down Syndrome children both at school and at home. Section I focuses on general teaching techniques and strategies that can be used to teach many different skills, such as task…

Association for Children with Down Syndrome, Inc., Bellmore, NY.

246

Comparison Studies of Reading Readiness Skills Acquisition by Different Methods: Formal Reading Readiness Program, Informal Reading Readiness Program, and a Kindergarten Science Program.  

ERIC Educational Resources Information Center

Evaluates the effectiveness of two dissimilar programs, SAPA and the First Talking Alphabet (FTA), upon the acquisition of reading readiness skills of kindergarten pupils. Compares the effects of four different programs (SAPA, FTA, an informal language development program, and a control) on the reading readiness of kindergarten pupils. (GA)

Quorn, Kerry Charles; Yore, Larry Dean

1978-01-01

247

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. PMID:23704860

Williams, Gareth J.; Wood, Clare

2012-01-01

248

A case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension  

Microsoft Academic Search

We report on a case of a girl with Down syndrome (DS), K.S., whose reading accuracy is exceptional. This ability is associated with robust phonological skills and relative strengths in visual and verbal short-term memory, articulation, and speech fluency. Although her reading comprehension is age appropriate when it comes to the retention of literal information, K.S. has some difficulties in

Margriet A. Groen; Glynis Laws; Kate Nation; Dorothy V. M. Bishop

2006-01-01

249

Early intervention for reading disabilities: teaching the alphabet principle in a connectionist framework.  

PubMed

Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed. PMID:15510439

Berninger, V W; Abbott, R D; Zook, D; Ogier, S; Lemos-Britton, Z; Brooksher, R

1999-01-01

250

Using Argument Diagramming Software to Teach Critical Thinking Skills Maralee HARRELL  

E-print Network

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

Spirtes, Peter

251

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

252

Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities  

ERIC Educational Resources Information Center

This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

Zhang, Kaili Chen

2011-01-01

253

Effects of training and feedback on Discrete Trial Teaching skills and student performance  

Microsoft Academic Search

This study examined the effects of training and feedback on instructor performance of Discrete Trial Teaching (DTT) and support skills. This included an examination of the generalization and maintenance of instructor skills, and the impact of instructor skills on student performance. Six undergraduate research assistants received an 8-h training in DTT and taught a variety of skills and behaviors to

Andrew Downs; Robyn Conley Downs; Kathryn Rau

2008-01-01

254

Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores  

ERIC Educational Resources Information Center

The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies…

Jordan, Stacie L.

2012-01-01

255

Build On-the-Job Success Skills. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.  

ERIC Educational Resources Information Center

This document is one of eight in a series of guides designed to help teach and counsel troubled youth. This document focuses on the social skills necessary for on-the-job success. It includes 20 lesson plans that help students learn appropriate behaviors at the work place. The first lesson instructs students on what to wear and bring to work.…

Wells, Ruth Herman

256

Semantic and Phonological Skills in Predicting Reading Development: From 3-16 Years of Age  

ERIC Educational Resources Information Center

The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a…

Frost, Jorgen; Madsbjerg, Sigrid; Niedersoe, Jan; Olofsson, Ake; Sorensen, Peer Moller

2005-01-01

257

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

258

Towards a general model of skills involved in sight reading music  

Microsoft Academic Search

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 cognitive skills as well

Reinhard Kopiez; Ji In Lee

2008-01-01

259

Effectiveness of Emphasizing Reading Skills with the Language Master for Mentally Retarded Students.  

ERIC Educational Resources Information Center

The effectiveness of using the Language Master to emphasize reading skills with 10 students (ages 7 to 13 years) in a special class for the mentally retarded was evaluated. Nine behavioral objectives were formulated in the areas of improved word recognition, improved understanding of basic concepts, and improved word attack skills. The…

Central Arkansas Education Center, Little Rock.

260

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

261

Skills needed for reading comprehension of physics texts and their relation to problem-solving ability  

NSDL National Science Digital Library

Investigated skills needed for critical reading of physics texts, their separability and hierarchical ranking, and relation to problem solving ability. Reports that skills required to comprehend texts in continuous format and discriminate unreported statements are respectively of higher level than and separable from those required to comprehend a separated list of statements and make other discriminations. (20 references)

Koch, Adina; Eckstein, Shulamith G.

2006-06-19

262

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

263

Professors of Reading Educations' Perceptions and Practices Surrounding the Issues of Teaching Reading and Learning through Digital Media  

ERIC Educational Resources Information Center

The purpose of this study was to examine the practices and perceptions of professors of reading education in the issues surrounding teaching reading and learning with digital media. This study aimed to understand the strategies and thoughts of a select group of professors of reading education as they worked with pre-service teachers in preparing…

Crumpley-Fisk, Janine S.

2012-01-01

264

Syntactic skills in sentence reading comprehension among Chinese elementary school children  

Microsoft Academic Search

The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two\\u000a Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills\\u000a at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of word order, connective\\u000a usage, and knowledge of morphosyntactic structure (measured by an

Pakey Pui-man Chik; Connie Suk-han Ho; Pui-sze Yeung; David Wai-ock Chan; Kevin Kien-hoa Chung; Hui Luan; Lap-yan Lo; Wendy Suet-yee Lau

265

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

266

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

267

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

268

Can Cloze Tests Really Improve Second Language Learners' Reading Comprehension Skills?  

ERIC Educational Resources Information Center

Cloze testing is a widely-used procedure to test learners' reading comprehension in learning a language, but little is known if it can really improve learners' reading comprehension skills. This paper attempts to seek answers to this question by comparing the cloze test scores of two groups of students (Experimental versus Control) undertaking…

Ren, Guanxin

2011-01-01

269

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

270

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

ERIC Educational Resources Information Center

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

Carrasquillo, Angela; Nunez, Dulcinea

271

Taxonomy of Reading Skills and Materials for Youths and Adults. A System of Prescribing for Individual Skill Deficiencies.  

ERIC Educational Resources Information Center

This Taxonomy was designed to assist the instructor or reading specialist in the identification and location of specific instructional materials that can be used for remediation of skill deficiencies. The Taxonomy was developed by the White Plains Adult Education Center, and a description of the Center's program and method of integrating the…

Giuliano, Helen Solana; And Others

272

Effect of Hypertextual Reading on Academic Success and Comprehension Skills  

ERIC Educational Resources Information Center

As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

Durukan, Erhan

2014-01-01

273

Improving Reading through the Use of Skills and Strategies.  

ERIC Educational Resources Information Center

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

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

274

The Effects of Two Instructional Models--Tactical and Skill Teaching--On Skill Development and Game Play, Knowledge, Self-Efficacy, and Student Perceptions in Volleyball  

ERIC Educational Resources Information Center

This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients…

Harrison, Joyce M.; Blakemore, Connie L.; Richards, Robert P.; Oliver, Jon; Wilkinson, Carol; Fellingham, Gilbert

2004-01-01

275

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

ERIC Educational Resources Information Center

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

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

2012-01-01

276

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

277

Helping teacher to develop students' reading comprehension skills  

Microsoft Academic Search

Reading is an interactive- constructive process in which readers comprehend, interpret, and respond to the text according to what they already know. Effective readers have personal expectations about what they will get from a selection, and they bring those expectations to bear as they read by predicting and testing their predictions. The children actively create meaning by constructing, or generating

Shamim Abdul Rahim Moledina

2003-01-01

278

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

279

Sharing Skills. Recipe for a Great Read Across America Day  

ERIC Educational Resources Information Center

Read Across America Day was created by the National Education Association in 1998. This column presents suggestions for classroom activities that can be used to celebrate this day. Suggestions include: (1) Making a Read Across America flag; (2) Taking pictures of staff with their favorite books; and (3) Sending out ballots asking students and…

Rothberg, Marilyn

2005-01-01

280

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

ERIC Educational Resources Information Center

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

Wolff, Ulrika

2014-01-01

281

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

ERIC Educational Resources Information Center

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

Pillinger, Claire; Wood, Clare

2014-01-01

282

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

283

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

Microsoft Academic Search

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

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

2000-01-01

284

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

285

The Reading Lesson: The Intelligent Reading Program for Young Children. Teach Your Child To Read in 20 Easy Lessons [with CD-ROM].  

ERIC Educational Resources Information Center

This book presents a developmentally appropriate reading program created especially for young children to teach them to read fluently, and well, in 20 step-by-step lessons. It is suitable for both homeschooling and classroom use. The program offered in the book can also be used for children with reading difficulties. It offers a structured phonics…

Levin, Michael; Langton, Charan

286

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

287

The Effect of Reflective Strategies Training on Reading Comprehension of Male and Female Iranian Students  

Microsoft Academic Search

Reading is an important skill and it receives a special focus in many second or foreign language teaching situations. Obviously, there are two problems in teaching reading skill in educational centers in Iran: 1) most teachers still employ traditional methods in teaching this skill; 2) teachers are not aware of the difference between their male and female students' reflective abilities

Iraj Noroozi

288

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

ERIC Educational Resources Information Center

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

Farmer, Edgar I.

289

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

290

Teaching risk-factor counseling skills to medical students, house staff, and fellows  

Microsoft Academic Search

It is important to teach risk-factor counseling skills to medical students, primary care residents, and fellows in cardiovascular medicine. To do this, it is necessary to teach assessment and intervention skills based on the theory and techniques of preventive and behavioral medicine. Physicians should be taught to think in terms of the patient in the context of his or her

Judith K. Ockene; Ira S. Ockene; Jon Kabat-Zinn; Harry L. Greene; David Frid

1990-01-01

291

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

ERIC Educational Resources Information Center

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

Donham-Foutch, Shae

2007-01-01

292

Re-introducing Skills Teaching to Nurse Education: An Action Research Project.  

ERIC Educational Resources Information Center

A small nursing school sought to improve teaching of skills in communication, observation, care planning, nursing, technology, and professional/personal development. Skills were identified in questionnaires and group interviews, and ways to implement teaching without the multidisciplinary resources of larger institutions were developed. (Contains…

Pfeil, Michael

2001-01-01

293

Teaching Advanced Skills to Educationally Disadvantaged Students. Data Analysis Support Center (DASC) Task 4. Final Report.  

ERIC Educational Resources Information Center

This document comprises six papers that discuss teaching advanced skills to educationally disadvantaged students. An introductory paper, "Models for Teaching Advanced Skills to Educationally Disadvantaged Children" (B. Means and M. S. Knapp), synthesizes the themes that characterize the collection of papers as a whole, and discusses general issues…

Means, Barbara, Ed.; Knapp, Michael S., Ed.

294

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

ERIC Educational Resources Information Center

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

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

2013-01-01

295

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

296

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

297

Investigating the efficacy of practical skill teaching: a pilot-study comparing three educational methods.  

