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1

Teaching Basic Reading Skills in Secondary Schools.  

ERIC Educational Resources Information Center

|This document presents diagnostic and prescriptive techniques that will enable teachers to enhance secondary school students' learning through reading in content areas. Three terms used in the document are defined in Section I: "vocabulary skills" include word attack skills, sight word skills, and word meanings; "comprehension skills" are…

Carnine, Linda

1980-01-01

2

Teaching Basic Reading Skills to Adolescents with Behavioral Disorders.  

ERIC Educational Resources Information Center

This set of transparency masters provides information on a study of 52 adolescents with behavior disorders. The study assessed the value of teaching basic reading skills to at-risk 8th- to 10th-graders who were reading below the 4th grade level. Students were divided into three groups based on IQ level. The adolescents attended a foundation course…

Longo, Ann Marie; And Others

3

Teaching Communication and Reading Skills in the Content Areas.  

ERIC Educational Resources Information Center

|Intended for elementary school teachers who want to incorporate language skill-building activities into their subject area instruction, this booklet provides practical teaching strategies based on research about how children learn to read and communicate. The three major sections of the booklet deal with (1) teaching comprehension and study…

Hennings, Dorothy Grant

4

THE INTERACTION OF READING SKILLS AND SCIENCE CONTENT KNOWLEDGE WHEN TEACHING STRUGGLING SECONDARY STUDENTS  

Microsoft Academic Search

Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks.For reading instruction, this approach features carefully selected vocabulary, word reading instruction, oral (including

Linda Carnine; Douglas Carnine

2004-01-01

5

Teaching Reading and Comprehension Skills to Sub-Literate Adults.  

ERIC Educational Resources Information Center

|Forty sub-literate adults were given reading and comprehension skill training. Twenty of the subjects were taught using a multimedia, multimodal and multilevel communication skill system (Experimental Group). The other twenty were taught in a traditional manner using standard reading texts (Control Group). Both Groups received an average of 265…

Kent, M. R.; Dockrill, F. J.

6

The Interaction of Reading Skills and Science Content Knowledge when Teaching Struggling Secondary Students  

ERIC Educational Resources Information Center

|Science content area texts are difficult for most middle school students, particularly whose reading skills are below grade level. This article describes an innovative approach to integrating the teaching of middle school science content and reading skills to increase levels of student success with content area textbooks. For reading instruction,…

Carnine, Linda; Carnine, Douglas

2004-01-01

7

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

Microsoft Academic Search

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

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

2001-01-01

8

Beginning Reading by Teaching in Rime Analogy: Effects on Phonological Skills, Letter-Sound Knowledge, Working Memory, and Word-Reading Strategies.  

ERIC Educational Resources Information Center

Finds teaching prereading kindergartners in the rime analogy strategy and prereading skills resulted in more reading than teaching either alone. Notes many children developed the untaught abilities of medial and final phoneme identity and the letter recoding reading strategy; and children were able to generalize the rime analogy strategy to read

Walton, Patrick D.; Walton, Lona M.

2002-01-01

9

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

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…

Goddard, Yvonne; Rinderknecht, Laura

2009-01-01

11

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

12

A Study of Undergraduate Preparation in the Teaching of Reading Skills  

ERIC Educational Resources Information Center

|Summarizes participants' responses to skills taught, availability-desirability of experiences, and changes desired in an undergraduate reading methods course for elementary teachers at Western Michigan University. (MB)|

Taylor, David; And Others

1971-01-01

13

Paper versus Pixel: Effectiveness of Paper versus Electronic Maps to Teach Map Reading Skills in an Introductory Physical Geography Course  

ERIC Educational Resources Information Center

|This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between…

Pedersen, Paula; Farrell, Pat; McPhee, Eric

2005-01-01

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

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

ERIC Educational Resources Information Center

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

Duran, Elva

16

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

ERIC Educational Resources Information Center

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

Duran, Elva

17

An Evaluation of a Multi-Sensory Speaking-Computer based System (Starcross-IDL) Designed To Teach the Literacy Skills of Reading and Spelling.  

ERIC Educational Resources Information Center

Describes the "Indirect Learning" (IDL) system, a speaking-computer-based multisensory system for teaching literacy skills of reading and spelling in children aged 6 upwards and adults, produced by Starcross. IDL measures how effectively the system remediated the reading and spelling in children and adults with poor phonological skills and/or…

Scrase, Richard

1998-01-01

18

Teaching Reading and Mathematics. Reading Aids Series.  

ERIC Educational Resources Information Center

|This monograph is designed to furnish classroom teachers with insight and ideas for teaching reading more carefully by emphasizing the what and how aspects of instruction. It is written for the teacher of mathematics in the middle and secondary grades who realizes the important relationship between effective reading skills and learning…

Earle, Richard A.

19

The effects of student-centered and traditional models of teaching on reading skills  

Microsoft Academic Search

A pre-test, post-test, quasi-experimental design was used to examine the effects of student-centered and traditional models of reading instruction on outcomes of literal comprehension and critical thinking skills. The sample for this study consisted of 101 adult students enrolled in a high-level developmental reading course at a large, urban community college in the Southeastern United States. The experimental group consisted

Clifton W Hamilton

2007-01-01

20

Teaching Reading and Study Skills to Law Students: The FAIR Method.  

ERIC Educational Resources Information Center

This paper describes the development of a reading and study skills course for law students at Brigham Young University. A study technique called the "FAIR Method" helps students look for the following common elements in all law cases: the facts on which resolution of the dispute turns, the action or classification of the dispute (such as assault…

Mayfield, Craig K.

21

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

22

Translating Higher Reading Skills into Measurable Behavior.  

ERIC Educational Resources Information Center

|Competency-based education is a model that needs research and development before it can be successfully translated into classroom practices for teaching higher reading skills. Competency-based programs of reading instruction that stress cognitive rather than low-level skills may encounter difficulty in performing a logical task analysis of higher…

Holden, Marjorie H.

23

A Cognitive Model for Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

|Presents a fresh way for teaching reading comprehension skills to learners of a language. Gives theoretical background, illustrates the basic steps used in the model for teaching reading comprehension, and discusses the advantages and features of this new model for teaching reading comprehension. (Author/VWL)|

Sheng, He Ji

2000-01-01

24

Parents Teach Reading, Too.  

ERIC Educational Resources Information Center

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

Clary, Linda Mixon

25

Reading by Radio: A Position Paper on the Use of Radio in Teaching Reading Skills for Educational Development.  

National Technical Information Service (NTIS)

This paper discusses the importance of language skills for developing country educational development and the usefulness and appropriateness of radio in advancing these skills. As a tool in the general educational process, radio possesses several advantag...

M. Imhoof

1981-01-01

26

Developing Reading and Literacy Skills in Saudi Arabia  

ERIC Educational Resources Information Center

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

Al-Jarf, Reima

2007-01-01

27

Improving Reading/Study Skills in a College Content Class.  

ERIC Educational Resources Information Center

|Reading educators stress the importance of teaching reading study skills in college content area classes. Thus, a freshman level reading education course offered the opportunity simultaneously to model effective practices for preservice teachers and to conduct a study of the gains in both content knowledge and reading study skills for students…

Gillis, M. K.; Olson, Mary W.

28

Effects of Teaching First-Year Medical Students Skills to Read Medical Literature.  

ERIC Educational Resources Information Center

A course at George Washington University School of Medicine was evaluated to determine the course's effectiveness, changes in the students' perception of their competence in reading medical literature, the student's knowledge of research study design and statistics, and the effect of the course on the students' journal reading. (Author/MLW)

Riegelman, Richard K.

1986-01-01

29

Improving students' reading comprehension skills: Effects of strategy instruction and reciprocal teaching  

Microsoft Academic Search

The aim of this study was to investigate the effects of three different forms of strategy instruction on 210 elementary-school students' reading comprehension. Students were assigned to any one of three intervention conditions or to a traditional instruction condition (control condition). Training students were taught four reading strategies (summarizing, questioning, clarifying, predicting) and practiced these strategies in small groups (reciprocal

Nadine Spörer; Joachim C. Brunstein; Ulf Kieschke

2009-01-01

30

The Challenge of Teaching Elementary Reading  

ERIC Educational Resources Information Center

|In this article, Aline Wolf discusses the challenges of teaching elementary reading at present time. She also raises her concern not only about the declining of reading skills, but also about the declining number of books that students actually read which creates a dilemma for teachers. She believes that the Montessori community must give…

Wolf, Aline D.

2006-01-01

31

Teaching Adults to Read with Reading Apprenticeship  

ERIC Educational Resources Information Center

Many adult students have basic reading skills, but they are inexperienced readers who need to learn skills beyond the basics to equip them for success in college and career. How do educators face such adults with optimism and an eagerness to help improve specific reading skills so that these students can read and understand a variety of materials?…

Lesmeister, Michele Benjamin

2010-01-01

32

Teaching Social Skills.  

ERIC Educational Resources Information Center

|Strategies typically used for teaching academic skills can also be used to teach disabled children to become more socially competent. They include modeling, strategic placement, correspondence training, rehearsal and practice, positive reinforcement/shaping, prompting and coaching, positive practice, and multimethod training packages. (VW)|

Carter, Jane; Sugai, George

1988-01-01

33

Let's Teach Reading.  

ERIC Educational Resources Information Center

Two essential concepts are developed in this paper: (1) the first year of language instruction is a period in which the student should gain basic command of the target language verbally and develop reading skills as well, and (2) the "comfort level" in reading should be retained as the student progresses. The latter, the author suggests, assures…

Wall, Lillian

1969-01-01

34

A holistic approach to teaching college reading  

Microsoft Academic Search

This paper takes the position that college reading should be taught in a holistic manner. The position is based on McDonald's (1965) idea that a skill is the total performance which is made up of a complex set of processes. Characteristics of developmental college readers are presented and several generalizations are discussed which should be considered when teaching college reading

Sherrie L. Nist

1985-01-01

35

Teaching Thinking Skills  

Microsoft Academic Search

A course was developed to teach cognitive skills that apply to learning and intellectual performance independently of subject matter, stressing observation and classification, reasoning, critical use of language, problem solving, inventiveness, and decision making. With pretests and posttests, it was taught experimentally to over 400 Venezuelan seventh graders, whose classes were matched to those of a control group. Although evaluation

Richard J. Herrnstein; Raymond S. Nickerson; Margarita de Sanchez; John A. Swets

1986-01-01

36

Teaching Reading through Writing  

ERIC Educational Resources Information Center

|This article discusses a teaching method called reading through writing (RtW), based on the use of computers rather than handwriting. The pupils use the computers in pairs and decide themselves what they will write about. The use of this method is studied via a questionnaire to 22 teachers and via seven Master's and two Bachelor's theses,…

Takala, Marjatta

2013-01-01

37

Patterns of Teaching Reading in the Elementary School.  

ERIC Educational Resources Information Center

|This book, which is intended as a source book for classroom teachers and reading clinicians, focuses on: (1) recommended guidelines and patterns for teaching reading skills based upon the findings of current research in teaching and learning; (2) descriptions and evaluations of new approaches and materials for reading instruction; (3)…

Hafner, Lawrence E.; Jolly, Hayden B.

38

A Teaching Strategy for Reading Coupons.  

ERIC Educational Resources Information Center

|Acknowledging that consumers need to look for certain information on store coupons, this lesson plan uses the overhead projector for teaching elementary school students how to systematically read and use coupons. The lesson emphasizes informed consumerism and provides a practical opportunity for students to apply the skills of vocabulary…

Bohning, Gerry

39

Teaching LD Adolescents to Read.  

ERIC Educational Resources Information Center

|Suggestions for successfully teaching severely reading disabled adolescents are presented in terms of: preparing for instruction (analyze students' instructional and achievement histories, identify current reading demands); providing direct instruction (solicit active student involvement, individualize instructional activities); and monitoring…

Houck, Cherry K.

1987-01-01

40

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

41

Teaching Critical Reading as a Way of Teaching Critical Thinking.  

ERIC Educational Resources Information Center

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

Taylor, William M.

42

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

ERIC Educational Resources Information Center

|Preschool and kindergarten educators know that strong oral language skills must be in place before children can learn to read. In "Before They Read: Teaching Language and Literacy Development through Conversations, Interactive Read-Alouds, and Listening Games," Cathy Puett Miller helps educators teach those early literacy skills with engaging…

Miller, Cathy Puett

2010-01-01

43

Teaching writing through reading: a text-centred approach  

Microsoft Academic Search

The aim of this article is to establish the relevance of teaching reading and writing skills to students at Madrid Polytechnic University, and to show the relationship and interdependence of these activities in EAP courses. The skills involved in reading and writing processes for academic purposes for L2 students are compared and commented on from a rhetorical point of view.

Pilar Durán Escribano

1999-01-01

44

The Improvisational in Teaching Reading.  

ERIC Educational Resources Information Center

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

Commeyras, Michelle

2002-01-01

45

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.

46

What About Special Theories of Teaching Remedial Reading?  

ERIC Educational Resources Information Center

Four new approaches to remedial reading directed toward the stimulation of defective perceptual areas by procedures other than teaching reading skills are reviewed. The Delacato approach emphasizes the development of neurological organization and laterality. It may be useful for a small percentage of children with severe reading disabilities, but…

Harris, Albert J.

47

What About Special Theories of Teaching Remedial Reading?  

ERIC Educational Resources Information Center

|Four new approaches to remedial reading directed toward the stimulation of defective perceptual areas by procedures other than teaching reading skills are reviewed. The Delacato approach emphasizes the development of neurological organization and laterality. It may be useful for a small percentage of children with severe reading disabilities, but…

Harris, Albert J.

48

How psychological science informs the teaching of reading.  

PubMed

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers. PMID:11878018

Rayner, K; Foorman, B R; Perfetti, C A; Pesetsky, D; Seidenberg, M S

2001-11-01

49

Reading skills in hyperlexia: a developmental perspective.  

PubMed

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

Nation, K

1999-05-01

50

Reading Skills Laboratories for Alternative High Schools.  

ERIC Educational Resources Information Center

This project provided individual and small group remedial reading instruction to pupils in 14 alternative high schools in New York City. Students were assigned on the basis of a minimun of two years retardation in reading skills as determined by standardized reading achievement test scores, recommendations of guidance counselors and staff…

Beeken, Basil B.

51

Teaching Struggling Readers: Articles from "The Reading Teacher."  

ERIC Educational Resources Information Center

Published in "The Reading Teacher" over the past ten years, the 32 articles in this book present many examples of effective environments and classroom techniques and address a range of issues to help teachers redefine professional beliefs about teaching reading or learning disabled children the skills they need. Section 1 (Rethinking Literacy…

Allington, Richard L., Ed.

52

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

53

Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.08; Developing Comprehension and Critical Thinking Skills (K-6). Teacher Corps Bilingual Project.  

ERIC Educational Resources Information Center

|The purpose of this teaching module is to enable participants to demonstrate and apply their knowledge of comprehension and critical thinking skills, using the Watson-Glaser Test of Critical Thinking Ability. Critical thinking is defined as an attitude of thoughtful consideration of the problems and subjects that come within one's experience,…

Cillizza, Joseph; Devine, John M.

54

Teaching Reading Vocabulary  

ERIC Educational Resources Information Center

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

Nicholson, Tom; Dymock, Sue

2010-01-01

55

Teaching Tips: Read Smarter, Not Harder--Global Reading Comprehension Strategies  

ERIC Educational Resources Information Center

|As students move through the grades, the demands of comprehending increasingly complex text increase, and some students begin to struggle. What are the differences between skilled and struggling readers? How can educators teach students to become more proficient readers? This Teaching Tip describes research into middle-level students' reading

Bishop, Penny A.; Reyes, Cynthia; Pflaum, Susanna W.

2006-01-01

56

Reading Skills among Students with Intellectual Disabilities  

ERIC Educational Resources Information Center

|Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning…

Ratz, Christoph; Lenhard, Wolfgang

2013-01-01

57

Reading Skills among Students with Intellectual Disabilities  

ERIC Educational Resources Information Center

Students with intellectual disabilities (ID) display an extremely wide variety of skills in the field of literacy, and the ability to read and write are central learning aims in the education of students with ID. It is vital to gain detailed knowledge on the literacy skills of students with ID in order to plan instruction, create learning…

Ratz, Christoph; Lenhard, Wolfgang

2013-01-01

58

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…

Foy, Judith G.; Mann, Virginia A.

2013-01-01

59

Reading and Teaching the Novel, Volume 3.  

ERIC Educational Resources Information Center

|This volume on reading and teaching the novel contains six articles: "Close Reading: The Novel in the Senior School" by S. E. Lee discusses the advantages of rereading and analytical reading in high school; "Teaching 'The Great Gatsby'" by David Mallick discusses the difficulties of teaching this novel and provides a lesson plan; "The Operation…

Arnold, Roslyn M., Ed.

60

Standardized Testing and the Teaching of Reading: A Practical Guide with Evaluations of Reading Tests Commonly Used in Australian Schools.  

ERIC Educational Resources Information Center

Standardized reading tests and associated issues involved in the teaching of reading skills are discussed, with illustrative examples of reading tests commonly used in Australia. The nature of standardized reading tests is analyzed, and the circumstances under which such tests should be used are outlined. Interpretation of scores from standardized…

Teale, William H.; Rowley, Glenn

61

Reading As a Survival Skill.  