PubMed

Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a randomised controlled trial, with concealed allocation and blinded participants and outcome assessment. Each of the three randomly allocated groups were exposed to a different practical skills teaching method (traditional, pre-recorded video tutorial or student self-video) for two specific practical skills during the semester. Clinical performance was assessed using an objective structured clinical examination (OSCE). The students were also administered a questionnaire to gain the participants level of satisfaction with the teaching method, and their perceptions of the teaching methods educational value. There were no significant differences in clinical performance between the three practical skill teaching methods as measured in the OSCE, or for student ratings of satisfaction. A significant difference existed between the methods for the student ratings of perceived educational value, with the teaching approaches of pre-recorded video tutorial and student self-video being rated higher than 'traditional' live tutoring. Alternative teaching methods to traditional live tutoring can produce equivalent learning outcomes when applied to the practical skill development of undergraduate health professional students. The use of alternative practical skill teaching methods may allow for greater flexibility for both staff and infrastructure resource allocation. PMID:22354336

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

2013-03-01

298

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

Microsoft Academic Search

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

Johannes C. Ziegler; Usha Goswami

2005-01-01

299

The East Anglia Deanery Communication Skills Teaching Project-six years on.  

PubMed

This paper describes the Cascade Communication Skills Teaching Project, which is a programme of facilitator training enabling communication skills teaching in the consultation to general practitioners to be cascaded throughout the former East Anglia Deanery. The paper also explores the project's educational and organizational effectiveness. The programme is based on an ongoing training programme for a cohort of around 30 district-based communication skills facilitators, and was set up in the autumn of 1995. These facilitators are now able to act as a resource to cascade high-quality communication skills teaching into vocational training schemes, trainer education and the continuing professional development of established general practitioners throughout each district in the region. The project has now been extended into medical student teaching, specialist teaching at junior and senior level, and multi-disciplinary teaching. PMID:12098417

Draper, Juliet; Silverman, Jonathan; Hibble, Arthur; Berrington, Robert M; Kurtz, Suzanne M

2002-05-01

300

The BDNF Val/Met Polymorphism Is Linked With Children's Reading And Language Skills And Neural Activation Patterns In The Brain's Reading Network  

E-print Network

The BDNF Val/Met Polymorphism Is Linked With Children's Reading And Language Skills And Neural and language skills and the underlying developing brain's network for reading and language? The BDNF (Brain with learning, memory and higher cognition A common single nucleotide polymorphism (SNP) in BDNF resulting

301

Morpheme-based reading aloud: evidence from dyslexic and skilled Italian readers.  

PubMed

The role of morphology in reading aloud was examined measuring naming latencies to pseudowords and words composed of morphemes (roots and derivational suffixes) and corresponding simple pseudowords and words. Three groups of Italian children of different ages and reading abilities, including dyslexic children, as well as one group of adult readers participated in the study. All four groups read faster and more accurately pseudowords composed of root and suffix than simple pseudowords (Experiment 1). Unlike skilled young and adult readers, both dyslexics and younger children benefited from morphological structure also in reading aloud words (Experiment 2). It is proposed that the morpheme is a unit of intermediate grain size that proves useful in processing all linguistic stimuli, including words, in individuals with limited reading ability (dyslexics and younger readers) who did not fully develop mastering of whole-word processing. For skilled readers, morphemic parsing is useful for reading those stimuli (i.e., pseudowords made up of morphemes), for which a whole-word lexical unit does not exist; where such whole-word lexical units do exist, skilled readers do not need to rely on morphological parsing because they can rely on a lexical (whole-word) reading unit that is larger than the morpheme. PMID:18262178

Burani, Cristina; Marcolini, Stefania; De Luca, Maria; Zoccolotti, Pierluigi

2008-07-01

302

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

Microsoft Academic Search

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

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

2005-01-01

303

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

Microsoft Academic Search

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 findings from dance pedagogy, education, physical education and sport pedagogy, and

Lynda M. Mainwaring; Donna H. Krasnow

2010-01-01

304

Dyslexic and Skilled Reading Dynamics Are Self-Similar  

ERIC Educational Resources Information Center

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

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

2014-01-01

305

Acoustic-phonetic skills and reading: Kindergarten through twelfth grade  

Microsoft Academic Search

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

Robert C. Calfee; Patricia Lindamood; Charles Lindamood

1973-01-01

306

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

307

Houghton Mifflin Basic Reading. Grades 1-3. A Primary Teacher's Guide to the Use of Basal Reader Stories for Teaching an Awareness of Career and Consumer Education Goals.  

ERIC Educational Resources Information Center

The teaching guide was prepared by the Portland Public Schools, Area 3, in an exemplary project to create an awareness of career and consumer education concepts in the primary grades by using the content of basic readers that would ordinarily be used exclusively for the teaching of reading skills. The guide closely follows the story lines in the…

Portland Public Schools, OR. Area III Office.

308

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

ERIC Educational Resources Information Center

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

McGeown, Sarah P.; Medford, Emma

2014-01-01

309

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

ERIC Educational Resources Information Center

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

Nortvedt, Guri A.

2011-01-01

310

American Sign Language syntactic and narrative comprehension in skilled and less skilled readers: Bilingual and bimodal evidence for the linguistic basis of reading  

Microsoft Academic Search

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

CHARLENE CHAMBERLAIN; RACHEL I. MAYBERRY

2008-01-01

311

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

312

Genetic and Environmental Etiologies of the Longitudinal Relations Between Prereading Skills and Reading.  

PubMed

The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-fourth-grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-fourth-grade comprehension), print knowledge, and rapid naming. PMID:25263167

Christopher, Micaela E; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M; Pennington, Bruce; DeFries, John C; Wadsworth, Sally J; Willcutt, Erik; Olson, Richard K

2014-09-26

313

Decoding Skills. NetNews. Volume 4, Number 3.  

ERIC Educational Resources Information Center

This is the second of two issues focused on teaching beginning reading skills to adults--both native and non-native English speakers. According to the latest research in reading, one of the best strategies for improving reading skills is systematic, explicit instruction in decoding skills or phonics. Although many critics have argued that the…

LDA of Minnesota, 2004

2004-01-01

314

Effectiveness of skills- versus metacognitive strategy-based approaches on reading comprehension of college developmental students  

Microsoft Academic Search

This study explored the relative value of behavioral and cognitive psychology as the basis of instruction for underprepared college students enrolled in developmental reading courses. Specifically this study examined the effects of a metacognitive strategy-based instructional approach (MSIA) modeling a metacognitive self-questioning technique (MSQT) versus a traditional skills-based instructional approach (SIA) on the Nelson-Denny reading comprehension scores of college developmental

Alda Noronha-Nimmo

2008-01-01

315

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

316

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

317

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

NASA Astrophysics Data System (ADS)

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

Beaver, Melanie S.

318

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

ERIC Educational Resources Information Center

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

Ziegler, Johannes C.; Goswami, Usha

2005-01-01

319

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

320

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

PubMed Central

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

2014-01-01

321

Teaching Orientation @ Ohio State: Session Agenda Developing Effective Presentation Skills  

E-print Network

for developing presentation skills _____ - _____ ( 5 minutes) Activity 7. Wrap-up & Evaluations Facilitator (handout, overhead transparency, & flash drive) Presentation Skills Self-Assessment (handout & longer version on flash drive) Additional Resources on Developing Effective Presentation Skills (flash drive

322

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

ERIC Educational Resources Information Center

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

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

2014-01-01

323

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. PMID:21709808

Kuperman, Victor; Van Dyke, Julie A.

2011-01-01

324

Dyslexic and skilled reading dynamics are self-similar.  

PubMed

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

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

2014-10-01

325

Developing Critical Thinking Skills in Computer-Aided Extended Reading Classes  

ERIC Educational Resources Information Center

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

Daud, Nuraihan Mat; Husin, Zamnah

2004-01-01

326

"Alligator Eats Cookie": Acquisition of Writing and Reading Skills by Deaf Children Using the Microcomputer.  

ERIC Educational Resources Information Center

Reports research which investigated the effects of microcomputer technology on the acquisition of writing and reading skills in 32 deaf children. The learning mechanism underlying the instructional system used is responsive, interactional and exploratory, reflective of the way most children acquire a first language. (SED)

Prinz, Philip M.; Nelson, Keith E.

1985-01-01

327

Promotion of Reading and Early Literacy Skills in Schools: A Comparison of Three European Countries  

ERIC Educational Resources Information Center

This article gives a short overview based on the "EU High Level Group of Experts on Literacy" (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account…

Stancel-Piatak, Agnes; Mirazchiyski, Plamen; Desa, Deana

2013-01-01

328

The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties  

ERIC Educational Resources Information Center

The present study explores the relationship between sentence recall and reading and language skills in a group of 7--11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with…

Alloway, Tracy Packiam; Gathercole, Susan Elizabeth

2005-01-01

329

The Development of Pre-Reading Skills in an Experimental Kindergarten Program.  

ERIC Educational Resources Information Center

Kindergarten children from 17 Los Angeles, California, schools were the subjects in a research project designed to measure the effects of a structured prereading program. The program emphasized six types of reading skills: (1) listening for comprehension, (2) listening for auditory discrimination, (3) visual discrimination, (4) oral language…

Stanchfield, Jo M.

330

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

331

The Relationship between Language Dominance and Pre-Reading Skills in Young Bilingual Children in Egypt  

ERIC Educational Resources Information Center

This study explored the relationship among pre-reading skills, language proficiency, and visual perceptual abilities in 150 children who had been exposed to both English and Arabic (mean age 70 months). Information regarding language proficiency was gathered indirectly through reports from teachers and parents and directly through children's test…

Tahan, Sandy; Cline, Tony; Messaoud-Galusi, Souhila

2011-01-01

332

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

ERIC Educational Resources Information Center

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

Curenton, Stephanie M.; Justice, Laura M.

2008-01-01

333

The dissociation of word reading and text comprehension: Evidence from component skills  

Microsoft Academic Search

In this paper, we discuss the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. We present data from the first and second waves of a longitudinal study, when the children were 7 to 8 years, and 8 to 9 years old. In multiple regression analyses, we show that

J. V. Oakhill; K. Cain; P. E. Bryant

2003-01-01

334

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

335

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

336

Training Fathers To Develop Reading and Writing Skills in Young Children with Disabilities.  

ERIC Educational Resources Information Center

The potential benefits of father participation in their children's reading and writing activities include improved literacy skills, increased bonding, and heightened self-esteem of both fathers and children. This paper identifies a training model for working with fathers--Project DADS. Using this model, early childhood professionals can foster…

Ortiz, Robert W.; Stile, Stephen W.