ERIC Educational Resources Information Center

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

Blosser, Patricia E.

1980-01-01

62

Reading As a Survival Skill.  

ERIC Educational Resources Information Center

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

Blosser, Patricia E.

1980-01-01

63

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.

64

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…

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

65

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

66

CHILDREN RECEIVING REMEDIAL TEACHING IN READING  

Microsoft Academic Search

Over 1,200 children receiving remedial teaching in reading were studied on ten main variables: IQ, chronological age, mental age, initial reading age, reading age after treatment, treatment length, number of attendances, percentage attendance, size of teaching group, and improvement. Sex distribution and laterality patterns were also examined.The findings of many previous smaller studies were in general borne out. In particular,

Asher Cashdan; P. D. Pumfrey; E. A. Lunzer

1971-01-01

67

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

68

Development of future faculty teaching skills.  

PubMed

Doctoral and postdoctoral students considering a career as an educator would be well served by: (1) training in effective classroom communication skills, (2) the use of existing technology in teaching, (3) developing a new course or updating an existing course, and (4) availing themselves of campus teaching resources designed enhance their teaching portfolio. Universities need to place more attention on developing the teaching skills of their doctoral and postdoctoral students. This should include teaching methods and aids, communication skills, motivation, learning theory, testing, counselling and guidance, and course design. An important dimension from a guidance stand point is the conduct of a formal peer review process for beginning faculty. PMID:20491397

Penson, J B

2010-01-01

69

Psycholinguistics and the Teaching of Reading.  

ERIC Educational Resources Information Center

Selected by the International Reading Association's Committee on Psycholinguistics and Reading, the papers in this volume were first presented at the 1968 IRA Preconvention Institute: (1) "Reading Is Only Incidentally Visual" (Kolers) suggests that the teaching of reading should move away from the purely visual; (2) "Some Thoughts on Spelling"…

Goodman, Kenneth S., Ed.; Fleming, James T., Ed.

70

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

ERIC Educational Resources Information Center

In recent years, there has been increasing emphasis on the idea of reading as a "socio-cultural" phenomenon, derived from the idea that reading is not an isolated skill but is necessarily related to the purposes reading will be put to in particular social and cultural contexts. This collection of essays acknowledges the undoubted contribution of…

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

71

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

PubMed

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

Calhoon, Mary Beth

72

Teaching Thinking Skills Using the Concept Time.  

ERIC Educational Resources Information Center

|A category system for organizing six thinking skills and methods for teaching these skills, using the concept of time, are provided. Representing a proposed sequential order of development, the six thinking skills are: (1) imaging--the creating of an internal mental representation of an external thing and the labeling of that representation, (2)…

Brandhorst, Allan; Splittgerber, Fred

73

New Ways in Teaching Reading. Revised  

ERIC Educational Resources Information Center

|This second edition of "New Ways in Teaching Reading" bursts with new activities while retaining many of the features that made the first edition a best seller. The activities chosen for this edition are inspired by state-of-the art trends in teaching reading to English learners. Teachers now find numerous creative, classroom-ready activities in…

Day, Richard R.

2012-01-01

74

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

PubMed Central

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

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

2010-01-01

75

Increasing Reading and Communication Skills in Children with Autism through an Interactive Multimedia Computer Program.  

ERIC Educational Resources Information Center

|An interactive, child-initiated software package was used in teaching reading and communication skills to 3 groups of children (n=30), including 20 children with autism and mixed disabilities. Results suggest that such programs may stimulate reading and communication, but that interventions must be individualized and include detailed planning and…

Heimann, Mikael; And Others

1995-01-01

76

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

77

A survey of college reading\\/study skills texts  

Microsoft Academic Search

This article reviews the results of a survey of reading\\/study skills texts for college developmental reading courses. Textual and content factors chosen for inclusion are described and relevant research cited. Seventeen college survival skills, reading instruction, and reading practice texts currently on the market were randomly chosen for the survey. Survey based recommendations are made which can be used by

Marguerite C. Radencich; Jeanne Shay Schumm

1984-01-01

78

Reflective Teaching in Teaching Social Skills: Utopia or Necessity?  

ERIC Educational Resources Information Center

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

Usakli, Hakan

2009-01-01

79

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

80

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

ERIC Educational Resources Information Center

Shared story reading is a practice that has been used successfully to promote literacy skills for all students. The benefits of shared story reading are not exclusive to literacy instruction and should carry into other disciplines such as mathematics. Using shared story reading to teach mathematics concepts can play an important role in…

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

2013-01-01

81

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

ERIC Educational Resources Information Center

|Shared story reading is a practice that has been used successfully to promote literacy skills for all students. The benefits of shared story reading are not exclusive to literacy instruction and should carry into other disciplines such as mathematics. Using shared story reading to teach mathematics concepts can play an important role in…

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

2013-01-01

82

The Development of Self Instructional Drill Materials to Facilitate the Growth of Score Reading Skills of Student Conductors. Final Report.  

ERIC Educational Resources Information Center

Music score reading ability defined in this study as skill in the detection and identification of pitch and rhythmic errors, is a necessary requisite for teachers of instrumental music. In an effort to devise an instructional method for teaching score reading skill, self instructional programed drill materials were developed and the use of these…

Sidnell, Robert G.

83

Reading Attitudes and Literacy Skills in Prekindergarten and Kindergarten Children.  

ERIC Educational Resources Information Center

Examined two or four times during the course of a year the reading attitudes and reading skills of 41 prekindergarten and kindergarten learners. Found a slight decrease in reading attitudes during kindergarten. Expected skill increases were generally indicated, with pronounced increases in sight word recognition during kindergarten, after other…

Sperling, Rayne A.; Head, Darlene M.

2002-01-01

84

Using Experiential Learning to Teach Evaluation Skills.  

ERIC Educational Resources Information Center

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

Wulff-Risner, Linda; Stewart, Bob

1997-01-01

85

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

86

Group Writing: How Writing Teaches Reading  

ERIC Educational Resources Information Center

|What do Slinky toys, sign language, clipboards, golf pencils, and a house icon have in common? They all are a part of the author's writing and reading program, which teaches children how to write, and then read what they have written. This book includes: effective strategies that address multiple learning styles; a ready-to-use form for ongoing…

Campbell-Rush, Peggy

2006-01-01

87

Longitudinal Stability of Reading-Related Skills and their Prediction of Reading Development  

PubMed Central

Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading skills. There were significant and longitudinally stable individual differences for all four reading-related skills that were independent from each of the reading and spelling skills. Yet the only significant longitudinal prediction of reading skills was from IQ at mean age 10 for reading comprehension at mean age 16. The extremely high longitudinal latent-trait stability correlations for individual differences in word recognition (.98) and spelling (.95) left little independent outcome variance that could be predicted by the reading-related skills. We discuss the practical and theoretical importance of these results and why they differ from studies of younger children.

Hulslander, Jacqueline; Olson, Richard K.; Willcutt, Erik G.; Wadsworth, Sally J.

2009-01-01

88

Preschoolers' Reading Skills Benefit from One Modest Change by Teachers  

ERIC Educational Resources Information Center

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

Grabmeier, Jeff

2012-01-01

89

Teaching and evaluating surgical skills  

Microsoft Academic Search

Objective: To examine how surgical skills are taught and evaluated in obstetrics-gynecology residency programs in the United States.Methods: A questionnaire was mailed to the directors of all 266 residency programs in the United States and to second contact names at 51 sites. Directors were asked to evaluate how surgical skills are taught and evaluated and to rate the importance of

Lynn P Mandel; Gretchen M Lentz; Barbara A Goff

2000-01-01

90

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

ERIC Educational Resources Information Center

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

McGuinness, Diane

2005-01-01

91

Teaching Difficult Vocabulary in Reading.  

ERIC Educational Resources Information Center

A discussion of the relationship of vocabulary to reading comprehension focuses on the instruction of difficult vocabulary to learners of English as a Second Language. The historical background of vocabulary instruction is chronicled and the importance of reading and vocabulary learning to each other is examined. Various kinds of difficult…

Washburn, Jonathan Walter

92

Teaching technical skills in pediatrics  

Microsoft Academic Search

Technical skills are an important and difficult part of managing a very sick or injured child. However, technical procedures\\u000a are more often learned from experience than practice. This article reviews a variety of technical skills and procedures commonly\\u000a performed in a pediatric emergency department. Each technical procedure can be practiced using live or artificial model for\\u000a simulation.

Steven M. Selbst; M. Douglas Baker; Louis M. Bell; Kathy N. Shaw; Cynthia Briede; G. Anthony Woodward; Stephen Ludwig

1989-01-01

93

Increased Stroop interference with better second-language reading skill  

Microsoft Academic Search

Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have

Wouter Braet; Nele Noppe; Johan Wagemans; Hans Op de Beeck

2010-01-01

94

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

95

The Role of the Principal in Improving Adolescent Reading Skills  

ERIC Educational Resources Information Center

This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading skills. This research study identified three strategies that were utilized by principals in an effort to develop effective reading skills in adolescent students which are: (1) effective program…

Brown, Mamie Lee

2010-01-01

96

Expressive versus Receptive Language Skills in Specific Reading Disorder  

ERIC Educational Resources Information Center

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

Stojanovik, Vesna; Riddell, Patricia

2008-01-01

97

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

ERIC Educational Resources Information Center

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

Jones, Jan; And Others

98

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

Microsoft Academic Search

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 the inquiry process purports to engender and the potential for

Jessica Zacher Pandya

2012-01-01

99

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

ERIC Educational Resources Information Center

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

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

2009-01-01

100

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

101

Competency in Teaching Reading of Fieldbased and On-Campus Students at Cleveland State University.  

ERIC Educational Resources Information Center

The purpose of this study was to determine if students in a field-based program performed significantly better on a test of ability to assess and to teach specific reading skills than students enrolled in on-campus reading methods courses which employed the same textual materials and different amounts of field experiences with children. The…

Boehnlein, Mary Maher; Gans, Thomas G.

102

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

ERIC Educational Resources Information Center

|Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…

Gelsinger, Barry D.

103

Patients' Literacy Skills: More Than Just Reading Ability  

Microsoft Academic Search

Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston,

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

2011-01-01

104

Patients’ Literacy Skills: More Than Just Reading Ability  

Microsoft Academic Search

Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston,

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

2011-01-01

105

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

106

Teaching Listening Skills for Parents.  

ERIC Educational Resources Information Center

Because many parents are beginning to recognize the need for improvement in family communication, a lecture-forum program presented in the South Louisiana area encompasses the skill of listening to children. Defining communication as any behavior that carries a message that is perceived by someone else, the program explores the difference between…

Lyle, Marguerite R.

107

Developing reading skills of primary children in government school  

Microsoft Academic Search

When the children go to school it is very important to them to learn reading and writing. Their classroom activities come under these two skills. The children working on some projects have to accomplish their work by reading books. Though reading is emphasized more but unfortunately a large number of the students in schools generally and in Government schools particularly,

Salma Naheed

2000-01-01

108

Cost-Effectiveness Affirmative Reading Skills Program, 1984-85.  

ERIC Educational Resources Information Center

The 1984-85 cost-effects study represents the third annual analysis of the components of Cleveland's Affirmative Reading Skills Plan, which offers three instructional strands--developmental (regular reading/language arts), support (additional enrichment, corrective or remedial), and compensatory (instruction for students having reading scores in…

Gallagher, Michael P.

109

Improving residents’ teaching skills and attitudes toward teaching  

Microsoft Academic Search

OBJECTIVE: To determine whether a short, 3-hour teaching skills workshop could improve residents’ teaching performances and attitudes\\u000a toward teaching.\\u000a \\u000a \\u000a DESIGN: Controlled study.\\u000a \\u000a \\u000a \\u000a \\u000a PARTICIPANTS AND SETTING: Forty-four second- and third-year residents in a university-based internal medicine residency program.\\u000a \\u000a \\u000a \\u000a \\u000a INTERVENTIONS: Twenty-two residents were assigned to a nonparticipant (control) group, and 22 residents were assigned to a 3-hour teaching\\u000a skills workshop designed to

Anderson Spickard; Eugene C. Corbett; John B. Schorling

1996-01-01

110

Teaching Humans Game-Playing Skills.  

ERIC Educational Resources Information Center

|Presents some arguments for new training approaches to teaching people how to play games based on the literature about how humans play games, how they acquire game-playing skills, and game-playing theory. An example of the role-reversal approach to training is presented with some experimental findings regarding its effectiveness. (MBR)|

Laughery, K. Ronald

1984-01-01

111

Teaching Recognition Skills to Improve Products.  

ERIC Educational Resources Information Center

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

Knight, G. William; And Others

1990-01-01

112

Children’s oral narrative and reading skills in the first 3 years of reading instruction  

Microsoft Academic Search

This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction.\\u000a Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children’s story retelling was scored for memory\\u000a and narrative quality. The quality of children’s narratives correlated positively with their reading skill at this age, but\\u000a narrative

Elaine Reese; Sebastian Suggate; Jennifer Long; Elizabeth Schaughency

2010-01-01

113

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

114

The Psychology of Teaching Reading.  

ERIC Educational Resources Information Center

Considering a behaviorist's viewpoint focusing on specifics regarding learning and knowledge, this document discusses the psychology of learning and how it provides the reading/language arts teacher with a basis for making sound decisions in lesson and unit construction. It provides two examples of objectives for pupil achievement pertaining to…

Ediger, Marlow

115

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

116

MECHANICAL AIDS IN THE TEACHING OF READING.  

ERIC Educational Resources Information Center

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

HOUSTON, CAMILLE; OTTO, WAYNE

117

Teaching students with autism to read pictures  

Microsoft Academic Search

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 through motor demonstration. Students successfully acquired how to read pictures and generalize its understanding. Visual literacy

David F. Cihak

2007-01-01

118

Team Teaching of Teachers in Reading  

ERIC Educational Resources Information Center

|Presents methods and materials used in an NDEA Institute to teach secondary school teachers of reading and English. Participants were expected to instruct the teachers in their school systems in new programs and methods. Discussion of the results of the Institute and their implications for other institute sessions concludes the article.…

Berger, Allen; Evans, William H.

1969-01-01

119

Teaching mending skills to mentally retarded adolescents.  

PubMed

This experiment presents a model for analyzing community living skills and teaching them to mentally retarded adolescents. A task analysis of three mending skills was developed and validated, aided by consultation with persons having expertise in home economics and mental retardation. The task analysis was modified to compensate for the constraints imposed by the trainees' disabilities. Five moderately retarded youths received training on sewing hems, buttons, and seams. Sewing skills were acquired rapidly and maintained. The behavior generalized from trained to untrained tasks on their common components for all subjects. A multiple baseline across participants combined with a multiple baseline across responses demonstrated the combined effectiveness of an objectively validated, detailed task analysis; graduated sequence of prompts; and response consequences in training and maintaining community living skills with mentally retarded adolescents. PMID:117004

Cronin, K A; Cuvo, A J

1979-01-01

120

Reading practices, reading skills, and cognitive growth in adulthood  

Microsoft Academic Search

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

M. Cecil Smith

1995-01-01

121

Word Reading in Spanish: A Comparison Between Skilled and Less Skilled Beginning Readers.  

ERIC Educational Resources Information Center

Investigated word reading abilities in Argentine Spanish-speaking children learning to read in Spanish. The study compared the performance of skilled and less skilled readers in phonological recoding, knowledge of grapheme-phoneme correspondences, and phonemic awareness. Findings indicate that the children rely on phonological recoding strategies.…

Signorini, Angela

1997-01-01

122

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

ERIC Educational Resources Information Center

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

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

2011-01-01

123

Basic Skills.  

ERIC Educational Resources Information Center

These four articles focus on developing basic reading, science, and job search skills: "Reading Program for Vocational Classes" by Augustus Luparelli; "Why Teach Employability Skills?" by Larry Siefferman; "Improving Vocabulary and Reading Skills" by Edythe Conway; and "Science in Everyday Life" by Virginia Eleazer and George Carney. (SK)

Luparelli, Augustus N.; And Others

1981-01-01

124

Teaching psychiatric interview skills to medical students.  

PubMed

A teaching package is described for teaching interview skills to large blocks of medical students whilst on their psychiatric attachment. The aims of this package are to reduce students' concerns about interviewing psychiatric patients, to reinforce students' knowledge of basic interviewing skills and to introduce students to the particular skills required in taking a psychiatric history and mental state examination. The package emphasizes the following teaching methods: 'hands-on' experience of interviewing a patient in front of small groups of peers; peer feedback using check-lists which focus on three major aspects of interviewing; elicitation of facts, elicitation of feelings and control of the interview; facilitation of small-group discussions in the presence of senior psychiatrist. The active involvement of all students in interviewing psychiatric patients engages them in the learning process. Peer involvement increases motivation and was deemed by students as a supportive and constructive exercise. The presence of a senior psychiatrist ensures that discussion is focused on the process of interviewing rather than on patient pathology. Ideally this package would precede focused training throughout the subsequent psychiatric placement. PMID:2355868

Lovett, L M; Cox, A; Abou-Saleh, M

1990-05-01

125

Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies  

ERIC Educational Resources Information Center

|This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and…

Tong, Xiuli; McBride-Chang, Catherine

2010-01-01

126

Content Area Reading Instruction: Strengthening Skills across the Curriculum  

ERIC Educational Resources Information Center

|In this brief article, the author discuses how teachers across the curriculum and across grade levels can help students improve their reading skills and become more independent learners. The goal is to help students learn the subject matter while simultaneously helping them improve communication and reasoning skills necessary to learn the…

Misulis, Katherine E.