337

Reading Skill Moderates the Impact of Semantic Similarity and Causal Specificity on the Coherence of Explanations  

ERIC Educational Resources Information Center

Prior research has shown that readers are sensitive to causal relations between sentences. In addition, the extent to which readers put weight on causal relations seems to depend on their reading skill. Very little attention, however, has been given to the perception of causal relations linguistically expressed by different types of causal verbs…

Wittwer, Jörg; Ihme, Natalie

2014-01-01

338

The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing  

ERIC Educational Resources Information Center

The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills

Wang, Ye; Trezek, Beverly J.; Luckner, John L.; Paul, Peter V.

2008-01-01

339

Semantic Processing and the Development of Word-Recognition Skills: Evidence from Children with Reading Comprehension Difficulties  

Microsoft Academic Search

Children with specific reading comprehension difficulties were compared with control children on tests of language skill. The two groups performed at a similar level on tests requiring predominantly phonological skills, but the poor comprehenders performed less well on tests tapping semantic ability. Although the two groups were matched for decoding ability (as assessed by nonword reading), the poor comprehenders were

Kate Nation; Margaret J. Snowling

1998-01-01

340

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

341

The Explicit Teaching of Reading Comprehension in Science Class: A Pilot Professional Development Program  

ERIC Educational Resources Information Center

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, ("Do-Read-Do") which attempts to embed the explicit teaching of reading comprehension strategies…

Concannon-Gibney, Tara; McCarthy, Mary Jean

2012-01-01

342

The explicit teaching of reading comprehension in science class: A pilot professional development program  

Microsoft Academic Search

This pilot study aimed to address persistent gaps in the research regarding effective professional development models associated with reading comprehension pedagogy in content area classrooms (science). An appropriate instructional model was developed, (Do-Read-Do) which attempts to embed the explicit teaching of reading comprehension strategies within a science investigation. This model was then explored in workshops, discussion groups and in reciprocal

Tara Concannon-Gibney; Mary Jean McCarthy

2012-01-01

343

Computer versus Paper-Based Reading: A Case Study in English Language Teaching Context  

ERIC Educational Resources Information Center

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The…

Solak, Ekrem

2014-01-01

344

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

Microsoft Academic Search

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

Deborah A. Goff; Chris Pratt; Ben Ong

2005-01-01

345

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

ERIC Educational Resources Information Center

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

Aldemir, Ozgul; Gursel, Oguz

2014-01-01

346

Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching  

ERIC Educational Resources Information Center

In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

Ramirez, Pablo C.; Jimenez-Silva, Margarita

2014-01-01

347

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

ERIC Educational Resources Information Center

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

Kusdemir Kayiran, Bilge; Karabay, Aysegul

2012-01-01

348

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.

349

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

350

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

351

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

ERIC Educational Resources Information Center

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

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

2007-01-01

352

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

353

Assessment and Teaching of Science Skills: Whole of Programme Perceptions of Graduating Students  

ERIC Educational Resources Information Center

This study reports on science student perceptions of their skills (scientific knowledge, oral communication, scientific writing, quantitative skills, teamwork and ethical thinking) as they approach graduation. The focus is on which teaching activities and assessment tasks over the whole programme of study students thought utilised each of the six…

Hodgson, Yvonne; Varsavsky, Cristina; Matthews, Kelly E.

2014-01-01

354

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

355

Using a Constant Time Delay Procedure to Teach Foundational Swimming Skills to Children with Autism  

ERIC Educational Resources Information Center

The purpose of this study was to evaluate the effectiveness of using a constant time delay procedure to teach foundational swimming skills to three children with autism. The skills included flutter kick, front-crawl arm strokes, and head turns to the side. A multiple-probe design across behaviors and replicated across participants was used.…

Rogers, Laura; Hemmeter, Mary Louise; Wolery, Mark

2010-01-01

356

A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities  

ERIC Educational Resources Information Center

Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

2009-01-01

357

Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package  

ERIC Educational Resources Information Center

The current study used a video prompting plus least-to-most prompting treatment package to teach a 35-year-old Caucasian man with Down Syndrome three leisure skills. Each leisure skill was task analyzed and the researchers created brief videos depicting the completion of individual steps. Using a multiple probe across behaviors design, the video…

Chan, Jeffrey Michael; Lambdin, Lindsay; Van Laarhoven, Toni; Johnson, Jesse W.

2013-01-01

358

PRABODH: An Intelligent Tutor for Teaching Language Skills to Young Children.  

ERIC Educational Resources Information Center

Describes the architecture of PRABODH, an intelligent tutoring system with six components, designed for teaching language skills to young children and for providing them meaningful practice for developing grammar skills. Discusses PRABODH's language-learning philosophy, results of formative evaluation of its knowledge component, and overall impact…

Govil, Rekha; Saxena, Madhavi

1997-01-01

359

California Community College Handbook: Teaching Basic Skills in Vocational Education. Model Programs.  

ERIC Educational Resources Information Center

This handbook was produced as a result of a project that studied California community college programs that teach basic skills in vocational education programs. The project included a literature review, a telephone survey, and 12 site visits. The handbook contains four sections: (1) steps for integrating basic skills and vocational instruction;…

Evaluation and Training Inst., Los Angeles, CA.

360

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

361

A Money Planner. Teaching Budgeting Skills to Low-Income Consumers.  

ERIC Educational Resources Information Center

This module, one of six on teaching consumer matters to low-income groups, focuses on budgeting and managing money. Budgeting is examined in two contexts: skills which apply to everyone at every income level and skills which specifically apply to low-income people. Topics include how to write a budget (starting a group workshop, small group work,…

Shurtz, Mary Ann; LeFlore, Ann Becker

362

Differential Skills and Competencies Required of Faculty Teaching Distance Education Courses.  

ERIC Educational Resources Information Center

Analyzes the differential skills and competencies required of faculty teaching distance education courses via the World Wide Web. The faculty perceptions of needed skills and competencies varied greatly and were found to be primarily influenced by their prior knowledge of instructional design strategies and distance education theories. Survey…

Schoenfeld-Tacher, Regina; Persichitte, Kay A.

2000-01-01

363

Providing a Less Restrictive Environment for Profoundly Retarded Persons by Teaching Independent Walking Skills.  

ERIC Educational Resources Information Center

Procedures were evaluated for teaching four institutionalized adult males with profound retardation necessary skills to increase their individual freedom of movement. Following baseline, a travel training program with a backward chaining format was implemented to teach each person to walk independently from his living area to school. (Author)

Gruber, Barbara; And Others

1979-01-01

364

Parent training: Acquisition and generalization of discrete trials teaching skills with parents of children with autism  

Microsoft Academic Search

This study examined the effects of an intensive parent training program on the acquisition and generalization of discrete trial teaching (DTT) procedures with two parents of children with autism. Over the course of the program, parents applied the DTT procedures to teach four different functional skills to their children, which allowed for an assessment of “free” and programmed generalization across

Jennifer L. Crockett; Richard K. Fleming; Karla J. Doepke; Jenny S. Stevens

2007-01-01

365

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

366

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

367

Enhancing Environmental Education Teaching Skills through In-Service Education and Training  

ERIC Educational Resources Information Center

This article reports on In-Service Education and Training (INSET) workshops offered in Limpopo and Mpumalanga Provinces in the field of environmental education. The purpose of these workshops is to assist practising teachers to enhance their teaching skills, to infuse environmental education in their teaching and to participate in solving…

le Roux, Cheryl; Ferreira, Johanna G.

2005-01-01

368

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

369

Microsituations as an Active-Learning Tool To Teach Endocrine Pharmacology and Problem-Solving Skills.  

ERIC Educational Resources Information Center

Microsituations teaching is a case-based, active learning tool developed from cognitive learning theory to teach problem-solving skills to large classes while conserving faculty and other resources. Since implementing this method in an endocrine pharmacology course at the University of Kentucky, student performance on problem-solving examinations…

Brandt, Barbara F.; Lubawy, William C.

1998-01-01

370

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

371

RBIs: Reading/Baseball Ideas.  

ERIC Educational Resources Information Center

Presented is a wide variety of reading activities based on a baseball theme. Included are ideas for teaching library skills, organizing skills, sequence, visual skills, listening comprehension, direction following, vocabulary, word analysis, the five w's, context clues, and finding the main idea. (KC)

Skriloff, Naomi K.

1980-01-01

372

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

PubMed Central

The role of student attention for predicting kindergarten word reading was investigated among 432 students. Using SWAN behavior rating scores, we conducted an exploratory factor analysis, which yielded three distinct factors that reflected selective attention. In this study, we focused on the role of one of these factors, which we labeled attention-memory behaviors, for predicting reading performance. Teacher ratings of attention predicted word reading above and beyond the contribution of phonological awareness and vocabulary knowledge. In addition, the relations between four teacher practices and attention ratings for predicting reading performance were examined. Using HLM, significant interactions between student attention and teacher practices observed during literacy instruction were found. In general, as ratings of attention improved, better kindergarten word reading performance was associated with high levels of classroom behavior management. However, by mid-year, better word reading performance was not associated with high levels of teacher task- orienting. A significant three-way interaction was also found among attention, individualized instruction, and teacher task re-directions. The role of regulating kindergarten student attention to support beginning word reading skill development is discussed. PMID:22207616

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

2011-01-01

373

Children's Teaching Skills: The Role of Theory of Mind and Executive Function  

ERIC Educational Resources Information Center

Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5-5.5 years of age (N = 82) were asked to teach a confederate learner how to play a board…

Davis-Unger, Angela C.; Carlson, Stephanie M.

2008-01-01

374

Development of Teaching Skills and Relations to Theory of Mind in Preschoolers  

ERIC Educational Resources Information Center

The aims of this research were to examine the development of teaching skills in preschool children and to explore the relation between teaching and theory of mind (ToM). After learning a new board game, 3.5-, 4.5-, and 5.5-year-old children (N = 46) were asked to teach a confederate who "doesn't know how to play the game." They also received two…

Davis-Unger, Angela C.; Carlson, S. M.

2008-01-01

375

The effects of behavioral skills training on staff implementation of discrete-trial teaching.  

PubMed Central

A behavioral skills training package was used to train 3 teachers to correctly implement discrete-trial teaching. The mean baseline proportion of possible correct teaching responses for Teachers 1, 2, and 3 increased from 43%, 49%, and 43%, respectively, during baseline to 97%, 98%, and 99%, respectively, following training. These data indicate that the training package consisting of instructions, feedback, rehearsal, and modeling produced rapid and large improvements in the teachers' implementation of discrete-trial teaching. PMID:15669415

Sarokoff, Randi A; Sturmey, Peter

2004-01-01

376

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.

377

Teaching Grammar  

ERIC Educational Resources Information Center

Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar (teacher knowledge) as well as techniques that help students use grammar effectively and effortlessly (teaching knowledge). Using reflective practice to help teachers become comfortable with teaching grammar, this…

Crawford, William J.

2013-01-01

378

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

379

The Relationships Among Literal And Inferential Reading Comprehension Skills And Selected Cognitive Processes  

Microsoft Academic Search

The purpose of this study was to investigate the relationships among the levels of achievement in literal and inferential reading comprehension skills and the cognitive functions of analytic field approach cognitive style, conceptual tempo cognitive style, and the hypothesis (H) theory.A population of 305 sixth-grade students was selected from two Dade County, Florida, sixth-grade centers. They were given the Petriel

Lukes William George Jr

1984-01-01

380

The role of sentence recall in reading and language skills of children with learning difficulties  

Microsoft Academic Search

The present study explores the relationship between sentence recall and reading and language skills in a group of 7–11-year-old children with learning difficulties. While recent studies have found that performance on sentence recall tasks plays a role in learning, it is possible that this contribution is a reflection of shared resources with working memory. In order to investigate whether sentence

Tracy Packiam Alloway; Susan Elizabeth Gathercole

2005-01-01

381

Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Technical Report No. 403.  

ERIC Educational Resources Information Center

Noting that skills and knowledge taught in schools have become abstracted from their uses in the world, this paper clarifies some of the implications for the nature of the knowledge that students acquire through a proposal for the retooling of apprenticeship methods for the teaching and learning of cognitive skills. The paper specifically proposes…

Collins, Allan; And Others

382

1980 Reading Seminar: 2nd Annual Workshop-in-Print.  

ERIC Educational Resources Information Center

This inservice reading for elementary teachers examines reading in the content areas: the problem; motivation techniques; and teaching methods for specific skill areas, such as inference, logical order, and cause and effect. (SJL)

Pikulski, John J.

1980-01-01

383

Making Reading Important in Kids' Lives.  

ERIC Educational Resources Information Center

Students' personal responses to literature provide the focus that makes a reading curriculum effective. Teachers can create a classroom that instills positive attitudes towards reading by providing a variety of reading materials, encouraging students to share responses, and by not using literature as a camouflage for teaching reading skills. (DF)

Marshall, Kristine E.

1984-01-01

384

The Effectiveness of Creative Drama as an Instructional Strategy to Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers.  

ERIC Educational Resources Information Center

Finds that fifth grade remedial reading students' comprehension skill, as measured by standardized and criterion-referenced tests, are enhanced through a reading program that utilizes the strategy of creative drama integrated with children's literature reading material. (SR)

DuPont, Sherry

1992-01-01

385

A Case Study of an EFL Teacher's Critical Literacy Teaching in a Reading Class in Taiwan  

ERIC Educational Resources Information Center

This qualitative case study describes in detail a college teacher's experience in teaching critical literacy to English major students in Taiwan. A qualitative analysis of the data collected from classroom observation, class discussion and interviews shows that the teacher struck a balance between language skills teaching and critical literacy…

Ko, Mei-Yun

2013-01-01

386

Harmony in the Classroom: Using Songs To Teach Reading and Writing.  

ERIC Educational Resources Information Center

Based on the premise that children's natural love for music makes it appropriate to use songs as a motivational vehicle for reading and writing, this paper presents a reading/singing strategy which promotes vocabulary, word recognition, writing, and comprehension skills while providing appreciation of music. The paper briefly discusses the eight…

Ridout, Susan Ramp

387

Genetic and Environmental Overlap Between Chinese and English Reading-Related Skills in Chinese Children  

PubMed Central

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills—visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination—in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a mean age of 6 years was tested. Univariate twin analyses were used to identify sources of individual variations in reading abilities and related cognitive–linguistic skills in Chinese and English, respectively. They were used to show both similar and distinctive patterns in these skills across Chinese and English. Bivariate Cholesky decomposition analyses indicated genetic overlaps between all parallel Chinese and English variables, as well as shared environmental overlaps in receptive vocabulary and phonological awareness. The phenotypic correlations between 1st and 2nd language skills previously observed in cross-linguistic studies could be explained by the shared genetic and environmental influences found in this twin study. PMID:25221842

2014-01-01

388

Genetic and environmental overlap between Chinese and English reading-related skills in Chinese children.  

PubMed

This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have distinct or overlapping genetic and environmental origins. A sample of 279 Chinese twin pairs with a mean age of 6 years was tested. Univariate twin analyses were used to identify sources of individual variations in reading abilities and related cognitive-linguistic skills in Chinese and English, respectively. They were used to show both similar and distinctive patterns in these skills across Chinese and English. Bivariate Cholesky decomposition analyses indicated genetic overlaps between all parallel Chinese and English variables, as well as shared environmental overlaps in receptive vocabulary and phonological awareness. The phenotypic correlations between 1st and 2nd language skills previously observed in cross-linguistic studies could be explained by the shared genetic and environmental influences found in this twin study. (PsycINFO Database Record (c) 2014 APA, all rights reserved). PMID:25221842

Wong, Simpson W L; Chow, Bonnie Wing-Yin; Ho, Connie Suk-Han; Waye, Mary M Y; Bishop, Dorothy V M

2014-11-01

389

Comparison of four teaching methods on Evidence-based Practice skills of postgraduate nursing students.  

PubMed

The aim of this study was to compare four teaching methods on the evidence-based practice knowledge and skills of postgraduate nursing students. Students enrolled in the Evidence-based Nursing (EBN) unit in Australia and Hong Kong in 2010 and 2011 received education via either the standard distance teaching method, computer laboratory teaching method, Evidence-based Practice-Digital Video Disc (EBP-DVD) teaching method or the didactic classroom teaching method. Evidence-based Practice (EBP) knowledge and skills were evaluated using student assignments that comprised validated instruments. One-way analysis of covariance was implemented to assess group differences on outcomes after controlling for the effects of age and grade point average (GPA). Data were obtained from 187 students. The crude mean score among students receiving the standard+DVD method of instruction was higher for developing a precise clinical question (8.1±0.8) and identifying the level of evidence (4.6±0.7) compared to those receiving other teaching methods. These differences were statistically significant after controlling for age and grade point average. Significant improvement in cognitive and technical EBP skills can be achieved for postgraduate nursing students by integrating a DVD as part of the EBP teaching resources. The EBP-DVD is an easy teaching method to improve student learning outcomes and ensure that external students receive equivalent and quality learning experiences. PMID:23107585

Fernandez, Ritin S; Tran, Duong Thuy; Ramjan, Lucie; Ho, Carey; Gill, Betty

2014-01-01

390

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

391

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

392

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.

393

Teaching Comprehension and Exploring Multiple Literacies: Strategies from "The Reading Teacher."  

ERIC Educational Resources Information Center

Whatever grade level, content, or texts that educators teach, their ultimate goal is to develop their students' understanding of what they read. The 29 articles in this anthology were published in "The Reading Teacher" from 1993 to 1999 and offer ideas to help students comprehend different types of texts and literacies, from technology literacy to…

Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.

394

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

395

A Case Study of Secondary District-Level Literacy Coaches' Beliefs about How to Teach Reading  

ERIC Educational Resources Information Center

This was a qualitative case study that compared data across six district-level literacy coaches' epistemological and ontological beliefs about how to teach reading. All six coaches were working as a cohort of literacy coaches on the development and implementation of a secondary reading intervention program for seventh-grade struggling readers.…

Crawford, Pamela Sharp

2012-01-01

396

Relating Knowledge about Reading to Teaching Practice: An Exploratory Validity Study of a Teacher Knowledge Assessment  

ERIC Educational Resources Information Center

The research reported in this paper is focused directly on assessing the validity of the "Teaching Knowledge about Reading and Reading Practices" (TKRRP) assessment. Following the recommendations of the Standards for Educational and Psychological Testing (APA/AERA, 1999), the authors see validation as a process of constructing an argument that…

Phelps, Geoffrey; Johnson, David; Carlisle, Joanne

2009-01-01

397

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

398

Research and Teaching Reading to Disadvantaged Learners: Implications for Further Research and Practice.  

ERIC Educational Resources Information Center

Research on the teaching of reading to disadvantaged children often places too much emphasis on etiology rather than on pedagogy. The student's behavior, not the etiology, is the key to change. Suggestions that disadvantaged children have initial reading problems because of auditory, vocabulary, and visual discrimination deficits or articulatory…

Cohen, S. Alan

399

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.

400

Linguistic Method of Teaching Reading: Is It a Kind of Neo-Phonics?  

ERIC Educational Resources Information Center

Since linguists have been concerned with a variety of approaches to the teaching of reading, their linguistic theories and recommended practices should become familiar to teachers of American Indian students. A number of studies have evolved from the work of Leonard Bloomfield and Charles Fries who felt that reading comprehension was a passive…

Sizemore, Mamie, Ed.; Blossom, Grace , Ed.

1969-01-01

401

MASTER OF SCIENCE IN TEACHING, LEARNING, AND LEADERSHIP Option: Reading/Literacy  

E-print Network

MASTER OF SCIENCE IN TEACHING, LEARNING, AND LEADERSHIP Option: Reading/Literacy REQUIRED OF ALL Advanced Studies in Children's Literature CIED 5423 Literacy Instruction in the Primary Grades ® CIED 5433 in Reading Instruction CIED 5553 Literacy Leadership and Coaching ELECTIVES or THESIS Each student must

Veiga, Pedro Manuel Barbosa

402

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

403

Relationships between Reading, Phonological Skills and Language Development in Individuals With Down Syndrome: A Five Year Follow-Up Study.  

ERIC Educational Resources Information Center

Details language, memory, and reading information gathered for a five year follow up study of 30 children and adolescents with Down syndrome. Concludes that early learning skills may be significant predictors of mean length of utterance five years later. (PM)

Laws, Glynis; Gunn, Deborah

2002-01-01

404

HOW PSYCHOLOGICAL SCIENCE INFORMS THE TEACHING OF READING  

Microsoft Academic Search

This monograph discusses research, theory, and prac- tice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's lan- guage competency when they enter school and on the nature of early reading development. Subsequent sections review theo- ries of learning to read, the characteristics of children

Keith Rayner; Barbara R. Foorman; Charles A. Perfetti; David Pesetsky; Mark S. Seidenberg

2001-01-01

405

An Examination of the LVA Approach to Teaching Reading  

ERIC Educational Resources Information Center

The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and…

Murphy, Jean C.

2004-01-01

406

Teaching Oral Hygiene Skills to Elementary Students with Visual Impairments  

ERIC Educational Resources Information Center

This study investigated the effects of a program that taught oral hygiene skills to students with visual impairments using group instruction and individual coaching. The results showed that the program enhanced the oral hygiene skills of the three participants significantly, and its effectiveness lasted for at least two months after the…

Shih, Yeng-Hung; Chang, Chien-Huey Sophie

2005-01-01

407

Teaching Information Literacy Skills Using Computer Assisted Instruction  

Microsoft Academic Search

The purpose of this study was to evaluate the effectiveness of an interactive multimedia tutorial followed by a classroom teacher-led practice session on student skill in and attitude toward one component of information literacy skills - locating and accessing information. The teacher's experiences and attitude in relation to this tutorial were also studied. This research was conducted using two average

Linda L. Wade

408

Teaching Information Evaluation and Critical Thinking Skills in Physics Classes  

ERIC Educational Resources Information Center

The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The "Report of the Joint APS-AAPT Task Force on Graduate Education in Physics" calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the…

Popescu, Adriana; Morgan, James

2007-01-01

409

Teaching a Cooperative Leisure Skill to Severely Handicapped Adults.  