2004-01-01

127

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

128

Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies  

ERIC Educational Resources Information Center

This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language. Developmentally, tasks of visual-orthographic skill, phonological awareness, and…

Tong, Xiuli; McBride-Chang, Catherine

2010-01-01

129

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.

130

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

131

Why Ambiguity Detection Is a Predictor of Early Reading Skill  

Microsoft Academic Search

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

Lorain Szabo Wankoff; Helen Smith Cairns

2009-01-01

132

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

133

The Systematic, Intensive Instruction of Reading Comprehension Skills.  

ERIC Educational Resources Information Center

In direct instruction, the teacher, in a face-to-face, reasonably formal manner, tells, shows, models, demonstrates, and teaches the skill to be learned. Therefore, it is the teacher behavior aspect of classroom instruction that underpins the instructional strategy for teaching main ideas. Much has been learned about teacher behaviors that…

Baumann, James F.

134

Using Sports and Physical Education to Strengthen Reading Skills.  

ERIC Educational Resources Information Center

Written primarily for coaches and physical education instructors, this booklet also may be used by reading teachers to diversify their programs and motivate students to read. The ideas and exercises presented are intended to combine the forces of intellectual and physical activity and have been developed through actual teaching. Chapters discuss…

Gentile, Lance M.

135

Primary school students' reading comprehension skills  

Microsoft Academic Search

Reading comprehension is a complex process: the reader constructs meaning by interacting with text using his or her previous knowledge and experience and the information that can be found in the text. The more background information related to the text the reader possesses, the easier it is for him or her to understand the text. When reading the text he

Tuula Merisuo-Storm

136

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.

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

2009-01-01

137

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

Microsoft Academic Search

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

Gerda van Wyk; Arno Louw

138

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

Microsoft Academic Search

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

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

1995-01-01

139

Teaching Writing Skills in the Undergraduate Laboratory  

NASA Astrophysics Data System (ADS)

Stanford University's Writing in the Major program (WIM) requires every undergraduate degree program to include a writing course specific to its field of study. In the physics department's WIM course, undergraduates learn writing skills by composing laboratory reports in the form of journal articles. While studying such topics as scintillation and population inversion, students also practice techniques for communicating the physics more effectively. Students learn how to select a thesis, organize a complex argument, write concisely, aim their content at the proper audience, prove their assertions, and revise a finished draft. Through clearer writing, students reach a clearer understanding of the physics, and the improvements in both understanding and communication stay with the students through later courses and into their graduate studies. Teaching assistants for the course also notice a marked improvement in their own writing skills.

Ugolini, Dennis W.

1998-04-01

140

Mock job interviews and the teaching of oral skills  

Microsoft Academic Search

In providing an example of how the teaching of oral skills can be integrated into a seminar programme through the format of a mock job interview, a distinction is made between presentational and interrogative oral skills. The former has typically dominated initiatives to improve oral skills training. However, viva voce and job interviews make heavy demands on interrogative skills, suggesting

Gordon Walker

1993-01-01

141

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

PubMed

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities. PMID:3733586

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

1986-01-01

142

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

PubMed Central

In an extension of incidental teaching procedures to reading instruction, two autistic children acquired functional sight-word reading skills in the context of a play activity. Children gained access to preferred toys by selecting the label of the toy in tasks requiring increasingly complex visual discriminations. In addition to demonstrating rapid acquisition of 5-choice discriminations, they showed comprehension on probes requiring reading skills to locate toys stored in labeled boxes. Also examined was postteaching transfer across stimulus materials and response modalities. Implications are that extensions of incidental teaching to new response classes may produce the same benefits documented in communication training, in terms of producing generalization concurrent with skill acquisition in the course of child-preferred activities.

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

1986-01-01

143

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

144

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

145

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

Microsoft Academic Search

This study examined the extent to which kindergarten children’s academic pre?skills are associated with their teachers’ subsequent teaching practices. The pre?skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support,

Eija Pakarinen; Martti Siekkinen

2011-01-01

146

Neuroplasticity-based cognitive and linguistic skills training improves reading and writing skills in college students.  

PubMed

This study reports an evaluation of the effect of computer-based cognitive and linguistic training on college students' reading and writing skills. The computer-based training included a series of increasingly challenging software programs that were designed to strengthen students' foundational cognitive skills (memory, attention span, processing speed, and sequencing) in the context of listening and higher level reading tasks. Twenty-five college students (12 native English language; 13 English Second Language), who demonstrated poor writing skills, participated in the training group. The training group received daily training during the spring semester (11?weeks) with the Fast ForWord Literacy (FFW-L) and upper levels of the Fast ForWord Reading series (Levels 3-5). The comparison group (n?=?28) selected from the general college population did not receive training. Both the training and comparison groups attended the same university. All students took the Gates MacGinitie Reading Test (GMRT) and the Oral and Written Language Scales (OWLS) Written Expression Scale at the beginning (Time 1) and end (Time 2) of the spring college semester. Results from this study showed that the training group made a statistically greater improvement from Time 1 to Time 2 in both their reading skills and their writing skills than the comparison group. The group who received training began with statistically lower writing skills before training, but exceeded the writing skills of the comparison group after training. PMID:23533100

Rogowsky, Beth A; Papamichalis, Pericles; Villa, Laura; Heim, Sabine; Tallal, Paula

2013-03-25

147

Teaching Reading to Learning Disabled Children: The Strategy Approach.  

ERIC Educational Resources Information Center

The use of both low structure and high structure teaching strategies is recommended for the teaching of reading to learning disabled children, with the goal of children becoming independent users of appropriate strategies. (Author/DB)

Fagan, William T.

1986-01-01

148

Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks  

ERIC Educational Resources Information Center

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

Liang, Lauren Aimonette; Dole, Janice A.

2006-01-01

149

Chinese-English biscriptal reading: cognitive component skills across orthographies  

Microsoft Academic Search

This study examined the associations of Chinese visual-orthographic skills, phonological awareness, and morphological awareness\\u000a to Chinese and English word reading among 326 Hong Kong Chinese second- and fifth-graders learning English as a second language.\\u000a Developmentally, tasks of visual-orthographic skill, phonological awareness, and morphological awareness improved with age.\\u000a However, the extent to which each of the constructs explained variance in Chinese

Xiuli TongCatherine; Catherine McBride-Chang

2010-01-01

150

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…

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

2013-01-01

151

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

ERIC Educational Resources Information Center

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

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

2012-01-01

152

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

ERIC Educational Resources Information Center

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

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

2010-01-01

153

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

ERIC Educational Resources Information Center

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

Morais, Jose

2003-01-01

154

Does a continuous measure of handedness predict reading processes and reading-related skills across the lifespan?  

Microsoft Academic Search

The purpose of this research was to investigate the relationship between handedness, reading skills, and reading-related cognitive processes. Although lateralised differences in brain functioning are well known, research regarding handedness, specific reading skills, and reading-related cognitive processes is ambiguous at best because handedness is often measured as a dichotomous variable rather than a continuous variable. This methodological difference contributes to

Michele H. Brenneman; Scott Decker; Joel Meyers; Katrina Johnson

2008-01-01

155

Levels of phonological representation in skilled reading and in learning to read  

Microsoft Academic Search

This paper refers to and discusses empiricalevidence supporting the general idea that bothskilled reading and learning to read capitalizeon underlying phonological representations.These representations must be specified interms of degree of abstractness, unitsrepresented and degree of conscious access tothese units. In skilled reading, pre-lexicalrepresentations, at different levels ofphonological structure, are unconsciously,mandatorily and automatically activated, inconnection with correspondent orthographicrepresentations. This process is

José Morais

2003-01-01

156

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

157

Put Reading First: The Research Building Blocks for Teaching Children to Read. Kindergarten through Grade 3.  

National Technical Information Service (NTIS)

This guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas ...

B. B. Armbruster F. Lehr J. Osborn

2003-01-01

158

Why Ambiguity Detection Is a Predictor of Early Reading Skill  

ERIC Educational Resources Information Center

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

Wankoff, Lorain Szabo; Cairns, Helen Smith

2009-01-01

159

Television's Impact on Children's Reading Skills: A Review of Research.  

ERIC Educational Resources Information Center

|Discusses hypotheses (facilitation, inhibition, and no-effect hypotheses) explaining television's influence on children's development of reading skills. Surveys and discusses empirical research on this complex relationship and evaluates the utility of the five research approaches used in the past. (SR)|

Beentjes, Johannes W. J.; Van der Voort, Tom H. A.

1988-01-01

160

Executive Functioning Skills Uniquely Predict Chinese Word Reading  

ERIC Educational Resources Information Center

|Eighty-five Hong Kong Chinese children were tested across both the 2nd and 3rd years of kindergarten (ages 4-5 years) on tasks of inhibitory control, working memory, vocabulary knowledge, phonological awareness, morphological awareness, and word reading. With age, vocabulary knowledge, and metalinguistic skills statistically controlled, the…

Chung, Kevin K. H.; McBride-Chang, Catherine

2011-01-01

161

Measuring Alphabetic Reading Skills in a Group: New Alternatives  

ERIC Educational Resources Information Center

|This study examined the validity and feasibility of a group-administered test of alphabetic reading skills for first-grade students. Two versions of a phonemic spelling test (production and multiple-choice) were administered in classroom groups to 153 students. Measures of vocabulary, phoneme awareness, letter sound knowledge, phonemic decoding,…

De Graff, Amanda J.; Torgesen, Joseph K.

2005-01-01

162

Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading  

Microsoft Academic Search

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

Randa Abdelaleem Elmonayer

2012-01-01

163

Speaking Up for Vocabulary: Reading Skill Differences in Young Adults  

ERIC Educational Resources Information Center

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

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

2007-01-01

164

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

ERIC Educational Resources Information Center

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

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

2011-01-01

165

Teaching early braille literacy skills within a stimulus equivalence paradigm to children with degenerative visual impairments.  

PubMed

Despite the need for braille literacy, there has been little attempt to systematically evaluate braille-instruction programs. The current study evaluated an instructive procedure for teaching early braille-reading skills with 4 school-aged children with degenerative visual impairments. Following a series of pretests, braille instruction involved providing a sample braille letter and teaching the selection of the corresponding printed letter from a comparison array. Concomitant with increases in the accuracy of this skill, we assessed and captured the formation of equivalence classes through tests of symmetry and transitivity among the printed letters, the corresponding braille letters, and their spoken names. PMID:21119894

Toussaint, Karen A; Tiger, Jeffrey H

2010-01-01

166

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

PubMed Central

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

Toussaint, Karen A; Tiger, Jeffrey H

2010-01-01

167

Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation  

Microsoft Academic Search

A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well\\u000a established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization\\u000a of teaching skills with beginning teachers, however. Programming for generalization continues to be a missing link between\\u000a preservice teacher preparation and inservice application

Mary Catherine Scheeler

2008-01-01

168

Teaching students in the classroom and clinical skills environment.  

PubMed

This article demonstrates that careful planning and management can help to ensure effective learning for pre-registration students during theory and practical skills teaching. It highlights two lesson plans with intended learning outcomes, one for a didactic teaching session and the other for a psychomotor clinical skills session. The article identifies a variety of teaching and learning strategies that could be adopted. PMID:15915956

Dix, Greg; Hughes, Suzanne

169

Teaching and Training Relevant Community Skills to Mentally Retarded Persons.  

ERIC Educational Resources Information Center

|Reviews some of the major developments in teaching and training relevant community skills to mentally retarded persons. The following adaptive skills are discussed: (1) toilet use and bed wetting; (2) eating, dressing, and personal hygiene; (3) community survival; and (4) vocational and social skills. (BJV)|

Matson, Johnny L.

1988-01-01

170

Comparison of Programs for Teaching Personal Safety Skills to Preschoolers  

Microsoft Academic Search

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

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

1989-01-01

171

What Research Tells Us about Teaching Thinking Skills  

ERIC Educational Resources Information Center

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

Beyer, Barry K.

2008-01-01

172

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

173

Science Teaching and Literacy, Part 2: Reading.  

ERIC Educational Resources Information Center

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

Heselden, Russ; Staples, Rebecca

2002-01-01

174

Developing Reading Materials for Teaching American Culture in English Courses.  

ERIC Educational Resources Information Center

A project to develop English reading texts for Japanese college students is described. Goals were to develop materials that will: (1) give students information about the United States, (2) interest students in reading English, (3) help students improve their reading skills, and (4) expose students to a variety of literary forms. Fifty important…

Kitao, Kenji

1982-01-01

175

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

ERIC Educational Resources Information Center

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

Philippi, Jorie W.

176

Some normative data on lip-reading skills (L)  

PubMed Central

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.

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

2011-01-01

177

Headsprout Early Reading™: Reliably Teaching Children to Read 1  

Microsoft Academic Search

Reading proficiency is a crucial foundation for success in all academic areas, yet we are a nation faced with a reading crisis. Four in ten children have literacy problems, and over 40% of our nation's fourth graders score below basic reading levels (National Center for Learning Disabilities, 2001). Learning to read is a formidable challenge for more than 50% percent

T. V. Joe Layng; Janet S. Twyman; Greg Stikeleather

2003-01-01

178

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

ERIC Educational Resources Information Center

|To spread the word that reading instruction must be based on research and to improve the preparation of teachers to teach reading, this edition of "Basic Education" emphasizes some of the most significant findings of recent reading research and suggests how these findings should translate into immediate action and policy. The first article, "A…

Poliakof, Anne Rogers, Ed.

2001-01-01

179

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

ERIC Educational Resources Information Center

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

Harp, Bill; Brewer, Jo Ann

180

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

Microsoft Academic Search

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

Diana Leyva; Sarah Hopson; Ashley Nichols

181

A Short-Term Longitudinal Study of the Relationship between Motivation to Read and Reading Fluency Skill in Second Grade  

PubMed Central

This short-term longitudinal study investigated the relationships between students’ reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second grade children (N=185) were administered the Test of Word Reading Efficiency, the second grade Dynamic Indicators of Basic Early Literacy Skills, and an adapted version of Motivation to Read Profile at the beginning, middle, and end of the school year. Results showed that students’ goals for reading were related to reading self-concept, but unrelated to reading fluency. In addition, reading self-concept was significantly related to reading fluency at each time point. Latent-variable path analysis was used to test four potential relationships between students’ reading self-concept and reading fluency skill: (a) an independence model; (b) a skill development model; (c) a self-enhancement model; and (d) a reciprocal effects model. Support for a reciprocal model was found between students’ reading fluency skill and reading self-concept over the second grade year. This finding also indicated that students’ reading self-concept begins to influence their reading achievement earlier than previous research had indicated. Implications for educational practice and future research will also be discussed.

Quirk, Matthew; Schwanenflugel, Paula J.; Webb, Mi-young

2009-01-01

182

Effects of three interventions on the reading skills of children with reading disabilities in grade 2.  

PubMed

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second intervention focused on top-down processing on the word and sentence levels, and the third was a combination of these two training programs (n = 25 in each group). In addition, there were two comparison groups, 25 children with reading disabilities who received ordinary special instruction and 30 age-matched typical readers. All reading disabled participants completed 25 training sessions with special education teachers. All groups improved their reading skills. The group who received combined training showed higher improvements than the ordinary special instruction group and the typical readers. Different cognitive variables were related to treatment gains for different groups. Thus, a treatment combining bottom-up and top-down aspects of reading was the most effective in general, but individual differences among children need to be considered. PMID:21383105

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

183

Teaching general learning and problem-solving skills  

NSDL National Science Digital Library

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

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

2005-10-20

184

Teaching Reading and the At Risk Pupil.  

ERIC Educational Resources Information Center

|At risk students need to experience a reading curriculum which offers success in learning to read; appropriate sequence of reading activities; feedback regarding what has been accomplished in reading; rewards for doing well when comparing past with present achievement records; intrinsic motivation in wanting to read; help and guidance to achieve…

Ediger, Marlow

185

The Proper Name as Starting Point for Basic Reading Skills  

ERIC Educational Resources Information Center

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

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

2010-01-01

186

Executive Functioning Skills Uniquely Predict Chinese Word Reading  

Microsoft Academic Search

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

Kevin K. H. Chung; Catherine McBride-Chang

2011-01-01

187

Development of phonological skills and learning to read in French  

Microsoft Academic Search

The purpose of this research was to assess the development of phonological skills before and during learning to read. Thirty-four\\u000a children were tested twice, in nursery school and in first grade with an epiphonological task (E), e.g. judgment of similarity,\\u000a and two metaphonological tasks, one requiring the extraction of common units (M1) and one requiring unit substitution (M2).\\u000a As expected,

Jean Ecalle; Annie Magnan

2007-01-01

188

Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children  

Microsoft Academic Search

The purpose of the study was to examine the nature of language, memory, and reading skills of bilingual students and to determine the relationship between reading problems in English and reading problems in Portuguese. The study assessed the reading, language, and memory skills of 37 bilingual Portuguese-Canadian children, aged 9–12 years. English was their main instructional language and Portuguese was

Helena A. Da Fontoura; Linda S. Siegel

1995-01-01

189

RELATIONSHIP BETWEEN TEACHERS' QUESTIONS AND READING RELATED SKILLS OF THINKING IN ENGLISH  

Microsoft Academic Search

Reading and thinking, in any language (English in our case), are intertwined. Ability to read for creative thinking is a hallmark of intellectual growth. Hence teachers of English in multi- disciplinary situations should deliberately promote reading-related skills of thinking. Trainee teachers who must graduate to lead younger Nigerians to think rationally and productively should themselves possess appreciable reading related skills

S. Billy

190

Phonology is fundamental in skilled reading: evidence from ERPs.  

PubMed

Research consistently indicates the importance of phonological processing in early reading development, yet the role of phonology in skilled reading is still not well understood. Two event-related potential (ERP) experiments investigated the nature and time course of phonological processing during skilled visual word recognition using a masked priming paradigm. Phonological syllable priming was examined by presenting prime-target pairs either with the same first syllable, or with one letter more or fewer. In this visually matched design, items like po## -PONY and pon### -PONDER appeared in the congruent condition. Conversely, pon# -PONY and po#### -PONDER appeared in the incongruent condition. In both experiments, the magnitude of the first negative peak (N1) was reduced in the phonologically congruent condition as compared to the incongruent condition. This syllable congruency effect is the first neurophysiological evidence for phonological syllable activation in the initial moments of visual word recognition. The early time course of this activation indicates that suprasegmental phonological processing is fundamental to skilled reading. PMID:20081167

Ashby, Jane

2010-02-01

191

Relationships of Preschool Experiences and Reading Readiness Skills: Predicting the Most Efficient Reading Instruction.  

ERIC Educational Resources Information Center

|The purpose of this study was to investigate the relationships between kindergarten children's preschool experiences and their reading readiness skills. A sample of 42 children, randomly selected from a population of incoming kindergarten students at an upstate New York elementary school, was studied. Prior to entering kindergarten, interviews…

Sawyer, Walter E.; Sawyer, Jean C.

192

Comprehension Calibration and Recall Prediction Accuracy of Texts: Reading Skill, Reading Strategies, and Effort  

Microsoft Academic Search

High school students at 3 levels of verbal skill rated their own recall (prediction accuracy) and comprehension (calibration accuracy) of 3 expository texts accompanied by 3 different sets of instructions. All sets of instructions emphasized reading for understanding, and two of them also involved key words (given or personally selected), which were to be used during study. Students assessed which

Åsa Gillström; Jerker Rönnberg

1995-01-01

193

Using Goldenrod Galls to Teach Science Process Skills.  

ERIC Educational Resources Information Center

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

Peard, Terry L.

1994-01-01

194

Teaching safety skills to high school students with moderate disabilities.  

PubMed Central

Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed.

Winterling, V; Gast, D L; Wolery, M; Farmer, J A

1992-01-01

195

Is Air War College Teaching the Right Leadership Skill Sets.  

National Technical Information Service (NTIS)

The Air War College, Maxwell AFB, Alabama, appreciates and recognizes the importance of teaching the right leadership skill sets and has taken several approaches to accomplish this challenging task. The Air War College's commitment to developing and enhan...

A. T. Douglas

2008-01-01

196

The Effect of Course-Based Reading Strategy Training on the Reading Comprehension Skills of Developmental College Students.  

ERIC Educational Resources Information Center

Examines the effects of course-based reading strategy training--student application of reading strategies to their own college readings--on developmental college learners' reading comprehension skills. Explains that this study gave one group of students learning strategies instruction and gave no such instructions to a control group. Reports…

Snyder, Vivian

2002-01-01

197

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

Microsoft Academic Search

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

Michael F. McKay; G. Brian Thompson

2009-01-01

198

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

199

Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics.  

National Technical Information Service (NTIS)

Even today, many complex and important skills, such as those required for language use and social interaction, are learned informally through apprenticeshiplike methods -- i.e., methods involving not didactic teaching, but observation, coaching, and succe...

A. Collins J. S. Brown S. E. Newman

1986-01-01

200

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

PubMed Central

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

Paez, Mariela; Rinaldi, Claudia

2010-01-01

201

Teaching Content and Skills through Integrated Literacy Circles  

ERIC Educational Resources Information Center

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

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

2009-01-01

202

Strategies for Teaching Word Recognition to Children with Reading Deficiencies.  

ERIC Educational Resources Information Center

|Discusses the role of word recognition in reading comprehension. Defines seven strategies for word recognition--configuration, dictionary analysis, syllabication, structural analysis, sight words, context clues, and phonetic analysis--and provides activities for teaching each. (JPB)|

Aina, Olaiya E.

2000-01-01

203

Teaching Linkage and Problem Translating Skills in Chemistry  

ERIC Educational Resources Information Center

|This study examines the effects of teaching Linkage and Problem Translating Skills on students' problem-solving performance and their learning of the five cognitive variables namely, Concept Relatedness, Idea Association, Problem Translating Skill, Non-Specific but Relevant Knowledge and Specific Knowledge. Seventy three Grade 9 (Secondary 3)…

Lee, Kam Wah Lucille; Yap, Kueh Chin; Goh, Ngoh Khang; Chia, Lian-Sai; Tang, Woh Un

2004-01-01

204

Teaching Safety Skills to Children to Prevent Gun Play  

ERIC Educational Resources Information Center

|Research has shown that children often engage in gun play when they find a firearm and that this behavior is often involved in unintentional firearm injuries. Previous research has shown existing programs to be ineffective for teaching children safety skills to reduce gun play. This study examined the effectiveness of a behavioral skills training…

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

2004-01-01

205

Evaluation of Peer Training for Teaching Abduction Prevention Skills  

ERIC Educational Resources Information Center

|Child abduction is a serious problem, with approximately 100 children killed each year by nonfamily abductors. Training programs to teach children the correct skills to use if they ever come into contact with a stranger can be effective when they incorporate behavioral skills training (BST) and in-situ training (IST) into their protocol. However,…

Tarasenko, Melissa A.; Miltenberger, Raymond G.; Brower-Breitwieser, Carrie; Bosch, Amanda

2010-01-01

206

Teaching two household safety skills to children with autism  

Microsoft Academic Search

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

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

2011-01-01

207

Teaching Two Household Safety Skills to Children with Autism  

ERIC Educational Resources Information Center

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

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

2011-01-01

208

Teaching Play Skills to Young Children with Autism  

ERIC Educational Resources Information Center

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

Jung, Sunhwa; Sainato, Diane M.

2013-01-01

209

Teaching Academic Discussion Skills with a Card Game  

ERIC Educational Resources Information Center

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

Reese, Curt; Wells, Terri

2007-01-01

210

How to Teach Thinking Skills in Social Studies and History  

ERIC Educational Resources Information Center

This article presents four guidelines for providing direct instruction in thinking skills in social studies and history at any grade level. The author first describes, with examples, three major components of any thinking skill that students need to know. Second, he presents teaching techniques for making these components explicit. Third, he…

Beyer, Barry K.

2008-01-01

211

Teaching Two Household Safety Skills to Children with Autism  

ERIC Educational Resources Information Center

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

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

2011-01-01

212

Evaluation of Peer Training for Teaching Abduction Prevention Skills  

Microsoft Academic Search

Child abduction is a serious problem, with approximately 100 children killed each year by nonfamily abductors. Training programs to teach children the correct skills to use if they ever come into contact with a stranger can be effective when they incorporate behavioral skills training (BST) and in-situ training (IST) into their protocol. However, these methods can be rather time and

Melissa A. Tarasenko; Raymond G. Miltenberger; Carrie Brower-Breitwieser; Amanda Bosch

2010-01-01

213

The Effects of Beginning Reading Instruction in the "Horizons" Reading Program on the Reading Skills of Third and Fourth Graders  

ERIC Educational Resources Information Center

|This study is a follow-up on a previous study of the effects of 2 beginning reading programs implemented in 1st grade. In the previous study, 40 1st-grade students who were matched based on their Concepts About Print Test (Clay, 1979) and Phonological Segmentation Fluency from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good &…

Tobin, Kevin G.

2004-01-01

214

Multisensory Teaching of Basic Language Skills. Third Edition  

ERIC Educational Resources Information Center

|As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across…

Birsh, Judith R., Ed.

2011-01-01

215

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

216

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…

Birsh, Judith R., Ed.

2005-01-01

217

The "Strategies-for-Achievement" Approach for Teaching Study Skills.  

ERIC Educational Resources Information Center

|An educational psychology-based study skills program called Strategies for Achievement was developed to teach learning and motivation strategies to college students. It involved teaching student four major achievement strategies: take reasonable risk, take responsibility for outcomes, search the environment (for information), and use feedback.…

Tuckman, Bruce W.

218

The Importance of Context Variables in Research on Teaching Skills.  

ERIC Educational Resources Information Center

In two experimental studies, the effectiveness of teaching skills are examined in the context of: (1) a specific teaching method linked to (2) specific curriculum objectives and (3) specific curriculum materials; the method and materials used are by (4) specific teachers and (5) specific students in a (6) specific instructional setting; finally,…

Gall, Meredith D.

219

Multisensory Teaching of Basic Language Skills. Third Edition  

ERIC Educational Resources Information Center

As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across…

Birsh, Judith R., Ed.

2011-01-01

220

Defining, teaching and assessing lifelong learning skills  

Microsoft Academic Search

Lifelong learning skills have always been important in any education and work setting. However, ABET EC 2000 recently put a new focus on these skills in engineering education. Outcome 3i states the expectation that engineering graduates must have \\

N. J. Mouros

2003-01-01

221

DEFINING, TEACHING AND ASSESSING LIFELONG LEARNING SKILLS  

Microsoft Academic Search

Lifelong learning skills have always been important in any education and work setting. However, ABET EC 2000 recently put a new focus on these skills in engineering education. Outcome 3i states the expectation that engineering graduates must have \\

Nikos J. Mourtos

222

Teaching cognitive skills improves learning in surgical skills courses: a blinded, prospective, randomized study  

PubMed Central

Objective To investigate the teaching of cognitive skills within a technical skills course, we carried out a blinded, randomized prospective study. Methods Twenty-one junior residents (postgraduate years 1– 3) from a single program at a surgical-skills training centre were randomized to 2 surgical skills courses teaching total knee arthroplasty. One course taught only technical skill and had more repetitions of the task (5 or 6). The other focused more on developing cognitive skills and had fewer task repetitions (3 or 4). All were tested with the Objective Structured Assessment of Technical Skill (OSATS) both before and after the course, as well as a pre- and postcourse error-detection exam and a postcourse exam with multiple-choice questions (MCQs) to test their cognitive skills. Results Both groups' technical skills as assessed by OSATS were equivalent, both pre- and postcourse. Taking their courses improved the technical skills of both groups (OSATS, p < 0.01) over their pre-course scores. Both groups demonstrated equivalent levels of knowledge on the MCQ exam, but the cognitive group scored better on the error-detection test (p = 0.02). Conclusions Cognitive skills training enhances the ability to correctly execute a surgical skill. Furthermore, specific training and practice are required to develop procedural knowledge into appropriate cognitive skills. Surgeons need to be trained to judge the correctness of their actions.

Kohls-Gatzoulis, Julie A.; Regehr, Glenn; Hutchison, Carol

2004-01-01

223

Using Children's Books to Teach Inquiry Skills  

ERIC Educational Resources Information Center

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

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

2009-01-01

224

Using Children's Books to Teach Inquiry Skills  

ERIC Educational Resources Information Center

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

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

2009-01-01

225

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

PubMed

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

Al-Hilawani, Yasser A

2003-01-01

226

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. Copyright © 2013 John Wiley & Sons, Ltd. PMID:23338977

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

2013-02-01

227

The Development of Decoding Skills, Reading Comprehension and Spelling Skills in Dutch Primary Schools: A Longitudinal Investigation.  

ERIC Educational Resources Information Center

|This investigation--the first Dutch longitudinal research project on reading and spelling spanning the whole 6-year period of primary education--examined (1) whether it is possible to identify certain aspects of literacy--namely decoding skills, reading comprehension, and spelling skills--within verbal intelligence as latent variables, and…

Mommers, Martin J. C.; Boland, Theo

228

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

ERIC Educational Resources Information Center

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

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

229

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

ERIC Educational Resources Information Center

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

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

230

Teaching Reading and Creative Writing: A Language Experience Approach.  

National Technical Information Service (NTIS)

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

M. Hart

1978-01-01

231

A Comparison of Two Methods of Teaching Beginning Reading.  

ERIC Educational Resources Information Center

|The purpose of this study was to determine whether a meaning-emphasis or a code-emphasis method of teaching beginning reading to first-grade children was most efficacious. The following procedures were employed: establishment of a workable definition of the reading process, development of an experimental design in which the control of natural…

Britton, Earl William

232

An Integrative Review of Teaching Reading in Kenyan Primary Schools  

ERIC Educational Resources Information Center

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

Commeyras, Michelle; Inyega, Hellen N.

2007-01-01

233

Teaching Comprehension Strategies during Reading Instruction: Using Drama Techniques  

ERIC Educational Resources Information Center

|A neglected aspect in reading instruction is the teaching of reading comprehension and constructing meaning from text. Cognitive field theory emphasises that children construct meaning and develop rules at a subconscious level when they learn a language (Samson, Rasinski & Samson, 2003, 7). The emphasis here is on the processes that we go…

Van Wyk, Retha

2005-01-01

234

Teaching Reading: Sourcebook for Kindergarten through Eighth Grade.  

ERIC Educational Resources Information Center

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

Honig, Bill; Diamond, Linda; Gutlohn, Linda

235

Teaching Textual Conversations: Intertextuality in the College Reading Classroom  

ERIC Educational Resources Information Center

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

Armstrong, Sonya L.; Newman, Mary

2011-01-01

236

Using Captioned TV for Teaching Reading. FASTBACK 359.  

ERIC Educational Resources Information Center

|Suggesting that captioned television is a powerful motivator for teaching reading comprehension, this fastback offers a procedure for teaching with captioned television, including taping captioned programs off the air. The fastback notes that captioned television is useful in intermediate and advanced English-as-a-Second-Language (ESL) programs,…

Goldman, Milton E.

237

Teaching Students to Use Context Clues in Reading.  

ERIC Educational Resources Information Center

|The use of context clues is basic to the reading act. This paper emphasizes the importance of teaching students to recognize context clues and outlines reasons for teachers' frequent failure to do so. It then suggests ways of helping students become aware of ways context clues can be of value to them as readers and of teaching them to identify…

Whisler, Nancy G.

238

Pourquoi lire des revues de didactique? (Why Read Teaching Journals?)  

ERIC Educational Resources Information Center

|A survey of users of eight Moroccan centers for information on linguistic and teaching matters revealed patterns of reading of scholarly journals on teaching among students, fellows, teachers, and other educators. Two basic user types emerged: occasional and regular readers. Reader attitudes about journal content were also sought. (MSE)|

Develotte, Claire

1994-01-01

239

Beginning reading strategies in children experiencing contrasting teaching methods  

Microsoft Academic Search

Two groups of 4.5–5.5 year old children in their first year at school were examined; one taught by a whole word teaching method and one taught by a mixed whole word and phonological teaching method. The children were given a test to investigate their reading of normal words. The results of this test were subjected to a detailed error analysis

Paul Timothy Sowden; Jim Stevenson

1994-01-01

240

Freud's Resistance to Reading and Teaching.  

ERIC Educational Resources Information Center

|Introduces four essays on psychoanalysis and the teaching of literature that appear in this issue of "College English" and discusses in general how the psychoanalytic phenomenon of resistance applies to the teaching and comprehension of a piece of literature. (JC)|

Davis, Robert Con

1987-01-01

241

Understanding oral reading fluency among adults with low literacy: dominance analysis of contributing component skills  

Microsoft Academic Search

This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied\\u000a to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency\\u000a of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was fixed at a single reading\\u000a level was word

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

242

Teaching Reading Comprehension: Strategies for Success.  

ERIC Educational Resources Information Center

|Numerous comprehension strategies can be used successfully with both children's literature and a basal reading series to help children focus on written text during reading. One of the most important techniques is developing background knowledge prior to reading--the overall purpose of which is to help readers relate their existing schemata to the…

Weisenbach, E. Lynne

243

Poor reading skills may involve a failure to focus attention.  

PubMed

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

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

2010-01-01

244

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

ERIC Educational Resources Information Center

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

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

2002-01-01

245

Evaluation of Behavioral Skills Training for Teaching Abduction-Prevention Skills to Young Children  

ERIC Educational Resources Information Center

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…

Johnson, Brigitte M.; Miltenberger, Raymond G.; Egemo-Helm, Kristin; Jostad, Candice M.; Flessner, Christopher; Gatheridge, Brian

2005-01-01

246

Early precursors and enabling skills of reading acquisition.  