ERIC Educational Resources Information Center

Six formerly institutionalized severely handicapped adults living in a nursing home were taught a cooperative leisure skill. All six participants acquired the leisure skill. Informal followup observations indicated that participants continued to self initiate, sustain, and terminate the leisure activity as much as 2 weeks beyond the program's…

Nietupski, John; Svoboda, Robin

1982-01-01

410

Teaching Parents with Mental Retardation: Knowledge versus Skills.  

ERIC Educational Resources Information Center

An educational program for five parents with mild mental retardation found that knowledge training produced sizable increases in the knowledge measure, but neither it nor the behavioral training produced increases in parenting skills. However, following training in the home, each of the parenting skills increased substantially. (Author/JDD)

Bakken, Joel; And Others

1993-01-01

411

Teaching Vocational Skills with a Faded Auditory Prompting System.  

ERIC Educational Resources Information Center

Three students (ages 14-16) with mild mental retardation were taught to use an auditory prompting system to complete the vocational tasks of cleaning a bathroom in a classroom setting. Students acquired the skills and generalized them to a novel setting. There were mixed results concerning maintenance of the skills. (Contains 10 references.)…

Mitchell, Rebecca J.; Schuster, John W.; Collins, Belva C.; Gassaway, Linda J.

2000-01-01

412

Bedside teaching and the acquisition of practical skills in mid-sixteenth-century Padua.  

PubMed

Very little is known to this point about the practical skills which sixteenth-century physicians needed and applied at the bedside and even less about how these skills were taught to students. Drawing on student notebooks and on printed collections of consilia by Padua professors, this paper outlines the different settings in which case-centered and, more specifically, bedside teaching was imparted in mid-sixteenth-century Padua. It describes the range of diagnostic and therapeutic skills that students acquired thanks to this hands-on training at the patient's bedside, from uroscopy and feeling the pulse to the manual exploration of the patient's abdomen, which, historians have wrongly believed, physicians performed very rarely or not at all, and surgical skills. Taking a closer look, more specifically, at the role of teaching in the Hospital of San Francesco in Padua, the paper provides evidence that not only Giovanna Battista da Monte but also at least one other mid-sixteenth-century professor, Antonio Fracanzani, made systematic use of the teaching opportunities which the hospital offered. Ultimately, the paper will argue that clinical teaching in the hospital did not differ fundamentally from forms of bedside teaching in the patients' homes, however. Both became increasingly popular in Padua and elsewhere at the time, reflecting a growing appreciation for the practical and sensory skills which future physicians needed in addition to theoretical learning if they hoped to be successful in the highly contested early modern medical marketplace. PMID:23788496

Stolberg, Michael

2014-10-01

413

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

414

The Effect Structured Participation Experiences Have on Pre-Service Teachers' Preparedness to Teach Reading  

ERIC Educational Resources Information Center

Many pre-service teachers express a lack of confidence and preparedness to face the challenges of teaching reading in today's classrooms. The current study looks at whether Structured Participation Experiences (SPE) in reading increase pre-service teachers' preparedness to teach reading compared to more traditional unstructured field…

Brannon, Diana; Fiene, Judy

2013-01-01

415

Reading component skills in dyslexia: word recognition, comprehension and processing speed.  

PubMed

The cognitive model of reading comprehension (RC) posits that RC is a result of the interaction between decoding and linguistic comprehension. Recently, the notion of decoding skill was expanded to include word recognition. In addition, some studies suggest that other skills could be integrated into this model, like processing speed, and have consistently indicated that this skill influences and is an important predictor of the main components of the model, such as vocabulary for comprehension and phonological awareness of word recognition. The following study evaluated the components of the RC model and predictive skills in children and adolescents with dyslexia. 40 children and adolescents (8-13 years) were divided in a Dyslexic Group (DG; 18 children, MA = 10.78, SD = 1.66) and control group (CG 22 children, MA = 10.59, SD = 1.86). All were students from the 2nd to 8th grade of elementary school and groups were equivalent in school grade, age, gender, and IQ. Oral and RC, word recognition, processing speed, picture naming, receptive vocabulary, and phonological awareness were assessed. There were no group differences regarding the accuracy in oral and RC, phonological awareness, naming, and vocabulary scores. DG performed worse than the CG in word recognition (general score and orthographic confusion items) and were slower in naming. Results corroborated the literature regarding word recognition and processing speed deficits in dyslexia. However, dyslexics can achieve normal scores on RC test. Data supports the importance of delimitation of different reading strategies embedded in the word recognition component. The role of processing speed in reading problems remain unclear. PMID:25506331

de Oliveira, Darlene G; da Silva, Patrícia B; Dias, Natália M; Seabra, Alessandra G; Macedo, Elizeu C

2014-01-01

416

Parents as Teachers: Teaching Parents How to Teach Toilet Skills to Their Children with Autism and Mental Retardation  

ERIC Educational Resources Information Center

The purpose of this study was to determine the effectiveness of a parent training program for teaching toilet skills to children with autism and mental retardation. The study was conducted with three mothers and their children. A multiple probe design using probe sessions across subjects was used. The experimental procedure consisted of two…

Ozcan, Nihal; Cavkaytar, Atilla

2009-01-01

417

Teaching Thinking Skills: Mapping the Arguments for Curriculum Choices Revisited.  

ERIC Educational Resources Information Center

This paper explores the teaching of thinking through description and analysis of the infusion approach as exemplified in the work of Robert Swartz, David Perkins, and Sandra Parks. After consideration of a substantive contentious issue raised by the analysis, the logic of curriculum decision-making in relation to the choice of ways of teaching

Jones, H. E. Melville; Haynes, B. T.

418

Teaching and assessing language skills: Defining the knowledge that matters  

Microsoft Academic Search

A goal of this double issue of English Teaching: Practice and Critique is to collectively consider what we mean when we talk about knowledge about language. How have our understandings changed over time? What are the implications of these new understandings for pedagogy in the field of language teaching? These are necessary and important questions. This article, however, does not

DAVID H. SLOMP

2005-01-01

419

Hand-Held Video for Clinical Skills Teaching  

ERIC Educational Resources Information Center

In health care education a balance needs to be struck between theoretical and practical teaching. Undergraduates typically split their time between clinical placement and university-based teaching blocks. A proportion of the time spent in preparation for clinical practice placements will be spent in the classroom or in simulation suites. The…

Edwards, Mark; Jones, Steve; Murphy, Fiona

2007-01-01

420

Teaching Number Skills and Concepts with Numicon Materials  

ERIC Educational Resources Information Center

This paper discusses the use of Numicon number 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 4 figures.)

Wing, Tony; Tacon, Romey

2007-01-01

421

Teaching Prelinguistic Communication Skills to School Age Children with Autism  

ERIC Educational Resources Information Center

Prelinguistic Milieu Teaching (PMT) is an intervention designed to teach young children to initiate nonverbal communication using vocalizations, gestures, and eye-gaze. Children are taught through social routines in their natural environment. Techniques include contriving an environment in which the children will be motivated to communicate and…

Franco, Jessica Hetlinger

2008-01-01

422

Teach and Assess Library Skills in 30 Minutes (or Less)  

ERIC Educational Resources Information Center

School librarians have always been teachers, even before the term "teacher-librarian" was coined. They teach every time they help students select books, locate and evaluate resources for research projects, or troubleshoot a computer problem. When they assist students, they explain and model the steps they are taking. Teaching for school librarians…

Lohmiller, Darcy

2012-01-01

423

An examination of lexical and sublexical reading skills in children with neurofibromatosis type 1.  

PubMed

Neurofibromatosis type 1 (NF1) is an inherited neurocutaneous disorder associated with a high frequency of cognitive and learning difficulties. Based on discrepancies between IQ and academic achievement, approximately 17% of children with NF1 have been classified as having reading impairments. In this study, the lexical and sublexical reading skills of children with NF1 (n = 30) were examined using the Castles' Word/Non-Word Test (modified version), together with measures of neuropsychological functioning and academic achievement. Twenty children (67%) demonstrated deficits in one or more reading subskills, with 75% of these meeting criteria for phonological dyslexia and 20% classified with mixed dyslexia. These findings indicate that a large proportion of children with NF1 may be characterized by a specific difficulty with the sublexical procedure, suggesting a difficulty employing spelling-to-sound rules to assemble a pronunciation when reading. In line with previous studies, the present findings also suggest that discrepancy-based methods may not be sufficiently sensitive to identify children who experience reading difficulties. PMID:17963094

Watt, Sharon E; Shores, Arthur; North, Kathryn N

2008-09-01

424

Modular Sequence: Teaching Reading to Bilingual Learners. TIP 002.01; Reading for the Spanish-Speaking Child: An Overview. Teacher Corps Bilingual Project.  

ERIC Educational Resources Information Center

This teaching module is an overview which, together with the modular sequence that follows, is designed to enable participants to make an informed choice as to the appropriate approach for teaching reading to Spanish-speaking students. Upon completion of this module, participants should be able to (a) discuss current English reading programs for…

Moylan, Maria; And Others

425

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement  

NASA Astrophysics Data System (ADS)

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Murrah, William M., III

426

Predictive Power of Attention and Reading Readiness Variables on Auditory Reasoning and Processing Skills of Six-Year-Old Children  

ERIC Educational Resources Information Center

The aim of present research was to describe the relation of six-year-old children's attention and reading readiness skills (general knowledge, word comprehension, sentences, and matching) with their auditory reasoning and processing skills. This was a quantitative study based on scanning model. Research sampling consisted of 204 kindergarten…

Erbay, Filiz

2013-01-01

427

The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities  

ERIC Educational Resources Information Center

Ten first grade students, participating in a Tier II response to intervention (RTI) reading program received an intervention of video self modeling to improve decoding skills and sight word recognition. The students were video recorded blending and segmenting decodable words, and reading sight words taken directly from their curriculum…

Ayala, Sandra M.

2010-01-01

428

The contribution of phonological skills to spelling, word recognition, and reading comprehension in learning-disabled and achieving readers  

Microsoft Academic Search

The purpose of this study was to investigate the relative contribution of phonological skills to the word recognition, spelling, and reading comprehension of learning disabled and achieving readers. A learning disabled sample (LD) consisting of 38 students (mean age = 10.10 years) was compared to two achieving reader groups: a younger, reading level matched sample (RL) consisting of 41 students

John Francis Kugler

1993-01-01

429

Measures of Reading Comprehension: Do They Measure Different Skills for Children Learning English as a Second Language?  

ERIC Educational Resources Information Center

The validity of two measures of English reading comprehension was examined across three different groups of English language learners (ELLs; 64 Portuguese, 66 Spanish and 65 Cantonese). All three groups were achieving within the average range in second grade. An exploratory principal components analysis of reading skills was carried out to…

Grant, Amy; Gottardo, Alexandra; Geva, Esther

2012-01-01

430

Specific Language and Reading Skills in School-Aged Children and Adolescents Are Associated with Prematurity after Controlling for IQ  

ERIC Educational Resources Information Center

Although studies of long-term outcomes of children born preterm consistently show low intelligence quotient (IQ) and visual-motor impairment, studies of their performance in language and reading have found inconsistent results. In this study, we examined which specific language and reading skills were associated with prematurity independent of the…

Lee, Eliana S.; Yeatman, Jason D.; Luna, Beatriz; Feldman, Heidi M.

2011-01-01

431

The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities  

ERIC Educational Resources Information Center

Ten first grade students who had responded poorly to a Tier 2 reading intervention in a response to intervention (RTI) model received an intervention of video self-modeling to improve decoding skills and sight word recognition. Students were video recorded blending and segmenting decodable words and reading sight words. Videos were edited and…

Ayala, Sandra M.; O'Connor, Rollanda

2013-01-01

432

The Role of Orthographic and Phonological Processing Skills in the Reading and Spelling of Monolingual Persian Children  

ERIC Educational Resources Information Center

The main objective of the present study was to examine the contribution of phonological and orthographic skills to Persian reading and spelling. The Persian language is of interest because it has very consistent grapheme-to-phoneme correspondences, but somewhat inconsistent phoneme-to-grapheme correspondences. Reading, spelling, phonological, and…

Rahbari, Noriyeh; Senechal, Monique; Arab-Moghaddam, Narges

2007-01-01

433

Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a "Simple View" of Reading?  

ERIC Educational Resources Information Center

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading

Munger, Kristen A.; LoFaro, Stephen A.; Kawryga, Erin A.; Sovocool, Elizabeth A.; Medina, Siani Y.

2014-01-01

435

Emergency, Cardiac Arrest! Can We Teach the Skills?  

ERIC Educational Resources Information Center

A survey of nursing students at the University of the West of England revealed a need to improve practical cardiopulmonary resuscitation skills. Compulsory training was implemented, partly funded by providing basic life support training to the general public. (SK)

Moule, Pamela; Knight, Carolyn

1997-01-01

436

The importance of phonological awareness for the development of early English reading skills among bilingual Singaporean kindergartners  

Microsoft Academic Search

To examine the relationship between phonological awareness (PA) and English word-level reading among a multilingual sample, a random sample of 297 Singaporean kindergartners, stratified by ethnicity (169 Chinese, 65 Malay, and 63 Indian), were tested on their PA, receptive vocabulary, and word-level reading skills. Singaporean kindergartners are all bilingual or early second-language (L2) learners of English and learn English reading

L. Quentin Dixon

2010-01-01

437

A School-Wide Attack on Reading Problems  

ERIC Educational Resources Information Center

The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen…

Shuman, R. Baird

2006-01-01

438

Office Skills: Junk Mail: Added Dimension to Teaching Records Management  

ERIC Educational Resources Information Center

A junk mail filing simulation is described as a simple but effective approach to teaching records management. Implementation of the approach is described in sixteen steps. Eight objectives and five variations to the simulation are included. (SH)

Klemin, Wayne

1977-01-01

439

Teaching theory of mind: A new approach to social skills training for individuals with autism  

Microsoft Academic Search

This study examined the effectiveness of a social skills training program for normal-IQ adolescents with autism. Five boys participated in the 4 1\\/2-month treatment condition; four boys matched on age, IQ, and severity of autism constituted the no-treatment control group. In addition to teaching specific interactional and conversational skills, the training program provided expliciand systematic instruction in the underlying social-cognitive

Sally Ozonoff; Judith N. Miller

1995-01-01

440

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

ERIC Educational Resources Information Center

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…

Bosley, Lisa

2008-01-01

441

The Effects of an Integrated Reading Comprehension Strategy: A Culturally Responsive Teaching Approach for Fifth-Grade Students' Reading Comprehension  

ERIC Educational Resources Information Center

The study evaluated the effects of the Integrated Reading Comprehension Strategy on two levels. The Integrated Reading Comprehension Strategy integrated story grammar instruction and story maps, prior knowledge and prediction method, and word webs through a culturally responsive teaching framework; the Integrated Reading Comprehension Strategy…

Bui, Yvonne N.; Fagan, Yvette M.

2013-01-01

442

Learning To Teach Reading: Setting the Research Agenda. A Collection of Papers Presented at the Reading Research 2000 Conference. (Indianapolis, Indiana, April 29, 2000).  

ERIC Educational Resources Information Center

This collection of abstracts is representative of the sessions presented at the International Reading Association's Reading Research 2000 Conference, held in Indianapolis, Indiana on April 29, 2000. The theme of the conference, "Learning To Teach Reading: Setting the Research Agenda," was a timely one as schools, teachers, states, teacher…

International Reading Association, Newark, DE.

443

Tasseography: Reading Post-Racial Resistance to Teaching  

ERIC Educational Resources Information Center

This article focuses on developing a progressive philosophy of praxis that challenges, what the author argues is, a post-racial resistance to teaching about racial injustice. Post-racial resistance to teaching can lead to forms of enlightened racism and sexism in the classroom. In this essay, the author develops and extends the use of the metaphor…

Houston, Akil

2011-01-01

444

Teaching Remedial Reading--What Preparation is Required?  

ERIC Educational Resources Information Center

A survey was conducted of 42 secondary schools in the North-Eastern Education Board area of Northern Ireland concerning remedial reading practices and procedures adopted by remedial reading teachers. The survey consisted of 50 questions divided into seven parts: general background information on the schools; number of pupils receiving remedial…

Farren, Sean; Johnston, Mary

445

Thoughtful Reading: Teaching Comprehension to Adolescents. [Videotapes and Viewing Guide].  

ERIC Educational Resources Information Center

This 4-part videotape series and viewing guide shows Cris Tovani, a high school teacher, working with a wide range of students, from college-bound seniors to students who have been referred to her classroom because of their struggles with reading. The viewing guide is designed to help teachers use the video series "Thoughtful Reading" in workshop…

Tovani, Cris

446

"America Reads": An Opportunity To Learn, Serve, and Teach.  

ERIC Educational Resources Information Center

Lakeland Community College (LCC) (Ohio) has begun a work-study program for its students to become reading tutors for students in grades kindergarten through five at local schools. The program offers quality reading tutorials for local elementary students as well as training for community college students who wish to become educators after…

Larson, Doreen M.

447

Rethinking Reading Comprehension. Solving Problems in the Teaching of Literacy.  

ERIC Educational Resources Information Center

This practical book grew out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. In the book, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. The book explains research-based ways to plan…

Sweet, Anne Polselli, Ed.; Snow, Catherine E., Ed.

448

Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading  

ERIC Educational Resources Information Center

Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic…

Joshi, R. Malatesha; Binks, Emily; Hougen, Martha; Dahlgren, Mary E.; Ocker-Dean, Emily; Smith, Dennie L.

2009-01-01

449

Teaching Critical Reading through Set Theory. Working Paper No. 20.  

ERIC Educational Resources Information Center

This paper examines the context of critical reading and considers how it can best be taught. The paper also includes some reflections on the current "state of the art" in critical reading in an English for Special Purposes (ESP) or English as a Second Language (ESL) context. The paper details a series of attempts to develop a set of questions that…

Scott, Michael R.; And Others

450

What Brain Research Suggests for Teaching Reading Strategies  

ERIC Educational Resources Information Center

How the brain learns to read has been the subject of much neuroscience educational research. Evidence is mounting for identifiable networks of connected neurons that are particularly active during reading processes such as response to visual and auditory stimuli, relating new information to prior knowledge, long-term memory storage, comprehension,…

Willis, Judy

2009-01-01

451

Individuals with Intellectual Disability Can Self-Teach in Reading  

ERIC Educational Resources Information Center

Previous research has suggested that individuals with intellectual disability (ID) underperform in several areas of reading compared to mental age-matched peers. However, it is unclear how they compare on orthographic aspects of reading, which have to do with learning and matching the specific letter patterns in words. The leading approach to…

Loveall, Susan J.; Conners, Frances A.

2013-01-01

452

The Role of Emotional Intelligence Skills in Teaching Excellence: The Validation of a Behavioral Skills Checklist  

ERIC Educational Resources Information Center

The role of emotional intelligence in effective teaching can be developed and enhanced through the use of an assessment instrument as a new evaluation and learning process for teachers. This involves a formative learning process for the qualities associated with excellent teaching characteristics and behaviors for use with teacher evaluation…

Harville, Pamela Cherie

2012-01-01

453

Attention to Learners, Subject, or Teaching: What Takes Precedence as Preservice Candidates Learn to Teach Historical Thinking and Reading?  

ERIC Educational Resources Information Center

This study examines how two history teacher candidates, Monica and James, learned to teach historical thinking and reading in a discipline-specific teacher education program. Data include pretests and postests, interviews, observations, and university course assignments. Qualitative data analysis reveals that although both teachers excelled in the…

Monte-Sano, Chauncey; Cochran, Melissa

2009-01-01

454

The relation between categorical perception of speech stimuli and reading skills in children  

NASA Astrophysics Data System (ADS)

Children ages 7 to 14 years listened to seven tokens, /ga/ to /ka/ synthesized in equal steps from 0 to 60 ms along the voice onset time (VOT) continuum, played in continuous rhythm. All possible changes (21) between the seven tokens were presented seven times at random intervals, maintaining the rhythm. Children were asked to press a button as soon as they detected a change. Maps of the seven tokens, constructed from multidimensional scaling of reaction times, indicated two salient dimensions: one phonological and the other acoustic/phonetic. Better reading, spelling, and phonological processing skills were associated with greater relative weighting of the phonological as compared to the acoustic dimension, suggesting that children with reading difficulty and associated deficits may underweight the phonological and/or overweight the acoustic information in speech signals. This task required no training and only momentary memory of the tokens. That an analysis of a simple task coincides with more complex reading tests suggests a low-level deficit (or shift in listening strategy). Compared to control children, children with reading disabilities may pay more attention to subtle details in these signals and less attention to the global pattern or attribute. [Supported by NIH Grant 1 RO1 HD35938 to JIB.