PubMed

Research on early linguistic precursors and enabling skills of reading acquisition among young children is reviewed. Language development starts early in infancy when the child learns to categorize the speech sounds according to the pattern typical of the mother tongue. Equipped with these sound categories the child is ready to learn to segment words from the sound stream and to understand and to use words. The precise phonological representation of words will facilitate the important development of phonological awareness, a basic prerequisite for reading acquisition. This paper reviews some of my longitudinal research and training studies indicating the causal direction of the relation between phonological awareness and reading and includes some ongoing studies, where gender differences, socio-economic factors, dose-response-effects and motivational factors are explored. Preventive and remedial implications of the findings are pointed out. Finally, the complexity of the causal relationships between different aspects of early language development, including genetic influences and later reading is pointed out. PMID:19930260

Lundberg, Ingvar

2009-12-01

247

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

248

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

249

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

Microsoft Academic Search

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

Paul L. Morgan; Catherine R. Meier

2008-01-01

250

Family History, Self-Perceptions, Attitudes and Cognitive Abilities Are Associated with Early Adolescent Reading Skills  

ERIC Educational Resources Information Center

This study evaluated a model of reading skills among early adolescents (N=174). Measures of family history, achievement, cognitive processes and self-perceptions of abilities were obtained. Significant relationships were found between family history and children's single-word reading skills, spelling, reading comprehension, orthographic processing…

Conlon, Elizabeth G.; Zimmer-Gembeck, Melanie J.; Creed, Peter A.; Tucker, Melinda

2006-01-01

251

Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills  

ERIC Educational Resources Information Center

The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes…

Binder, Katherine S.; Tighe, Elizabeth; Jiang, Yue; Kaftanski, Katharine; Qi, Cynthia; Ardoin, Scott P.

2013-01-01

252

An Interprofessional Approach to Teaching Communication Skills  

ERIC Educational Resources Information Center

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

Sargeant, Joan; MacLeod, Tanya; Murray, Anne

2011-01-01

253

Teaching critical appraisal skills for Nursing research  

Microsoft Academic Search

BackgroundEvidence-based practice is a major focus in nursing, yet the literature continues to document a research-practice gap. Reasons for this gap stem partly from a lack of skills to critique and synthesize the literature, a lack of search skills and difficulty in understanding research articles, and limited knowledge of research by nursing professionals.

Sandra C. Jones; Patrick A. Crookes; Keryn M. Johnson

2011-01-01

254

Metacognitive Instruction: Trainers Teaching Thinking Skills.  

ERIC Educational Resources Information Center

|Provides a critical review of recent research in metacognition and presents recommendations for assessing and improving metacognitive skills in trainees. Topics discussed include self-regulatory skills; training methods for problem solving; attention allocation; transfer of training; and cognitive-based techniques for task analysis and…

Redding, Richard E.

1990-01-01

255

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

256

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

ERIC Educational Resources Information Center

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

Goff, Deborah A.; Pratt, Chris; Ong, Ben

2005-01-01

257

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

ERIC Educational Resources Information Center

|Articles in this eighth yearbook of the American Reading Forum address the dilemmas of teaching reading. Articles, listed with their authors, are as follows: (1) "Deepening a Dilemma: Stylus vs. Computer Writing at an Early Primary Level" (J. Heep); (2) "Concept Maps and Vee Diagrams: Strategies To Deal with the Dilemma of the Restricted…

Lumpkin, Donavon, Ed.; And Others

258

Sharing Skills.  

ERIC Educational Resources Information Center

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

Mealy, Virginia; And Others

1987-01-01

259

Sharing Skills.  

ERIC Educational Resources Information Center

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

Mealy, Virginia; And Others

1987-01-01

260

Teaching Empathy Skills to Children With Autism  

Microsoft Academic Search

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

JESSICA A. SCHRANDT; Dawn Buffington Townsend; Claire L Poulson

2009-01-01

261

Teaching Empathy Skills to Children with Autism  

ERIC Educational Resources Information Center

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

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

2009-01-01

262

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

263

Music for Children with Reading Learning Disabilities.  

ERIC Educational Resources Information Center

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

Moyer, Betsy G.

264

Essentials of Classroom Teaching: Elementary Reading Methods.  

ERIC Educational Resources Information Center

|Designed to be informative, helpful, and manageable, as well as selective, this book describes reading instruction which has been found to be the most effective for all students. The book presents information shown by research, classroom experience, and common sense to be the most important for setting up and maintaining an effective reading

Graves, Michael F.; And Others

265

Reciprocal Teaching and Reading Comprehension: A Review.  

ERIC Educational Resources Information Center

|Suggests that reciprocal teaching (interaction of novices and experts in explicit, overt demonstrations of strategy use) is a successful way of increasing comprehension scores of students. Outlines the theoretical underpinnings of reciprocal teaching and reviews research examining its effects on comprehension disabled subjects. (MM)|

Moore, Phillip J.

1988-01-01

266

Teaching refusal skills to sexually active adolescents.  

PubMed

Refusal skills training was extended to sexually active handicapped female adolescents who lacked an effective refusal strategy. Role-plays for assessment and training were developed using the who, what, when and where of situations which resulted in unwanted intercourse. Refusal skills were trained following the format of rationale, modeling, rehearsal, feedback, and reinforcement. Baseline rates of most target behaviors were quite low. High frequencies of target behaviors were observed as each behavior became the focus of training. Generalization across staff and time was also observed. The skillfulness and effectiveness of the subjects' refusal skills were judged to be improved as a function of training. One-year follow-up showed decreased sexual activity for each girl. PMID:2148750

Warzak, W J; Page, T J

1990-06-01

267

The effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder  

Microsoft Academic Search

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

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

2010-01-01

268

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

PubMed

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

Temple, C M; Carney, R

1996-06-01

269

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

270

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

271

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

PubMed

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

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

2013-03-18

272

Reading Component Skills of Learners in Adult Basic Education  

PubMed Central

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

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

2011-01-01

273

Teaching phonological skills to a deaf first grader: a promising strategy.  

PubMed

The researchers analyzed the effectiveness of teaching phonological skills to a deaf child using the Direct Instruction curriculum titled Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983). There are few studies that support the use of phonological interventions with students who are deaf or hard of hearing. The present study extends this research base. The study participant was a 7-year-old male first grader with moderate-to-severe mixed bilateral progressive hearing loss. A case study design was implemented for a period of 8 weeks. Detailed journal entries and tests of nonsense words were used to track participant progress. Results indicate that the participant's phonological decoding skills improved. Implications for practitioners and future research are addressed. PMID:20066920

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

2009-01-01

274

Teach Yourself Thesaurus: Exercises, Readings, Resources  

Microsoft Academic Search

A rationale for self-instruction in thesaurus-making is presented. Some definitions of a thesaurus are given and sources suitable to begin self-tuition indicated. A sound grasp of grammar is emphasized and appropriate readings and exercises recommended. Readings in classification, facet analysis, and subject cataloging are described. An approach for deconstruction and reconstruction of sections of classification systems and thesauri is proposed

Alan R. Thomas

2004-01-01

275

Maternal reading skills and child mortality in Nigeria: a reassessment of why education matters.  

PubMed

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

Smith-Greenaway, Emily

2013-10-01

276

Reflection and Exploration of Interactive Teaching in College English Intensive Reading Classroom of Newly Built Universities under Network Environment in Minority Areas  

Microsoft Academic Search

College English Intensive Reading is a course of comprehensive skills. Its main purpose is to develop and improve students' comprehensive abilities of using English, but more or less there still exist problems to be solved in classroom interactive teaching during the practical teaching process in newly-built undergraduate universities in minority areas. However, if we redefine and reconstruct the roles of

Zhou Xiu-miao; Yang Jun

2011-01-01

277

Teaching Imagination Skills to Lower Socioeconomic Youth  

Microsoft Academic Search

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

Nancy M. Wonder; Stephen A. Rollin

1998-01-01

278

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

279

Teaching Writing Skills in the Undergraduate Laboratory  

Microsoft Academic Search

Stanford University's Writing in the Major program (WIM) requires every undergraduate degree program to include a writing course specific to its field of study. In the physics department's WIM course, undergraduates learn writing skills by composing laboratory reports in the form of journal articles. While studying such topics as scintillation and population inversion, students also practice techniques for communicating the

Dennis W. Ugolini

1998-01-01

280

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

281

Teaching and Learning Critical Thinking Skills.  

ERIC Educational Resources Information Center

The purpose of this study was to determine whether getting students involved in analyzing issues critically would help them develop effective critical thinking skills. The subjects were 113 students, ages 17-60 years, freshmen through seniors, enrolled in freshman level courses at a southwest state university. These students responded to the…

Gadzella, Bernadette M.; And Others

282

Teaching Social Skills to People with Autism  

Microsoft Academic Search

The treatment of social skills deficits remains one of the most challenging areas in meeting the needs of people with autism. Difficulties in understanding social stimuli, in initiating and responding to social bids, and in appreciating the affect that is intrinsic to social interactions can be baffling for people with autism. Researchers and practitioners of applied behavior analysis have tried

Mary Jane Weiss; Sandra L. Harris

2001-01-01

283

Teaching information literacy skills: an evaluation.  

PubMed

This paper describes an evaluation of a curriculum-integrated information literacy programme in an undergraduate nursing course. The aim of the programme was to provide students with an awareness of the discipline's literature and the skills to locate and retrieve the literature. A multidimensional process for determining nursing students' development was utilised in the evaluation of the programme. Pre- and post-programme questionnaires were distributed to a cohort of students who undertook the programme. A cohort of more senior students who had not undertaken the information literacy programme was utilised as a comparison group. Questionnaire results were analysed using a range of inferential statistics. This paper will focus on two main findings related to objective measures of information literacy skills. These include pre-programme/post-programme change in student performance and differences in student performance between those who undertook the programme and those who did not. The programme demonstrated its effectiveness in developing information literacy skills, however the challenge remains for both academics and students to ensure that these skills are consolidated and extended for effective life-long learning. PMID:10959137

Wallace, M C; Shorten, A; Crookes, P A

2000-08-01

284

Cultural Teaching: The Development of Teaching Skills in Maya Sibling Interactions  

Microsoft Academic Search

Psychology has considered the development of learning, but the development of teaching in childhood has not been considered. The data presented in this article demonstrate that children develop teaching skills over the course of middle childhood. Seventy-two Maya children (25 boys, 47 girls) ranging in age from 3 to 11 years ( M ? 6.8 years) were videotaped in sibling

Ashley E. Maynard

2002-01-01

285

How Does the Use of Reading Recovery Techniques and Individualized Reading Strategies Affect the Reading Skills of Middle-School, Second Language Learners? Action Research Project.  

ERIC Educational Resources Information Center

|This study focuses on the progress of six middle schoolers in the St. Louis public schools who had been placed in 6th grade even though they had only first grade-level reading skills. It seeks to answer the following question: What effect will the use of Reading Recovery techniques and individualized reading strategies have on middle school…

Reid, Lorene

286

Teaching Chinese Engineering Students Oral Presentation Skills.  

ERIC Educational Resources Information Center

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

Mueller, Elizabeth Ann

287

Videotaped Instruction for the Teaching of Skills.  

ERIC Educational Resources Information Center

This study was an attempt to compare the effectiveness of videotaped segments with that of conventional teaching methods. Students enrolled in business, chemistry, electronics, engineering, and nursing courses at Shoreline Community College (Washington) participated in the study. The Mann-Whitney test for unequal N and T tests was used to…

McVay, Donald R.

288

Teaching the Skill of Contextualizing in History  

Microsoft Academic Search

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

Avishag Reisman; Sam Wineburg

2008-01-01

289

Teaching Social Skills in a Virtual Environment: An Exploratory Study  

ERIC Educational Resources Information Center

This article reports on an exploratory study which examines the use of virtual environment technology as a tool to teach elementary school children social skills. Small group interventions were assessed to determine how the participants were measurably different on 7 different dependent variables: problem behaviors, academic competence,…

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

2009-01-01

290

Developing Generalized Teaching Skills in Mothers of Autistic Children  

Microsoft Academic Search

An education program designed to assist parents in teaching adaptive behavior skills to their autistic children is described. During training, mothers were trained through the use of written materials, modeling, behavioral rehearsal, and oral feedback to use prompting and reward techniques. To facilitate generalization, an additional instructional program with informational, problem-solving, and self-monitoring components was employed. Training procedures were introduced

Dianne R. Moran; Thomas L. Whitman

1991-01-01

291

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

292

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

293

Teaching Social Skills in a Virtual Environment: An Exploratory Study  

Microsoft Academic Search

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

Jason Baker; Agatha Parks-Savage; Mark Rehfuss

2009-01-01

294

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

295

Reflected Skills of the Science Student Teachers in Teaching Practices  

ERIC Educational Resources Information Center

The aim of this study is to determine the level of opportunities given to science student teachers by practice schools in order to reflect their skills they acquired through curricula in their faculty. This study has been carried out by using case study approach. As the first step, the curricula of the teaching professional courses offered in…

Karamustafaoglu, Orhan

2008-01-01

296

A Comparative Study of Teaching Typing Skills on Microcomputers.  

ERIC Educational Resources Information Center

A 4-week experimental study was conducted with 105 high school students in 4 introductory typewriting classes of a large urban school in British Columbia during the 1981 spring semester. The purpose of the study was to compare the effectiveness of teaching the skill-building components of typewriting speed and accuracy using either the…

Lindsay, Robert M.

297

Teaching Professional Skills for the Computer Science Researcher  

Microsoft Academic Search

We teach students to become researchers through a kind of apprenticeship. Experienced researchers take graduate students under their wing and tutor them individually on how to do research: a slow and somewhat erratic procedure. This article describes a course that is designed to accelerate the process by imparting professional research skills. It has been taught for three years to incoming

Ian H. Witten

1992-01-01

298

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

299

Teaching Thinking Skills for the Twenty-First Century.  

ERIC Educational Resources Information Center

This paper examines the teaching of thinking skills for the future. An analysis of John Dewey's "How We Think" offers insights into cognition. Four types of thinking--reflective, conceptual, critical and creative--are explored. Aspects of brain research relevant to cognition are discussed. Specific ways to facilitate thinking and several…

Rockler, Michael J.

300

Teaching Thinking Skills for the Twenty-First Century.  

ERIC Educational Resources Information Center

|This paper examines the teaching of thinking skills for the future. An analysis of John Dewey's "How We Think" offers insights into cognition. Four types of thinking--reflective, conceptual, critical and creative--are explored. Aspects of brain research relevant to cognition are discussed. Specific ways to facilitate thinking and several…

Rockler, Michael J.

301

Effective Training Methods for Teaching Human Skills to Supply Officers.  

National Technical Information Service (NTIS)

This study identifies the most effective training methods for teaching a set of human skills to Air Force supply officers. The goal is to improve the performance of supply officers so they many function effectively as Chiefs of Supply. Members of the Amer...

K. D. Illsley

1990-01-01

302

Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays  

ERIC Educational Resources Information Center

The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically taught by the classroom teacher who may have little to no knowledge of how to initiate a…

Murata, Nathan M.; Tan, Carol A.

2009-01-01

303

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

304

Teaching Expository Comprehension Skills in Early Childhood Classrooms  

ERIC Educational Resources Information Center

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

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

2010-01-01

305

Teaching Job Interviewing Skills With the Help of Television Shows  

Microsoft Academic Search

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 episodes may be used to examine in detail topics commonly

Janel Bloch

2011-01-01

306

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…

Kolah, Debra; Fosmire, Michael

2010-01-01

307

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

308

A nonvocal system for teaching retarded children to read and write.  

PubMed

This study investigated the development of nonvocal teaching of reading and writing in severely retarded children. Fourteen subjects were selected who demonstrated limited communication skills, and were randomly placed into two groups. Group A received training procedures utilizing abstract plastic symbols which were arbitrarily assigned to represent specific words. The training program was divided into three phases. Phase I consisted of training left to right sequencing of four color--coded forms; Phase II consisted of training of matching symbols to stimulus pictures; and Phase III consisted of training of fading from symbols to printed words. The subjects completing this training program demonstrated the ability to learn selected reading and writing skills, i.e., they learned to sequence an article, subject noun, auxiliary verb, and verb. They also demonstrated functional semantic comprehension of five nouns and five verbs. Thirteen subjects finished the communication training program in less than four months with a mean training of 7 hours and 55 minutes. This is approximately 2 hours of training a month per subject to learn these skills. The data showed that Group B (rebuses) required fewer trials than Group A (abstract symbols) to meet criterion for Phase II, matching symbols to stimulus pictures. This suggests that Group B subjects may have had a meaningful association for the rebus signs which generalized to stimulus pictures. Group A (abstract symbols) required fewer trials than Group B (rebuse) to meet criterion for Phase 111, matching printed words to stimulus pictures. This indicates that perhaps Group A's training with abstract symbols positively affected learning to read printed words. The success of the visual nonvocal treatment program with the severely retarded is encouraging. Indeed, this is a different and viable approach in teaching communication skills (reading and writing) to the retarded. PMID:750912

Kuntz, J B; Carrier, J K; Hollis, J H

1978-01-01

309

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

310

Phonics in the Teaching of Reading.  