Breier, Joshua; Fletcher, Jack; Klaas, Patricia; Gray, Lincoln

2005-09-01

455

Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.  

PubMed

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7±1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. PMID:25240218

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María Del Mar; López-López, Francisco

2014-12-01

456

Integration of Phonics into Elementary Reading Programs  

ERIC Educational Resources Information Center

Understanding phonics is an important part of a young student's ability in learning how to read. The problem is that there is no set system that teachers follow in teaching phonics skills. The purpose of this study is to discover the ways that first grade teachers teach phonics to their students to help promote students success in reading. The…

Bast, Jenna M.

2013-01-01

457

Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism  

ERIC Educational Resources Information Center

Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

2014-01-01

458

Activating Children's Thinking Skills (ACTS): The Effects of an Infusion Approach to Teaching Thinking in Primary Schools  

ERIC Educational Resources Information Center

Background: Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims: To…

Dewey, Jessica; Bento, Janet

2009-01-01

459

Teaching information technology and research skills for public health.  

PubMed

The acquisition of information technology and research skills is fundamental for all students in Public Health because of its fundamental emphasis on population studies. In the Curtin University, Division of Health Sciences the School of Public Health has the responsibility of introducing communication and IT skills to all students, both undergraduate and postgraduate. A special program of information technology skills is offered. The age of the Internet has meant added temptation for students in terms of plagiarism and all students and staff must be aware of their ethical obligations in this area. The advent of flexible learning strategies will provide many opportunities for Schools of Public Health, both in the education of their students and in the continuing education of public health practitioners. APACPH member institutions could usefully pool their resources to develop flexible learning resources. PMID:12109247

Binns, C W; Lee, M K

2001-01-01

460

A Delphi Study to Identify Components of a New Model for Teaching and Learning 21st Century Literacy Skills  

ERIC Educational Resources Information Center

Reading online texts requires additional and more complex skills than those required for print based reading. The problem addressed in this study was the paucity of research regarding the definition, framework, and theoretical perspective underpinning the changing paradigm of 21st century literacy skills, The purpose of the study was to develop a…

Geiselhofer, Melissa Ann

2010-01-01

461

Teaching Affective Skills to Residents in Decreased Instruction Time.  

ERIC Educational Resources Information Center

A study to determine whether affective skills could be taught to residents in a family practice center without placing arduous constraints on their schedules is described. Residents at the University of Louisville Department of Family Practice were videotaped during a regular patient visit and then scheduled for review sessions. (MLW)

Dedman, Elizabeth B.; And Others

1987-01-01

462

Teaching social perceptual skills to students with learning disabilities  

Microsoft Academic Search

We investigated the effects of descriptive feedback and reinforcement on the acquisition and exhibition of social perceptual skills in three students with identified learning disabilities and social perceptual deficits. The students rated their teacher's affect based on six emotions, and received feedback regarding the accuracy of their ratings plus reinforcement for accurate ratings. Descriptive feedback and reinforcement resulted in a

Andrew B. Sandier; Jane Y. Murdock; Elizabeth Dofny; Paul J. Gerber

1991-01-01

463

Teaching Problem-Solving Skills to Nuclear Engineering Students  

ERIC Educational Resources Information Center

Problem solving is an essential skill for nuclear engineering graduates entering the workforce. Training in qualitative and quantitative aspects of problem solving allows students to conceptualise and execute solutions to complex problems. Solutions to problems in high consequence fields of study such as nuclear engineering require rapid and…

Waller, E.; Kaye, M. H.

2012-01-01

464

Teaching Information Literacy and Scientific Process Skills: An Integrated Approach.  

ERIC Educational Resources Information Center

Describes an online searching and scientific process component taught as part of the laboratory for a general zoology course. The activities were designed to be gradually more challenging, culminating in a student-developed final research project. Student evaluations were positive, and faculty indicated that student research skills transferred to…

Souchek, Russell; Meier, Marjorie

1997-01-01

465

Teaching Problem Solving Skills to Elementary Age Students with Autism  

ERIC Educational Resources Information Center

Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were…

Cote, Debra L.; Jones, Vita L.; Barnett, Crystal; Pavelek, Karin; Nguyen, Hoang; Sparks, Shannon L.

2014-01-01

466

Teaching Young Children Interpersonal Problem-Solving Skills  

ERIC Educational Resources Information Center

Learning how to problem solve is one of the key developmental milestones in early childhood. Children's problem-solving skills represent a key feature in the development of social competence. Problem solving allows children to stay calm during difficult situations, repair social relations quickly, and get their needs met in ways that are safe and…

Joseph, Gail E.; Strain, Phillip S.

2010-01-01

467

A First-Year Course That Teaches Research Skills  

ERIC Educational Resources Information Center

In the Fall semester of 2009, I taught a first-year course that focused on skills required to successfully complete undergraduate research. This paper will discuss the Simpson College first-year course requirements, my course goals, the graph theory topics covered, student feedback, and instructor reflection.

Czarneski, Debra

2013-01-01

468

Teaching Practices that Promote Motor Skills in Early Childhood Settings  

ERIC Educational Resources Information Center

Early childhood educators, especially those in preschool centers, are often expected to design and implement movement programs. However, these individuals may not have been taught these skills during their education. The purpose of this study was to determine if early childhood majors could successfully be taught to implement a mastery climate…

Robinson, Leah E.; Webster, E. Kipling; Logan, S. Wood; Lucas, W. Amarie; Barber, Laura T.

2012-01-01

469

Fostering the Development of Reading Skill through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students  

PubMed Central

This paper reports the effects of a two-year supplemental reading program for kindergarten through third grade students that focused on the development of decoding skills and reading fluency. Two hundred ninety-nine students were identified for participation and were randomly assigned to the supplemental instruction or to a no-treatment control group. Participants’ reading ability was assessed in the fall, before the first year of the intervention, and again in the spring of years 1, 2, 3, and 4. At the end of the two-year intervention, students who received the supplemental instruction performed significantly better than their matched controls on measures of entry level reading skills (i.e., letter-word identification and word attack), oral reading fluency, vocabulary, and comprehension. The benefits of the instruction were still clear two years after instruction had ended with students in the supplemental-instruction condition still showing significantly greater growth on the measure of oral reading fluency. Hispanic students benefited from the supplemental reading instruction in English as much as or more than non-Hispanic students. Results support the value of supplemental instruction focused on the development of word recognition skills for helping students at risk for reading failure. PMID:17364009

Gunn, Barbara; Smolkowski, Keith; Biglan, Anthony; Black, Carol; Blair, Jason

2006-01-01

470

Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil  

PubMed Central

This paper reports results of two studies that sought to teach generative reading skills to a large group of Brazilian children who were exhibiting protracted failure in school. Inspired by Skinner’s analysis of verbal relations and minimal verbal units, the methodology took advantage of certain characteristics of Portuguese. Many words in this language are comprised of two-letter syllabic units (e.g., BO+LA= ball, CA+BO= handle, LA+TA= can) that can be recombined to form new words (e.g., BOCA= mouth, BOTA= boot), thus establishing a route to generative reading via recombinative generalization. Such syllabic units were incorporated within curricular framework that used matching-to-sample and learning by exclusion methods to teach matching relations involving pictures, printed and spoken words, and printed and spoken syllables. Study 1 was conducted within a university-based learning center that maintained certain aspects of laboratory conditions. It showed that teaching textual relations between dictated and printed syllables could control procedurally the inter- and intra-participant variability observed in past studies that lacked this feature -resulting in virtually universally positive teaching outcomes. Study 2 was conducted in a public school programs that applied the same basic training methodology. Positive training outcomes in an experimental group were approximately 3–5 times greater than that in a placebo control group. Together, these studies illustrate that the functional analysis in Verbal Behavior is having a direct impact in educational science in Brazil. It has led to procedures that can be effectively translated from the laboratory to the community via delivery systems that can be implemented in the developing world. PMID:19960112

de Souza, Deisy G.; de Rose, Julio C.; Faleiros, Thais C.; Bortoloti, Renato; Hanna, Elenice Seixas; McIlvane, William J.

2009-01-01

471

Teaching Generative Reading Via Recombination of Minimal Textual Units: A Legacy of Verbal Behavior to Children in Brazil.  

PubMed

This paper reports results of two studies that sought to teach generative reading skills to a large group of Brazilian children who were exhibiting protracted failure in school. Inspired by Skinner's analysis of verbal relations and minimal verbal units, the methodology took advantage of certain characteristics of Portuguese. Many words in this language are comprised of two-letter syllabic units (e.g., BO+LA= ball, CA+BO= handle, LA+TA= can) that can be recombined to form new words (e.g., BOCA= mouth, BOTA= boot), thus establishing a route to generative reading via recombinative generalization. Such syllabic units were incorporated within curricular framework that used matching-to-sample and learning by exclusion methods to teach matching relations involving pictures, printed and spoken words, and printed and spoken syllables. Study 1 was conducted within a university-based learning center that maintained certain aspects of laboratory conditions. It showed that teaching textual relations between dictated and printed syllables could control procedurally the inter- and intra-participant variability observed in past studies that lacked this feature -resulting in virtually universally positive teaching outcomes. Study 2 was conducted in a public school programs that applied the same basic training methodology. Positive training outcomes in an experimental group were approximately 3-5 times greater than that in a placebo control group. Together, these studies illustrate that the functional analysis in Verbal Behavior is having a direct impact in educational science in Brazil. It has led to procedures that can be effectively translated from the laboratory to the community via delivery systems that can be implemented in the developing world. PMID:19960112

de Souza, Deisy G; de Rose, Julio C; Faleiros, Thais C; Bortoloti, Renato; Hanna, Elenice Seixas; McIlvane, William J

2009-03-01

472

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills  

PubMed Central

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5?years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

473

Teaching Web Search Skills: Techniques and Strategies of Top Trainers  

ERIC Educational Resources Information Center

Here is a unique and practical reference for anyone who teaches Web searching. Greg Notess shares his own techniques and strategies along with expert tips and advice from a virtual "who's who" of Web search training: Joe Barker, Paul Barron, Phil Bradley, John Ferguson, Alice Fulbright, Ran Hock, Jeff Humphrey, Diane Kovacs, Gary Price, Danny…

Notess, Greg R.

2006-01-01

474

Teaching Critical Literacy Skills through the Natural Environment "as" Text  

ERIC Educational Resources Information Center

Utilizing ecosocial theory and the notion of the environment as text, two teachers, the vice principal and a university researcher, engaged in a year-long, place-based, qualitative action research project in which they used the environment as the integrating context for teaching critical literacy, mathematics, and science. The project revealed…

Chambers, Joan M.; Radbourne, Christy

2014-01-01

475

Promoting the Generalization of Paraprofessional Discrete Trial Teaching Skills  

Microsoft Academic Search

This study investigated the effectiveness of a brief staff training procedure aimed at promoting the generalization of accurate implementation of discrete trial instruction from the training environment to the teaching environment. Three bachelor's-level paraprofessionals received classroom training using a training package that included didactic instruction, modeling, general case instruction, and practice with specific performance feedback. Participants were required to meet

Janice Bolton; Michele D. Mayer

2008-01-01

476

Teaching Emotion Recognition Skills to Children with Autism  

ERIC Educational Resources Information Center

Autism is associated with difficulty interacting with others and an impaired ability to recognize facial expressions of emotion. Previous teaching programmes have not addressed weak central coherence. Emotion recognition training focused on components of facial expressions. The training was administered in small groups ranging from 4 to 7…

Ryan, Christian; Charragain, Caitriona Ni

2010-01-01

477

Examining the Epistemological Beliefs and Problem Solving Skills of Preservice Teachers during Teaching Practice  

ERIC Educational Resources Information Center

This study aims to examine the development of preservice teachers' epistemological beliefs and problem solving skills in the process of teaching practice. Participants of this descriptive study were senior students from Gazi University's Faculty of Vocational Education ("n" = 189). They completed the Epistemological Belief…

Erdamar, Gurcu; Alpan, Gulgun

2013-01-01

478

Effects of Most to Least Prompting on Teaching Simple Progression Swimming Skill for Children with Autism  

ERIC Educational Resources Information Center

Effects of most to least prompting on teaching simple progression swimming skill for children with autism were investigated. A single subject multiple baseline model across subjects with probe conditions was used. Participants were three boys, 9 years old. Data were collected over a 10-week with session three times a week period using the single…

Yilmaz, Ilker; Konukman, Ferman; Birkan, Binyamin; Yanardag, Mehmet

2010-01-01

479

Using Computer Based Resource Guides to Teach the Skills of Listening.  

ERIC Educational Resources Information Center

To assess the outcomes of using a resource guide which provides for individual student needs in the teaching of listening skills, a multi-criterion instrument (consisting of the STEP-Listening Test, questionnaire, interview, and log) was administered to 15 fifth grade students, who had received instruction by three different methods. Based upon…

Davitt, Robert Joseph

480

The effectiveness of RANGKA contextual teaching and learning on students’ problem solving skills and scientific attitude  

Microsoft Academic Search

This study is designed specifically to measure the effectiveness of contextual teaching and learning of Biology on the students’ problem solving skills, and scientific attitude among secondary school students in Pekanbaru, Riau Indonesia. This quasi experiment involved some 215 form VII students from three government schools, segregated based on their existing cognitive abilities; viz. high, moderate and low. Data garnered

Evi Suryawati; Kamisah Osman; T. Subahan Mohd Meerah

2010-01-01

481

Teaching Critical-Thinking Skills Using Course Content Material: A Reversal of Roles  

NSDL National Science Digital Library

The strategy of getting students to understand science content using critical thinking has been widely used by instructors for decades. The methodology presented here was used to teach and improve critical-thinking skills in an atmosphere that focused on content material and was devoid of educational terminology.

Thomas Lauer

2005-05-01

482

The Impact of Faculty Teaching Practices on the Development of Students' Critical Thinking Skills  

ERIC Educational Resources Information Center

Colleges and universities recognize that one of the primary goals of higher education is to promote students' ability to think critically. Using data from the Wabash National Study of Liberal Arts Education (WNS), this study examined the relationship between faculty teaching practices and the development of students' critical thinking skills,…

Shim, Woo-jeong; Walczak, Kelley

2012-01-01

483

Using Classwide Peer Tutoring To Teach Beginning Algebra Problem-Solving Skills in Heterogeneous Classrooms.  

ERIC Educational Resources Information Center

This study compared the effectiveness of using classwide peer tutoring (CWPT) in 14 heterogeneous eighth-grade math classrooms with traditional independent student practice to teach problem-solving skills to students in beginning algebra. Both CWPT and independent practice were equally effective strategies with students identified as at risk or…

Allsopp, David H.

1997-01-01

484

Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?  

ERIC Educational Resources Information Center

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

Wylie, Ken; Cummins, Brian

2013-01-01

485

Effectiveness of the Modified Intensive Toilet Training Method on Teaching Toilet Skills to Children with Autism  

ERIC Educational Resources Information Center

The purpose of this study was to determine effectiveness of a modified version of Azrin and Foxx's (1971) intensive toilet training method on teaching of toilet skills to children with autism. This method consists of administering extra fluids and a time schedule, but does not use overcorrection procedures. Implementation requires a study of…

Ardiç, Avsar; Cavkaytar, Atilla

2014-01-01

486

Could MOOCs Answer the Problems of Teaching AQF-Required Skills in Australian Tertiary Programmes?  

ERIC Educational Resources Information Center

From 2015, Australian universities will be required to demonstrate that their programmes explicitly teach and assess achievement of, knowledge and skills, and the application of both as specified by the Australian Qualifications Framework (AQF). Over the last twenty years, the sector has applied significant effort and resources to embedding the…

Fraser, Kym; Ryan, Yoni

2013-01-01

487

Teaching Basic Math Skills to Preschoolers Using "Connecting Math Concepts Level K"  

ERIC Educational Resources Information Center

This study investigated the effects of teaching basic math skills to 16 children (11 typically developing, 5 with developmental delays) in an integrated university preschool. "Connecting Math Concepts Level K (CMC--K"; Engelmann & Becker, 1995) was delivered by the classroom teacher to small groups of 4 to 6 children over 6.5 weeks. All children…

McKenzie, Michelle A.; Marchand-Martella, Nancy E.; Moore, Marion E.; Martella, Ronald C.

2004-01-01

488

Empirical Status of Feuerstein's "Instrumental Enrichment" as a Method of Teaching Thinking Skills.  

ERIC Educational Resources Information Center

The purpose of this paper is to provide information to help decide whether Feuerstein's "Instrumental Enrichment" (FIE) technique (or some variation of it) might be useful in teaching leadership-relevant thinking skills to prospective Army leaders. This paper examines some 35 reports of FIE research conducted in Israel, Venezuela, Canada, and in a…

Savell, Joel M.; And Others

489

Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning  

ERIC Educational Resources Information Center

The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

Ozen, Arzu; Batu, Sema; Birkan, Binyamin

2012-01-01

490

Learning 21st-Century Skills Requires, 21st-Century Teaching  

ERIC Educational Resources Information Center

For students to learn 21st-century skills, we will have to teach them differently than we have in the past. The outdated, transmission model, through which teachers transmit factual knowledge to students via lectures and textbooks, remains the dominant approach to compulsory education in much of the world, yet it is not the most effective way to…

Saavedra, Anna Rosefsky; Opfer, V. Darleen

2012-01-01

491

Teaching Social Skills to Children with Autism Using the Cool versus Not Cool Procedure  

ERIC Educational Resources Information Center

This study evaluated the effects of the cool versus not cool procedure for teaching three children diagnosed with an autism spectrum disorder eight social skills. The cool versus not cool procedure is a social discrimination program used to increase children's ability to display appropriate social behaviors. In this study, the cool versus not cool…

Leaf, Justin B.; Tsuji, Kathleen H.; Griggs, Brandy; Edwards, Andrew; Taubman, Mitchell; McEachin, John; Leaf, Ronald; Oppenheim-Leaf, Misty L.

2012-01-01

492

Using Social Stories to Teach Social and Behavioral Skills to Children with Autism  

Microsoft Academic Search

This article describes the use of social-story intervention programs to teach appropriate social behavior to 3 children with autism. The procedures used in these interventions combined social-story methodology with a more traditional behavioral social-skills training strategy. Procedures and suggestions for successfully developing, implementing, and evaluating social-story intervention programs are also provided.

Brenda L. Swaggart; Elisa Gagnon; Stacey Jones Bock; Theresa L. Earles; Colleen Quinn; Brenda Smith Myles; Richard L. Simpson

1995-01-01

493

Using Video Prompting to Teach Cooking Skills to Secondary Students with Moderate Disabilities  

ERIC Educational Resources Information Center

Three secondary students with moderate disabilities acquired cooking skills through a constant time delay procedure used with video prompting. A multiple probe design was used to evaluate effectiveness of the procedure to teach preparation of a food item (a) on a stove, (b) in a microwave, and (c) on a counter top. The procedure was effective for…

Graves, Tara B.; Collins, Belva C.; Schuster, John W.; Kleinert, Harold

2005-01-01

494

Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model  

ERIC Educational Resources Information Center

Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

Santana Arroyo, Sonia

2013-01-01

495

Teaching a Course in Abnormal Psychology and Behavior Intervention Skills for Nursing Home Aides.  

ERIC Educational Resources Information Center

Describes an 11-week course given at a nursing home to nursing home aides that focused on abnormal psychology and behavior intervention skills. Discusses the course goals, class composition, and course description. Addresses the problems and issues encountered with teaching this course to a nontraditional population in an unconventional setting.…

Glenwick, David S.; Slutzsky, Mitchel R.; Garfinkel, Eric

2001-01-01

496

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge  

ERIC Educational Resources Information Center

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new…

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-01-01

497

Socially ADDept: Teaching Social Skills to Children with ADHD, LD, and Asperger's, Revised Edition  

ERIC Educational Resources Information Center

"Socially ADDept" helps educators and parents teach the hidden rules of social behavior to children with limited social skills, notably those with special needs like ADHD, learning disabilities, Asperger's and high-functioning autism, Tourette Syndrome, and nonverbal learning disabilities. The author provides all the information parents and…

Giler, Janet Z.

2011-01-01

498

The Use of Computer-Generated Speech in Training Basic Teaching Skills.  

ERIC Educational Resources Information Center

Description of microcomputer-based simulations used to help teachers-in-training acquire basic teaching and classroom intervention skills highlights the Speech Synthesizing Simulation, which is designed to train speech language clinicians. Computer-generated verbal exchanges between a teacher and a class of computer-defined pupils during a…

Strang, Harold R.; And Others

1988-01-01

499

A PBLT Approach to Teaching ESL Speaking, Writing, and Thinking Skills  

ERIC Educational Resources Information Center

This paper introduces Philosophy-based Language Teaching (PBLT) as a new approach to developing productive language and thinking skills in students. The approach involves posing philosophical questions and engaging students in dialogues within a community of enquiry context. To substantiate the approach, the paper reports a study in which 34…

Shahini, Gholamhossein; Riazi, A. Mehdi

2011-01-01

500

Project S.P.I.C.E.: Special Partnership in Career Education. Employability Skills Teaching Module.  

ERIC Educational Resources Information Center

The employability skills teaching module is one of a series of six modules prepared by Project SPICE (Special Partnership in Career Education) as a means of providing career awareness information to educable mentally handicapped students (ages 11-to-13 years). After an overview, a module profile is provided which charts the units, the activities…

Emerson, Debby H.; And Others