ERIC Educational Resources Information Center

|This paper begins with an overview of necessary word recognition skills and the debate between use of phonics versus whole language. The paper gives a useful 5-step strategy for decoding unfamiliar words: (1) use context clues; (2) try the sound of the initial consonant, vowel, or blend in addition to context clues; (3) check for structural…

Ediger, Marlow

311

Promoting Beginning Reading Success through Meaningful Assessment of Early Literacy Skills  

ERIC Educational Resources Information Center

|Recent scientific advances in early literacy assessment have provided schools with access to critical information about students' foundational beginning reading skills. In this article, we describe how assessment of early literacy skills can help school psychologists promote beginning reading success for all children. First, we identify key…

Coyne, Michael D.; Harn, Beth A.

2006-01-01

312

Component Processes of Early Reading, Spelling, and Narrative Writing Skills in Turkish: A Longitudinal Study  

ERIC Educational Resources Information Center

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

Babayigit, Selma; Stainthorp, Rhona

2010-01-01

313

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

314

The Development of Reading Skills in Children With English as a Second Language  

Microsoft Academic Search

One goal of this longitudinal study was to examine whether the predictors of reading skills in Grade 3 would differ between English as a second language (ESL) students and native English-speaking (L1) students. Phonological processing, syntactic awareness, memory, spelling, word reading, and lexical access skills were assessed in kindergarten and in Grade 3. The results indicated that in kindergarten, the

Orly Lipka; Linda S. Siegel

2007-01-01

315

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

ERIC Educational Resources Information Center

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

Schain, Robert L., Ed.; And Others

316

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

ERIC Educational Resources Information Center

|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…

Cain, Kate; Oakhill, Jane; Bryant, Peter

2004-01-01

317

Teaching Generalized Reading and Spelling to Children with Autism  

ERIC Educational Resources Information Center

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

Tanji, Takayuki; Takahashi, Kosuke; Noro, Fumiyuki

2013-01-01

318

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

319

Teaching information literacy skills: an evaluation  

Microsoft Academic Search

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

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

2000-01-01

320

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

Microsoft Academic Search

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

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

1999-01-01

321

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

322

The effect of computer-assisted instruction and field independence on the development of rhythm sight-reading skills of middle school instrumental students  

Microsoft Academic Search

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 Test. Each was randomly divided in half. Half were assigned to

Kenneth H. Smith

2009-01-01

323

Teaching African American Learners to Read: Perspectives and Practices  

ERIC Educational Resources Information Center

|This collection of original and previously published articles fills a critical need for professional literature that documents successful research-based practices and programs that teach African American children to read. Thoughtful commentary on historic and current issues, discussion of research-based best practices, and examples of culturally…

Hammond, Bill, Ed.; Hoover, Mary Eleanor Rhodes, Ed.; McPhail, Irving Pressley, Ed.

2005-01-01

324

The Mindful School: How to Teach Balanced Reading and Writing.  

ERIC Educational Resources Information Center

|Using a balanced approach that integrates the language arts and blends teacher and student leadership strategies, this book offers a variety of activities for teaching reading and writing and has a flexible design, making the book adaptable for use at all grade levels. The balanced approach in the book uses a compatible combination of…

Burns, Bonnie

325

Teaching Reading: Strategies and Resources for Grades K-6  

ERIC Educational Resources Information Center

|Elementary teachers of reading have one essential goal--to prepare diverse children to be independent, strategic readers in real life. This innovative text helps preservice and inservice teachers achieve this goal by providing knowledge and research-based strategies for teaching phonemic awareness, phonics, fluency, vocabulary, all aspects of…

McCormack, Rachel L.; Pasquarelli, Susan Lee

2009-01-01

326

TEACHING LITERATURE AND READING SIMULTANEOUSLY, NINTH GRADE ENGLISH.  

ERIC Educational Resources Information Center

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

KINKEAD, THOMAS; LEVINE, MILTON

327

Uses of Programmed Materials in Teaching Reading and Aural Comprehension.  

ERIC Educational Resources Information Center

|This paper describes some of the problems pertaining to teaching reading and aural comprehension in English as a second language, suggests some of the potential uses of programed learning in solving them, and reports on some of the approaches developed at the Economics Institute of the University of Colorado. While an increasing amount of…

Sandberg, Karl C.

328

Critical Reading and the Teaching of Selected Logic Concepts.  

ERIC Educational Resources Information Center

|Twelve groups consisting of 277 fourth, fifth, and sixth graders participated in a study of the effects of teaching ten concepts of logical thinking, on ability to read critically. The two-month program of instruction consisted of a direct oral presentation of the ten selected concepts followed by practice in using the concepts. Analysis of…

Heimann, Therese Marie

329

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

ERIC Educational Resources Information Center

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

Nation, Kate; Hulme, Charles

2011-01-01

330

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

Microsoft Academic Search

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

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

2005-01-01

331

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

332

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

Microsoft Academic Search

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

Selma Babayi?it; Rhona Stainthorp

2010-01-01

333

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

Microsoft Academic Search

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

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

334

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

335

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

336

Resilency among Third Graders and their Classmates and Associations with Reading Skill Gains  

Microsoft Academic Search

This study examined if indicators of resilience were associated with students’ reading skill gains and whether the resilience of classmates was associated with students’ literacy learning overall. Third grade students (n=478) from a large, diverse school district were given a battery of assessments. The indicators of resilience measured were the Social Skills and Problem Behaviors scores on the Social Skills

Falyn Morris

2011-01-01

337

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

ERIC Educational Resources Information Center

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

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

2010-01-01

338

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

339

CONCEPT MAPS: A TOOL TO IMPROVE READING COMPREHENSION SKILLS OF CHILDREN WITH HEARING IMPAIRMENTS  

Microsoft Academic Search

Children with hearing loss who are inserted into the regular Panamanian School System tend to have academic difficulties, often due to low reading comprehension levels. Concept maps may be able to support hearing-impaired children to achieve better reading comprehension skills, by providing a means to improve their reading vocabulary, as well as helping them follow sequences of ideas present in

Elsy Peña Castillo; Damaris Bernal Mosquera; Dagmar López Palacios

340

Bridging Theory and Practice: Developing Lower-Level Skills in L2 Reading  

ERIC Educational Resources Information Center

|Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…

Kato, Shigeo

2012-01-01

341

Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3-Year Panel Study.  

ERIC Educational Resources Information Center

Explores longitudinal effects of television viewing on 1,050 Dutch children's reading comprehension, causal mechanisms that underlie these effects on reading comprehension, and longitudinal effects of television on decoding skills. Surveys children three times at one-year intervals. Suggests that television viewing inhibited development of reading

Koolstra, Cees M.; And Others

1997-01-01

342

Aula/The Classroom: Approaches to Improving the Reading Skill of the Bilingual Student.  

ERIC Educational Resources Information Center

Once bilingual students have reached an elementary level of reading competence in their second language; a step-by-step procedure can be followed to improve their reading skills through exercises and techniques which develop reading speed, vocabulary, and comprehension. (SB)

Cargill-Power, Carol

1980-01-01

343

Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder  

Microsoft Academic Search

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 typical development; (b) to examine whether

Jakob Åsberg; SvenOlof Dahlgren; Annika Dahlgren Sandberg

2008-01-01

344

Development of Reading Skills in Dutch Primary Schools: Outcomes and Prospects.  

ERIC Educational Resources Information Center

|From l979 to l985, data were gathered from approximately 600 students in 24 Dutch elementary schools to determine changes occurring in the interrelationships among the reading skill components of decoding, reading comprehension, and spelling ability. Information for each student was obtained from reading performance test scores recorded at the…

Boland, Theodoor; Mommers, Martin J. C.

345

Teaching safety skills to children to prevent gun play.  

PubMed Central

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

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

2004-01-01

346

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

PubMed Central

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

Banai, Karen; Ahissar, Merav

2013-01-01

347

Using Kolb’s Learning Cycle to Teach Negotiation Skills  

Microsoft Academic Search

This chapter presents a case study of a module of a course within a tertiary education curriculum at the Institute of Economics\\u000a and Management and is chosen to illustrate the way the learning cycle developed by Kolb is used to teach negotiation skills\\u000a to entrepreneurs. The course is based on two assumptions:\\u000a \\u000a \\u000a \\u000a 1. \\u000a \\u000a Negotiation skills rely largely on (stable) personality

J. Rosi?ski; J. Klich

348

A follow-up study on word and non-word reading skills in Down syndrome.  

PubMed

The current study was designed to trace changes in the relationship between non-word reading and irregular word reading on the one hand, and between phonological awareness and non-word reading on the other, through a follow-up study of a group of individuals with Down syndrome. Twelve individuals with Down syndrome, whose data were originally reported in Roch and Jarrold (2008), were seen four years later, and were given the same tasks as in the previous study evaluating phonological awareness, non-word reading and irregular word reading. After four years, an improvement was observed in all the skills of interest. Furthermore, the pattern of relationships among the three skills was observed to change considerably across the four year period. At the first time point, a weak association between non-word and irregular word reading was found, but there was a strong association between these two measures at the second time point. In contrast, a strong relationship was found at Time 1 between non-word reading and phonological awareness, which became weaker at Time 2. Longitudinal associations between the three skills were also examined in order to explain this changing pattern of associations. The results indicated that the ability to decode non-words plays a marginal role on later irregular word reading. In contrast, irregular word reading is a longitudinal predictor of later non-word reading. Phonological awareness was not longitudinally related to non-word reading. The results indicate that developing word knowledge can facilitate later non-word reading in Down syndrome, perhaps by a process of reading by visual analogy to known lexical items. Learning outcomes: Readers will be able to (a) explain the development of word reading, non-word reading and phonological awareness in Down syndrome; (b) explain the longitudinal changes in the relationships among the three skills; (c) explain the relevance for education of the influence of word reading for the improvement in non-word reading. PMID:22176835

Roch, Maja; Jarrold, Christopher

2011-11-25

349

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

350

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

351

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

PubMed Central

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

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

2012-01-01

352

The SEGUE Framework for teaching and assessing communication skills.  

PubMed

This article examines uses and characteristics of the SEGUE Framework, a research-based checklist of medical communication tasks. A recent survey of US and Canadian medical schools indicates that the SEGUE Framework is the most widely used structure for communication skills teaching and assessment in North America. Student and faculty response to the SEGUE Framework as a teaching tool has been positive. Data drawn from clinical skills assessments with standardized patients provide evidence of concurrent and construct validity. Analysis of visits between general internists and their patients reinforces validity of the SEGUE Framework in an actual practice setting. Interrater reliability is high when standardized patients are recording student performance immediately after a live encounter, and when coders are evaluating videotaped or audiotaped encounters; intrarater reliability is strong as well. The SEGUE Framework has a high degree of acceptability, can be used reliably, has evidence of validity, and is applicable to a variety of contexts. Studies of predictive validity are needed. PMID:11602365

Makoul, G

2001-10-01

353

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

PubMed

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

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

2013-07-27

354

Why elementary teachers might be inadequately prepared to teach reading.  

PubMed

Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic concepts of the English language. They may be well versed in children's literature but not know how to address the basic building blocks of language and reading. The authors hypothesized that one of the reasons for this situation is that many instructors responsible for training future elementary teachers are not familiar with the concepts of the linguistic features of English language. This hypothesis was tested by administering a survey of language concepts to 78 instructors. The results showed that even though teacher educators were familiar with syllabic knowledge, they performed poorly on concepts relating to morphemes and phonemes. In a second study, 40 instructors were interviewed about best practices in teaching components and subskills of reading. Eighty percent of instructors defined phonological awareness as letter-sound correspondence. They also did not mention synthetic phonics as a desirable method to use for beginning reading instruction, particularly for students at risk for reading difficulties. In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses. PMID:19542350

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

2009-06-19

355

Using augmented reality games to teach 21st century skills  

Microsoft Academic Search

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

Karen Schrier

2006-01-01

356

Collaborative Teaching of Motor Skills for Preschoolers with Developmental Delays  

Microsoft Academic Search

The purpose of this paper is to describe collaborative teaching between preschool teachers, adapted physical educators, physical\\u000a therapists, and occupational therapists of motor skills for preschoolers with developmental delays. The motor domain is typically\\u000a taught by the classroom teacher who may have little to no knowledge of how to initiate a motor program. For this reason, a\\u000a collaborative approach in

Nathan M. Murata; Carol A. Tan

2009-01-01

357

Reading Therapy Project.  

ERIC Educational Resources Information Center

Examines the results of using the Phono-Graphix reading method, designed for students with reading disabilities, to teach nine prison inmates to read. Reports that inmates' average basic reading skills standard score gains were 17 points (more than one standard deviation) after 33 one-hour sessions, an average gain of 1.9 standard points per…

McCarty, Roxanne

2002-01-01

358

Perspective: Serious play: teaching medical skills with improvisational theater techniques.  

PubMed

The physician-patient encounter may be structured, but it is never scripted; every physician-patient interaction is to some degree improvised. Both physicians and improvisers must prepare for unpredictability, and the surprising and unrecognized overlap between improvisational theater and medical training and medical practice led the author to develop a seminar that tailors improvisational skills to physician needs, teaching communication, professionalism, and other medical skills through an approach she calls "medical improv." The author observes that there is no example of this teaching strategy as a recurring part of a medical school curriculum reported in the literature, and she describes the contributions medical improv can make to physician skills. The author reports on medical students' positive response to the medical improv seminar she has taught at Northwestern University Feinberg School of Medicine since 2002: 95% of students anonymously evaluating the seminar from 2002 to 2010 agreed with the statement, "Studying improv could make me a better doctor," and 100% agreed with the statement, "I would recommend this class to other medical students." The author proposes a medical improv teaching model that other medical schools and hospitals could adapt and adopt. PMID:21869654

Watson, Katie

2011-10-01

359

The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls  

Microsoft Academic Search

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance

Tami Katzir; YoungSuk Kim; Maryanne Wolf; Becky Kennedy; Maureen Lovett; Robin Morris

2006-01-01

360

Innovative approach to teaching communication skills to nursing students.  

PubMed

This study assessed the effectiveness of a learner-centered simulation intervention designed to improve the communication skills of preprofessional sophomore nursing students. An innovative teaching strategy in which communication skills are taught to nursing students by using trained actors who served as standardized family members in a clinical learning laboratory setting was evaluated using a two-group posttest design. In addition to current standard education, the intervention group received a formal training session presenting a framework for communication and a 60-minute practice session with the standardized family members. Four domains of communication-introduction, gathering of information, imparting information, and clarifying goals and expectations-were evaluated in the control and intervention groups in individual testing sessions with a standardized family member. The intervention group performed better than the control group in all four tested domains related to communication skills, and the difference was statistically significant in the domain of gathering information (p = 0.0257). PMID:19810670

Zavertnik, Jean Ellen; Huff, Tanya A; Munro, Cindy L

2010-02-04

361

An Investigation and Demonstration of Methodologies for Determining the Reading Skills and Requirements of Air Force Career Ladders.  

ERIC Educational Resources Information Center

|The purpose of this study was to demonstrate a methodology which could be used to estimate the reading skills of Air Force personnel and the reading requirements of different career fields in an attempt to determine the extent of the difference between the reading skills of personnel and the reading requirements of the training materials in a…

Mockovak, William P.

362

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

363

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

PubMed

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

2012-11-16

364

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

PubMed

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

Omori, Mikimasa; Yamamoto, Jun-ichi

2013-01-28

365

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

ERIC Educational Resources Information Center

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

Temple, Christine M.

1990-01-01

366

The Role of Inhibitory Functioning in Children's Reading Skills  

ERIC Educational Resources Information Center

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

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

2009-01-01

367

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

Microsoft Academic Search

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

Judith E. Terpstra; Kyle Higgins; Tom Pierce

2002-01-01

368

Transfer of Reading-Related Cognitive Skills in Learning to Read Chinese (L1) and English (L2) among Chinese Elementary School Children  

ERIC Educational Resources Information Center

|This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant…

Keung, Yuen-Ching; Ho, Connie Suk-Han

2009-01-01

369

Transfer of Reading-Related Cognitive Skills in Learning to Read Chinese (L1) and English (L2) among Chinese Elementary School Children  

ERIC Educational Resources Information Center

This study investigated transfer of reading-related cognitive skills between learning to read Chinese (L1) and English (L2) among Chinese children in Hong Kong. Fifty-three Grade 2 students were tested on word reading, phonological, orthographic and rapid naming skills in Chinese (L1) and English (L2). The major findings were: (a) significant…

Keung, Yuen-Ching; Ho, Connie Suk-Han

2009-01-01

370

Evaluation of a patient teaching skills course disseminated through staff developers  

Microsoft Academic Search

Effective Patient Teaching (EPT), a course designed to improve health professionals' and health professions students' teaching skills, reliably produces gains in participants' skills when presented by its developers. The objective of this dissemination research study was to investigate whether, using a ‘training of trainers’ approach, seven nurses with staff development responsibilities in five different sites could teach EPT with similar

Elaine J. Boswell; James W. Pichert; Rodney A. Lorenz; David G. Schlundt; Marie I. Penha; Shirley Alexander; Deborah E. Davis; Jennifer L. Evangelist; Alisa R. Haushalter; Leonard C. Lindsay; Mary Palm; Debbie Sauve

1996-01-01

371

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

Microsoft Academic Search

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

Phillip Ward; Shannon Smith; Kemal Makasci

1997-01-01

372

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

373

College English Teachers' Attitudes toward Teaching Speaking Skills in the EFL Classroom  

Microsoft Academic Search

This study aims to investigate Taiwanese English teachers' attitudes toward teaching speaking skills in the college EFL classroom. Research question investigates how generally the teachers' attitudes toward grammar teaching, oral approach, language drills and patterns, and cross-culture issue which related to speaking skills development, and major problems in the EFL classroom. To explore the teachers' attitudes toward teaching English speaking,

Ying-Ying Chuang

374

Reading Improvement in the Secondary School.  

ERIC Educational Resources Information Center

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…

Dechant, Emerald

375

Studies on Reading Strategies and Teaching Literary Works: Interactive Model in Reader's Theater  

Microsoft Academic Search

Reading is a complex cognitive activity. In this case, fluent reading is the product of long-term efforts and improvement. To make EFL reading more efficient and effective, proper teaching materials, reading strategies and teaching approaches should be adopted. This paper begins with the discussion of three pedagogical and theoretical issues in reading, including Bottom-up Model, Top-down Model, and Interactive Model.

Chin-ching Lee

376

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

ERIC Educational Resources Information Center

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

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

2010-01-01

377

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

ERIC Educational Resources Information Center

|Reading and discussing literary texts in a second language (L2) is a significant component of intermediate and advanced level collegiate language education. However, in spite of more attention to the role of literary texts in L2 instruction, the function of reading strategy instruction to teaching literary reading in the L2 has remained…

Urlaub, Per

2012-01-01

378

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

379

To Teach or Not to Teach "Social" Skills: Comparing Community Colleges and Private Occupational Colleges  

ERIC Educational Resources Information Center

|This article examines the approach to teaching social skills in two kinds of colleges: community colleges, and private for-profit and nonprofit "occupational" colleges, with a focus on college credit programs that lead to applied associate's degrees in a variety of business, health, computer, and technical occupational programs. Nearly all…

Deil-Amen, Regina

2006-01-01

380

Does a continuous measure of handedness predict reading processes and reading-related skills across the lifespan?  

PubMed

The purpose of this research was to investigate the relationship between handedness, reading skills, and reading-related cognitive processes. Although lateralised differences in brain functioning are well known, research regarding handedness, specific reading skills, and reading-related cognitive processes is ambiguous at best because handedness is often measured as a dichotomous variable rather than a continuous variable. This methodological difference contributes to the diverse research findings, therefore the present investigation addressed these methodological limitations. A large normative sample of up to 1383 participants who ranged in age from 4 to 80 completed the Woodcock Johnson Psycho-Educational Battery-Revised (Woodcock & Johnson, 1989a, 1989b) or the Woodcock Johnson Psycho-Educational Battery-Third Edition (Woodcock, McGrew, & Mather, 2001) in combination with the Dean Woodcock Sensory Motor Battery (Dean & Woodcock, 2003) lateral preference scale, a continuous measure of handedness. Polynomial multiple regression analyses indicated curvilinear relationships between handedness and reading skills, along with handedness and auditory working memory. Individuals towards the extremes of the handedness continuum performed less well on the reading-related tasks. Therefore, just knowing a general classification of right, left, or mixed handed will not provide significant knowledge regarding lateralisation or potential cognitive and academic consequences but rather knowledge of an individual's hand preference on a continuum may well be useful for evaluative purposes. PMID:18608855

Brenneman, Michele H; Decker, Scott; Meyers, Joel; Johnson, Katrina

2008-06-06

381

Reading Reflex: The Foolproof "Phono-Graphix" Method for Teaching Your Child To Read.  

ERIC Educational Resources Information Center

Based on the premise that the missing piece of reading instruction is code knowledge, this book is about how to teach a code and the best way for children to learn it. The code used in the book maps 26 symbols to nearly 40 sounds--there are many different ways to spell most sounds, and many symbols stand for more than one sound. Following an…

McGuinness, Carmen; McGuinness, Geoffrey

382

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

383

Teachers Adapt Their Instruction in Reading According to Individual Children's Literacy Skills  

ERIC Educational Resources Information Center

This study examined the extent to which first grade teachers adapt their reading instruction to the literacy skills of particular children in their classroom, and investigated whether teacher and classroom characteristics influence such adaptation. Three hundred seven Finnish children were tested with regard to their literacy skills at the end of…

Nurmi, Jari-Erik; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Niemi, Pekka; Poikkeus, Anna-Maija; Ahonen, Timo; Leskinen, Esko; Lyyra, Anna-Liisa

2013-01-01

384

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.

385

Using Computer Assisted Instruction in a Reading and Study Skills Course.  

ERIC Educational Resources Information Center

|Test wiseness programs and computer assisted study skills instruction (CASSI) were found to be valuable resources for college reading and study skills instructors and students at St. Cloud State University (Minnesota). Two booklets on test wiseness cues were reorganized and used as computer programs to allow the information to be presented…

Rauch, Margaret

386

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

387

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

388

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

ERIC Educational Resources Information Center

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

Magliano, Joseph P.; Millis, Keith K.

2003-01-01

389

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

Microsoft Academic Search

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

Stephanie M. Curenton; Laura M. Justice

2008-01-01

390

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

PubMed Central

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

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

2011-01-01

391

Suggested Activities for Developing and Reinforcing Word Analysis Skills in the Reading Program.  

ERIC Educational Resources Information Center

Teaching procedures for word analysis skills are described and followed by sample games and activities. The skills are listed in the following sequence: sight words, phonics (initial consonants, medial and final consonants, blends, digraphs, short vowel sounds, syllabication related to short vowel position, short vowel compound words, long vowel…

Mason, Evelyn

392

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

ERIC Educational Resources Information Center

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

Gibbs, Simon

2004-01-01

393

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

Microsoft Academic Search

In recent years, significant progress has been made in the study of reading and read- ing disability with the use of functional neuroimaging techniques. There is substan- tial converging evidence that skilled word recognition requires the development of a highly integrated cortical system that includes left hemisphere dorsal, ventral, and anterior subsystems. This article highlights key findings regarding the functional

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

2004-01-01

394

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

ERIC Educational Resources Information Center

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

Sparks, Richard L.

2001-01-01

395

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

396

Using ICT to Foster (Pre) Reading and Writing Skills in Young Children  

ERIC Educational Resources Information Center

|This study examines how technology can support the development of emergent reading and writing skills in four- to five-year-old children. The research was conducted with PictoPal, an intervention which features a software package that uses images and text in three main activity areas: reading, writing, and authentic applications. This article…

Voogt, Joke; McKenney, Susan

2008-01-01

397

Early Listening and Speaking Skills Predict Later Reading Proficiency in Pediatric Cochlear Implant Users  

Microsoft Academic Search

Objectives: Previous studies have reported that chil- dren who use cochlear implants (CIs) tend to achieve higher reading levels than their peers with profound hearing loss who use hearing aids. The purpose of this study was to investigate the influ- ences of auditory information provided by the CI on the later reading skills of children born with pro- found deafness.

Linda J. Spencer; Jacob J. Oleson

2008-01-01

398

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

ERIC Educational Resources Information Center

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

Jensen, Peter; Rasmussen, Astrid Wurtz

2011-01-01

399

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

ERIC Educational Resources Information Center

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

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

2009-01-01

400

Predictors of Reading Skills for Kindergartners and First Grade Students in Spanish: A Longitudinal Study  

ERIC Educational Resources Information Center

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

Kim, Young-Suk; Pallante, Daniel

2012-01-01

401

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

402

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

ERIC Educational Resources Information Center

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

Ecklund, Britt K.; Lamon, Kathryn M.

2008-01-01

403

Language Preference and Its Relationship with Reading Skills in English and Spanish  

ERIC Educational Resources Information Center

|A dearth of research has investigated the language preference of bilingual childhood populations and its subsequent relationship to reading skills. The current study evaluated how a sequential bilingual student's choice of language, in a particular environmental context, predicted reading ability in English and Spanish. The participants were…

Brenneman, Michele H.; Morris, Robin D.; Israelian, Marlyne

2007-01-01

404

Television's Impact on Children's Reading Comprehension and Decoding Skills: A 3-Year Panel Study.  

ERIC Educational Resources Information Center

|Explores longitudinal effects of television viewing on 1,050 Dutch children's reading comprehension, causal mechanisms that underlie these effects on reading comprehension, and longitudinal effects of television on decoding skills. Surveys children three times at one-year intervals. Suggests that television viewing inhibited development of…

Koolstra, Cees M.; And Others

1997-01-01

405

Improving Student Reading and Writing Skills through the Use of Writer's Workshop.  

ERIC Educational Resources Information Center

|A study examined and described a program for implementing a writer's workshop to increase the literacy skills of reading and writing. The targeted population consisted of early childhood special education, kindergarten, and first-grade students in a growing, middle class community located in northern Illinois. The problems of poor reading

Klatt, Ellen; And Others

406

Predictors of Reading Skills for Kindergartners and First Grade Students in Spanish: A Longitudinal Study  

ERIC Educational Resources Information Center

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

Kim, Young-Suk; Pallante, Daniel

2012-01-01

407

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

ERIC Educational Resources Information Center

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

Flynn, Kylie S.

2011-01-01

408

Assessment and Instruction of Reading Skills: Results with Mexican-American Students.  

ERIC Educational Resources Information Center

|The article presents an examination of the tenets of nonbiased assessment, an evaluation of tests for assessing Mexican-American students reading skills, and a discussion of research relevant to reading instruction programs for limited-English proficient students. (Author/DB)|

Hoffer, Kathleen R.

1983-01-01

409

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

ERIC Educational Resources Information Center

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

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

2009-01-01

410

Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness  

Microsoft Academic Search

We present the results of a short-term longitudinal study. Children in the early stages of learning to read (5 and 6 year olds) were administered three different tasks (deletion, oddity, and detection) tapping awareness of four phonological units (initial phoneme, final phoneme, onset, and rime). Measures of phoneme awareness were the best concurrent and longitudinal predictors of reading skill with

Charles Hulme; Peter J. Hatcher; Kate Nation; Angela Brown; John Adams; George Stuart

2002-01-01

411

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

412

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

ERIC Educational Resources Information Center

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

Kendall, Janet Ross; And Others

413

Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills  

Microsoft Academic Search

The authors examined the development of oral language and decoding skills from preschool to early elementary school and their relation to beginning reading comprehension using a cross-sequential design. Four- and 6-year-old children were tested on oral language and decoding skills and were retested 2 years later. In all age groups, oral language and decoding skills formed distinct clusters. The 2

Panayiota Kendeou; Paul van den Broek; Mary Jane White; Julie S. Lynch

2009-01-01

414

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

Microsoft Academic Search

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

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

2007-01-01

415

Performance of psychomotor skills: a comparison of two teaching strategies.  

PubMed

This study compares two teaching strategies: textbook assignment and videotape with no faculty assistance, and textbook assignment and videotape with faculty assistance (demonstration of skills and supervised practice) to determine their effect on outcome performance (measurement of blood pressure) and on the student's perceived level of confidence. The intent of the study was to ascertain if the use of mediated instruction without faculty input would decrease faculty-student contact time without adversely affecting performance outcomes. Results of the study revealed that faculty contact is an important factor when students are learning to perform a basic psychomotor skill. It was concluded that mediated instruction is not appropriate as a complete substitute for faculty contact. PMID:1658271

Baldwin, D; Hill, P; Hanson, G

1991-10-01

416

Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children  

Microsoft Academic Search

This study assessed the reading, language, and memory skills of 56 bilingual Arab-Canadian children age's 9-14. English was their main instructional language, and Arabic was the language spoken at home. All children attended a Heritage Language Program in Toronto where they were taught to read and write Arabic. The children were administered word and pseudo-word reading, language, and working memory

Salim Abu-Rabia; Linda S. Siegel

2002-01-01

417

Effect of oculomotor and other visual skills on reading performance: a literature review.  

PubMed

The diagnosis and management of many oculomotor anomalies is within the domain of optometry. Thus, a thorough understanding of these systems and their relation to reading performance is vital. Efficient reading requires accurate eye movements and continuous integration of the information obtained from each fixation by the brain. A relation between oculomotor efficiency and reading skill has been shown in the literature. Frequently, these visual difficulties can be treated successfully with vision therapy. PMID:8728497

Kulp, M T; Schmidt, P P

1996-04-01

418

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

ERIC Educational Resources Information Center

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

Mistry, Jayalaxshmi; White, Fiona; Berardi, Andrea

2009-01-01

419

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…

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

420

A Model for Teaching Rational Behavior Skills to Emotionally Disturbed Youth in a Public School Setting.  

ERIC Educational Resources Information Center

Describes a model used to teach rational behavior skills to 34 emotionally disturbed adolescents. Discusses teaching, training, and counseling strategies. The group demonstrated significant positive changes in learning and personality variables, but not behavior. (JAC)

Patton, Patricia L.

1985-01-01

421

The Effects of "Reading Mastery Plus" on the Beginning Reading Skills of Students with Intellectual and Developmental Disabilities  

ERIC Educational Resources Information Center

|This study explored the effects of "Reading Mastery Plus" in grades K-2 at a Title 1 school with six students with intellectual and developmental disabilities (IDD). Two students in each of grades kindergarten, 1, and 2 participated. "Diagnostic Indicators of Basic Early Literacy Skills (DIBELS)" spring fluency probes were used to assess changes…

Riepl, Jennifer H.; Marchand-Martella, Nancy E.; Martella, Ronald C.

2008-01-01

422

The Development and Evaluation of a Reading Program Designed to Improve Specific Skills in Reading a Newspaper.  

ERIC Educational Resources Information Center

|The purpose of this study was to increase students' ability to locate specific information and to distinguish between facts and opinions, major ideas and minor details, and favorable and unfavorable statements in reading a newspaper. A workbook containing a minimum of ten exercises, a mastery skill sheet, and six supplementary exercises in each…

Wardell, Patricia Murray

423

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

424

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

425

Medical Students' Skills, Attitudes, and Behavior Needed for Literature Reading.  

ERIC Educational Resources Information Center

Student characteristics needed for professional literature reading were compared in first- and fourth-year students. Fourth-year students read more, valued reviews over original research, valued journals' reputations more, but were less willing to admit uncertainty. Medical education's emphasis on specific answers rather than analysis is faulted.…

Riegelman, Richard K.; And Others

1983-01-01

426

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

427

Unlocking Reading Comprehension with Key Science Inquiry Skills  

ERIC Educational Resources Information Center

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

Miller, Roxanne Greitz

2006-01-01

428

Teacher's Directory of Reading Skill Aids and Materials.  

ERIC Educational Resources Information Center

Intended to help reading teachers match pupil needs and deficiencies with specific instructional materials, this volume contains more than 2,000 print and audiovisual instructional materials for reading instruction. Citations, which include objectives, grade level, publisher, and format, are grouped into the following sections: (1) developing the…

Dechant, Emerald

429

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

430

The Influence of Family History on Reading Remediation and Reading Skills in Children With Dyslexia  

Microsoft Academic Search

This study examined whether family history of reading disability influences the efficacy of reading remediation. A retrospective review of children’s performance in a reading remediation program was carried out along with parental interviews for 102 families. Significant improvements were found in the areas of nonword decoding, phonological awareness, and spelling following the reading remediation program. Younger children and children with

Bruce D. Dick; Bonnie J. Kaplan; Susan Crawford

2006-01-01

431

A review of research on procedures for teaching safety skills to persons with developmental disabilities.  

PubMed

Safety skills are an important but often neglected area of training for persons with developmental disabilities (DD). The present study reviewed the literature on teaching safety skills to persons with DD. Safety skills involve a variety of behaviors such as knowing how to cross the street or what to do in case of a house fire. A number of studies have been conducted on teaching these skills to individuals with DD. The studies reviewed have varying degrees of success and demonstrate varying degrees of generalization, but the general finding has been that prompting, reinforcement, and role-playing are effective teaching procedures across a variety of participants, skills, and settings. PMID:20427149

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

2010-04-27

432

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

PubMed

The authors examine the reading profile in children with Down syndrome by comparing the nonword decoding skills in children with Down syndrome and typically developing children matched for word recognition level. Journal articles published before 04.05.2010 were identified by using the keyword Down* cross-referenced to 'reading', 'literacy', 'decoding', and 'reading comprehension' were selected. A total of eight papers met the criteria for inclusion. Each study was reviewed and coded on both inclusion criteria and coding protocol before the analysis was performed. Children with Down syndrome had equivalent nonword decoding skills to typically developing children matched for word recognition level, but showed deficits on measures of two important underlying skills, vocabulary and phonological awareness. Differences in vocabulary, but not phonological awareness, were predictive of differences in nonword decoding skills. The practical and theoretical implications of these findings are discussed. PMID:22115916

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

2011-11-23

433

Technical Manual for Forms P and Q of the Wisconsin Tests of Reading Skill Development: Comprehension. Technical Report No. 465.  

ERIC Educational Resources Information Center

|The procedures used in developing test forms P and Q of the "Wisconsin Tests of Reading Skill Development: Comprehension" are described in this report. The criterion-referenced tests assess the 40 skills and objectives of the "Wisconsin Design for Reading Skill Development: Comprehension" commercial edition. The report contains individual test…

Klopp, Pamela M.; And Others

434

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

435

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

436

Which Risk Factors Predict the Basic Reading Skills of Children at Risk for Emotional and Behavioral Disorders?  

ERIC Educational Resources Information Center

Multinomial stepwise logistic regression analyses were used to establish the most robust set of risk factors that would best predict low basic reading skills (i.e., a standard score less than 85 on the Woodcock Reading Mastery Test-Revised Basic Reading Skills cluster) of kindergarten and first-grade children at risk for emotional and behavioral…

Nelson, J. Ron; Stage, Scott; Trout, Alex; Duppong-Hurley, Kristin; Epstein, Michael H.

2008-01-01

437

Teaching Guide for Indian Literature. Volume I. Reading Level 1-8.  

ERIC Educational Resources Information Center

|The guide describes how to use a 9-point system to teach 11 high-interest, low-level novels about Indians and teenagers to students reading at levels 1-8. The nine steps are (1) determine student's instructional reading level, (2) determine level of novels to be read, (3) choose novel at student's instructional reading level, (4) introduce novel,…

Campbell, Diana; McCarty, T. L., Ed.

438

Successful Strategies for Teaching Reading to Middle Grades English Language Learners  

ERIC Educational Resources Information Center

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

Bolos, Nicole

2012-01-01

439

Successful Strategies for Teaching Reading to Middle Grades English Language Learners  

ERIC Educational Resources Information Center

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

Bolos, Nicole

2012-01-01

440

Who should teach clinical skills to nursing students?  

PubMed

Nurse education has traditionally relied on clinical placements to provide nursing students with the 'hands-on' experience that is not possible to teach in a classroom setting. However, with changes to the NHS this is becoming increasingly difficult, with fewer resources available and issues of patient safety to consider. Hennman and Cunningham (2005) recognize there is a significant gulf between the theoretical component taught in the classroom and the complex realities of clinical practice. Cave (2005) has suggested the move into higher education has hindered rather than helped the linking of theory and practice in nurse education, because many nurse teachers are far removed from clinical practice and therefore no longer competent or clinically credible to be able to teach up-to-date clinical skills. In Scotland the Practice Education Facilitators role in integrating theory with practice is essential for both the NHS Trusts and higher education institutes. It would appear that these clinicians are the lynchpin between linking university work with the harsh realities of daily practice. If nurse education is to provide effective clinical skill simulation then it must also provide effective teachers who are up to date with current practice. In many cases this will not be the nurse teacher. PMID:19373181

Mackenzie, Katherine M

441

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

PubMed

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

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

2011-01-11

442

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

443

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

ERIC Educational Resources Information Center

|Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although…

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

2006-01-01

444

A Review of the Literature on Psychomotor Skill Development: Implications for the Teaching of Machine Use Skills.  

ERIC Educational Resources Information Center

|Summarizes research regarding psychomotor skill development in technical education and offers suggestions for teaching machine use skills. Four tables display data from various researchers' studies under headings for models for classifying the psychomotor domain, knowledge of results, type of feedback, and type of video feedback. (MF)|

Braverman, Barbara B.; DeCaro, James J.

1979-01-01

445

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…

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

2009-01-01

446

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

ERIC Educational Resources Information Center

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

Ari, Omer

2009-01-01

447

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

Microsoft Academic Search

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

Paul Macaruso; Donald Shankweiler

2010-01-01

448

The Influence of Family History on Reading Remediation and Reading Skills in Children with Dyslexia  

ERIC Educational Resources Information Center

|This study examined whether family history of reading disability influences the efficacy of reading remediation. A retrospective review of children's performance in a reading remediation program was carried out along with parental interviews for 102 families. Significant improvements were found in the areas of nonword decoding, phonological…

Dick, Bruce D.; Kaplan, Bonnie J.; Crawford, Susan

2006-01-01

449

Relations among reading skills and sub-skills and text-level reading proficiency in developing readers  

Microsoft Academic Search

Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy\\u000a in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with\\u000a young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate\\u000a and accuracy of variables

Roxanne F. HudsonJoseph; Joseph K. Torgesen; Stephen J. Turner

450

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

ERIC Educational Resources Information Center

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

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

2007-01-01

451

The Use of Instructive Feedback for Teaching Language Skills to Children with Autism  

ERIC Educational Resources Information Center

Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more…

Delmolino, Lara; Hansford, Amy P.; Bamond, Meredith J.; Fiske, Kate E.; LaRue, Robert H.

2013-01-01

452

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

453

Visualizing History: Using Museum Skills to Teach Information Literacy to Undergraduates  

Microsoft Academic Search

Baruch College began an information studies minor that reinforces the principles of information literacy. However, it did not employ a visual component as a method of teaching information literacy skills. To fill this gap, a new course, using the process of researching and preparing an exhibit script to teach undergraduates information literacy skills, was developed. In this course, students have

Sandra Roff

2011-01-01

454

Teaching Sexual History-Taking Skills Using the Sexual Events Classification System  

ERIC Educational Resources Information Center

|Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

2010-01-01

455

IMPROVING PROFESSIONAL SKILLS OF PRACTITIONERS BY CONSTRUCTING AN EFFECTIVE APPROACH IN SCIENCE TEACHING  

Microsoft Academic Search

This study has been made to construct a different effective approach in science teaching by implementing cooperative learning and discussion to increase achievement in science teaching\\/learning and improve professionals' skills of practitioners in pre-service teacher education. This approach indicates that as teachers know their students well especially regarding cognitive skills, affective domain, and level of achievement, they can separate their

Ahmet Zeki SAKA

456

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

457

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

ERIC Educational Resources Information Center

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

Stasz, Cathleen; And Others

458

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

ERIC Educational Resources Information Center

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

Hofmann, Mary

2005-01-01

459

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

460

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

ERIC Educational Resources Information Center

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

Compton, Lily K. L.

2009-01-01

461

Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers  

Microsoft Academic Search

This paper explores the idea of thinking skills approaches as tools for pedagogical inquiry and in so doing seeks to develop the link between the promotion of inquiry?based learning, which is a central tenet of thinking skills, and inquiry?based teaching as an approach to professional development and school improvement. The first part of the paper examines the impact of teaching

Vivienne Baumfield

2006-01-01

462

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.

463

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

464

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

PubMed Central

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

Miltenberger, Raymond G

2008-01-01

465

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

2012-02-22

466

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

ERIC Educational Resources Information Center

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

Harp, Bill

1988-01-01

467

Measuring and Facilitating Vocabulary Acquisition of Basic Skills Reading Students.  

ERIC Educational Resources Information Center

|A vocabulary improvement project, comprised of three components, was initiated at Del Mar College (DMC) in Corpus Christi, Texas, in spring 1991. Component 1 consisted of a baseline study of vocabulary knowledge among students in two levels of remedial reading classes. The test instrument measured content-specific vocabulary in…

Snouffer, Nancy Kendall; And Others

468

Effect of Nonlinguistic Auditory Training on Phonological and Reading Skills  

Microsoft Academic Search

Objective: To analyze the effect of nonverbal auditory training on reading and phonological awareness tasks in children with dyslexia and the effect of age in relation to post-training learning considering the ages from 7 to 14. Methods: In experiment 1, one group with dyslexia (total = 12) was trained and compared with a group of untrained dyslexic subjects (total =

C. F. B. Murphy; E. Schochat

2011-01-01

469

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

ERIC Educational Resources Information Center

|The basic deficits underlying the severe and persistent reading difficulties in dyslexia are still highly debated. One of the major topics of debate is whether these deficits are language specific, or affect both verbal and non-verbal stimuli. Recently, Ahissar and colleagues proposed the "anchoring-deficit hypothesis" (Ahissar, Lubin,…

Oganian, Yulia; Ahissar, Merav

2012-01-01

470

Integrating Pre-Reading Skills into the Kindergarten Curriculum.  

ERIC Educational Resources Information Center

One approach to preparing kindergarten children for beginning reading combines a meaningful print environment with active student involvement in the learning process. The environment of the classroom from the beginning exposes children to meaningful printed words and symbols. Children use name tags not only for identification but also as a way for…

Sullivan, Emilie Paul

471

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

472

Measuring and Facilitating Vocabulary Acquisition of Basic Skills Reading Students.  

ERIC Educational Resources Information Center

A vocabulary improvement project, comprised of three components, was initiated at Del Mar College (DMC) in Corpus Christi, Texas, in spring 1991. Component 1 consisted of a baseline study of vocabulary knowledge among students in two levels of remedial reading classes. The test instrument measured content-specific vocabulary in English/literature,…

Snouffer, Nancy Kendall; And Others

473

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

PubMed

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

Oganian, Yulia; Ahissar, Merav

2012-04-26

474

Guide to the Teaching of Reading in the Junior High School, Grades 6-8.  

ERIC Educational Resources Information Center

|GRADES OR AGES: Grades 6-8. SUBJECT MATTER: Reading. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into seven color-coded sections covering program organization, diagnosis, basic skills, advanced skills, reading taste, spelling, and material selection. It is mimeographed and spiral-bound with a paper cover. OBJECTIVES AND ACTIVITIES:…

McKee, Alma K., Ed.

475

Looking for a good book. Reading and teaching with psychiatric practitioner memoirs.  

PubMed

Memoirs can be more interesting to read than textbooks and are frequently just as informative. Many people have written excellent memoirs about their own or family member's psychiatric illness. However, psychiatric practitioner memoirs have the advantage of showing how an enthusiastic but novice clinician develops into a skilled practitioner, something students are usually eager to understand. Twenty-nine memoirs by psychiatric practitioners (nurses, advanced practice nurses, psychiatrists, and psychologists) were reviewed and critiqued for clinical accuracy and relevancy, positive role-modeling, advocacy, a promotion of a positive image of nursing, and suitability for use in teaching undergraduate nursing students; of these, 3 are outstanding books written by nurses ( The Comfort Garden: Tales from the Trauma Unit by Barkin and Tales from the page Chronicles and The Pager Chronicles Volume Two by Rancour) and one by psychiatrist(Psychward by Seager). An annotated bibliography of all practitioner memoirs reviewed is provided. PMID:23101115

Masters, Joan

2012-10-01

476

Breaking bad news: medical undergraduate communication skills teaching and learning.  

PubMed

Teaching on the theme of 'breaking bad news' was selected for special development as part of an introductory course on communication skills for preclinical medial students in 1987. Eight parents of handicapped children and three patients terminally ill with neoplastic diseases cooperated in a series of semi-structured group discussions in which students were encouraged to interact with patients and children. The patients/parents readily assumed the role of teachers and where it was possible, they participated in similar sessions the following year. Analysis of questionnaires indicated that the plan had proved acceptable to patients, relatives and students. Follow-up of student opinion one year later indicated that students felt they had derived benefit from these opportunities to learn first-hand from patients and parents of handicapped children. PMID:2725363

Knox, J D; Thomson, G M

1989-05-01

477

Teaching retarded women a clothing selection skill using community norms.  

PubMed Central

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

Nutter, D; Reid, D H

1978-01-01

478

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…

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

2011-01-01

479

Using Moral Dilemmas in Children's Literature as a Vehicle for Moral Education and Teaching Reading Comprehension.  

ERIC Educational Resources Information Center

|Outlines a working model of the 10 elements that make up the teaching method, "instructional conversation." Profiles the use of this method to teach moral education and reading comprehension to an elementary class making the transition from Spanish-reading instruction to English. (MJP)|

Clare, Lindsay; And Others

1996-01-01

480

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

481

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

482

Reading and writing: Interrelated skills of literacy on the college level  

Microsoft Academic Search

The author proposes that the difficulty of many developmental\\/remedial college students is not a specifie reading or writing problem, but insufficient pre?college experience with written discourse. Students' inexperience is manifested in two ways: in the surface or mechanical aspects of their reading and writing performance and in the intellectual or inference?gathering skills they use to comprehend and compose written language.

Mary Lynch Kennedy

1980-01-01

483

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

ERIC Educational Resources Information Center

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

Collins, Belva C.

484

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

ERIC Educational Resources Information Center

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

Collins, Belva C.

485

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

Microsoft Academic Search

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

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

486

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

ERIC Educational Resources Information Center

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

Zipp, Genevieve Pinto; Gentile, A. M.

2010-01-01

487

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

ERIC Educational Resources Information Center

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

Doughty, Adam H.; Kane, Lindsey M.

2010-01-01

488

Ready, Set, Go! for Independent Living. 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 presents 20 lessons on the social skills necessary to live independently. It includes four lessons designed to help students accurately evaluate their readiness for independent living. Other lessons teach the basic steps for…

Wells, Ruth Herman

489

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

NASA Astrophysics Data System (ADS)

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

Jones, Alison Adair

490

The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls  

ERIC Educational Resources Information Center

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working…

Katzir, Tami; Kim, YoungSuk; Wolf, Maryanne; Kennedy, Becky; Lovett, Maureen; Morris, Robin

2006-01-01

491

Second Language Learning Difficulties in Chinese Children with Dyslexia: What Are the Reading-Related Cognitive Skills that Contribute to English and Chinese Word Reading?  

ERIC Educational Resources Information Center

This study examined the relations between reading-related cognitive skills and word reading development of Chinese children with dyslexia in their Chinese language (L1) and in English (L2). A total of 84 bilingual children--28 with dyslexia, 28 chronological age (CA) controls, and 28 reading-level (RL) controls--participated and were administered…

Chung, Kevin Kien Hoa; Ho, Connie Suk-Han

2010-01-01

492

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

Microsoft Academic Search

The purpose of this literature review is to examine what makes reading for understanding especially challenging for children\\u000a on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes\\u000a the research on reading comprehension with a focus on the cognitive skills and processes that are involved in gaining meaning\\u000a from text

Judi Randi; Tina Newman; Elena L. Grigorenko

2010-01-01

493

Using Active Learning Projects to Teach Research Skills Throughout the Sociology Curriculum  

Microsoft Academic Search

A core element of the sociology curriculum is the methods course, intended to teach students the value of systematic observation and analysis of the social world. However, this one-shot approach to teaching methodological skills is ineffective and not well liked by students or faculty. A more effective approach is the integration of active learning assignments and projects that teach and

Elizabeth D. Scheel

2002-01-01

494

Halstedian technique revisited. Innovations in teaching surgical skills.  

PubMed Central

This paper reviews the laboratory models used to teach fundamental surgical skills in our general surgery residency. The laboratory modules allow supervision and self-instruction, practice, and videotape monitoring of the following techniques: skin incision, suturing, knot tying, hemostasis, vascular anastomosis, and intestinal anastomosis. Pigs' feet simulate human skin for exercises in skin incision, lesion excision, suturing, and basic plastic surgical techniques. Latex tubing and penrose drains allow experience in suturing, knot tying, and hemostasis. Polytetrafluoroethylene vascular prostheses permit quantification of the precision of needle passage and suturing by measurement of leakage of water through a vascular anastomosis. Reconstituted, lyophilized, irradiated bovine arteries and ileum provide models of biologic tissue for creating handsewn vascular anastomoses and sutured or stapled gastrointestinal anastomoses. A headlamp videocamera allows unobstructive recording of the resident's technical performance and provides subsequent visual feedback for self-improvement when compared to reference instructional videotapes. We feel that these innovations may enhance surgical dexterity of residents without the need for animal sacrifice. Our goal is to foreshorten the learning curve for basic surgical skills and improve performance in the clinical operating room. Images Fig. 1. Fig. 2. Fig. 3. Fig. 4. Fig. 5. Fig. 6.

Barnes, R W; Lang, N P; Whiteside, M F

1989-01-01

495

Teaching physiotherapy skills in culturally-diverse classes  

PubMed Central

Background Cultural competence, the ability to work in cross-cultural situations, has been acknowledged as a core skill for physiotherapists and other health professionals. Literature in this area has focused on the rationale for physiotherapists to provide culturally-competent care and the effectiveness of various educational strategies to facilitate the acquisition of knowledge about cultural competence by physiotherapists and physiotherapy students. However, there is a paucity of research on how students with different cultural needs, who are attending one university class, can be accommodated within a framework of learning core physiotherapy skills to achieve professional standards. Results This paper reports on steps which were taken to resolve the specific needs of a culturally-diverse body of first year physiotherapy students, and the impact this had on teaching in a new physiotherapy program located in Greater Western Sydney, Australia. Physiotherapy legislative, accreditation and registration requirements were considered in addition to anti-discrimination legislation and the four ethical principles of decision making. Conclusions Reflection on this issue and the steps taken to resolve it has resulted in the development of a generic framework which focuses on providing quality and equitable physiotherapy education opportunities to all students. This framework is generalizable to other health professions worldwide.

2011-01-01

496

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

ERIC Educational Resources Information Center

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

Durukan, Erhan

2011-01-01

497

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

498

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

ERIC Educational Resources Information Center

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

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

2010-01-01

499

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.

500

Teaching Reading in Russian, Volume 1. Instructional Materials for the Less Commonly Taught Languages.  

ERIC Educational Resources Information Center

|These reading comprehension exercises, based on authentic Russian texts, are aimed at developing reading strategies in lower-level students of Russian. The exercises are designed for students reading at the Novice and Intermediate levels as determined by the American Counsel on Teaching of Foreign Languages (ACTFL) and the Educational Testing…

American Council on the Teaching of Foreign Languages, Yonkers, NY.