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Sample records for teaching reading skills

  1. Nursing Instructors Must Also Teach Reading and Study Skills

    ERIC Educational Resources Information Center

    White, Hazel L.

    2004-01-01

    To be successful in nursing courses, students must be able to read and comprehend a large volume of information. This requires different types of reading and study skills from other courses to which they have been exposed. The formal teaching of these skills in a nursing course takes second place to the teaching of required nursing skills. Because…

  2. Using Traditional Literature to Teach Critical Reading Skills.

    ERIC Educational Resources Information Center

    McClain, Anita Bell

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

  3. Teaching Picture Reading as an Enabling Skill.

    ERIC Educational Resources Information Center

    Alberto, Paul A.; Fredrick, Laura D.

    2000-01-01

    This article presents a five-step sequence for teaching children with disabilities to read pictures. Steps are sequenced for content and complexity of picture, student response requirement, and language demands. They include: (1) identify person, (2) identify object, (3) identify person and object, (4) identify action, and (5) identify sequence.…

  4. Teaching Movable "Du": Guidelines for Developing Enrhythmic Reading Skills

    ERIC Educational Resources Information Center

    Dalby, Bruce

    2015-01-01

    Reading music notation with fluency is a complex skill requiring well-founded instruction by the music teacher and diligent practice on the part of the learner. The task is complicated by the fact that there are multiple ways to notate a given rhythm. Beginning music students typically have their first encounter with enrhythmic notation when they…

  5. Teaching Reading

    ERIC Educational Resources Information Center

    Day, Richard R.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Gold, Mary C.

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

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

    ERIC Educational Resources Information Center

    Zhukov, Katie

    2014-01-01

    This paper evaluates three teaching approaches to improving sight-reading skills against a control in a large-scale study of advanced pianists. One hundred pianists in four equal groups participated in newly developed training programmes (accompanying, rhythm, musical style and control), with pre- and post-sight-reading tests analysed using…

  8. Develop Choral Reading Skills.

    ERIC Educational Resources Information Center

    Middleton, James A.

    1984-01-01

    The responsibility for helping students attain competence in music-reading skills must fall on choral directors and choral music teachers from middle schools on up. Teachers must teach rhythmic and tonal vocabularies and pitch accuracies. Methods are described. (RM)

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

    ERIC Educational Resources Information Center

    Van Camp, Debbie; Van Camp, Wesley

    2013-01-01

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

  10. Teaching Teachers to Teach Reading.

    ERIC Educational Resources Information Center

    Shuman, R. Baird

    Content area teachers at the secondary level should teach students specific techniques for handling the reading materials in their disciplines. This paper points out the need for administrators to overcome attitudinal barriers of content teachers with regard to teaching reading skills and shows how compulsory attendance laws have led to the…

  11. Selected High School History Teachers' Suggestions for Teaching Reading and Study Skills Needed in High School History Classes.

    ERIC Educational Resources Information Center

    Davis, E. Dale

    A summary of recommendations from the recent literature dealing with reading and study skills in high school history and social studies and data from interviews with high school history teachers are presented. The literature search revealed that little teaching of reading and study skills is done in high schools but that history and social studies…

  12. 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

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

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

    O'Dea, Donna

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

  14. Improving a Student's Reading Comprehension Skills by Teaching Computer Aided Design.

    ERIC Educational Resources Information Center

    Bentivolio, Kerry

    A serendipitous observation resulted in an examination of the effectiveness of using a computer aided design course to improve high school student's strategic reading skills. Conducted in a 3 month semester period, the study relied on teacher observations, student questionnaires, and personal interviews. More than 75% of the students in the…

  15. Using Children's Literature to Teach Basic Skills.

    ERIC Educational Resources Information Center

    Cooper, Pamela J.

    All content areas utilize the four basic skills--reading, writing, arithmetic, and oral communication. Children's literature can be used to teach these skills for four reasons: (1) there is a children's book for every concept to be taught; (2) children enjoy reading; (3) children's literature can be used to teach content, process, values, and…

  16. Teaching Organizational Skills

    ERIC Educational Resources Information Center

    Bakunas, Boris; Holley, William

    2004-01-01

    Kerr and Zigmond (1986) found that 67 percent of all high school teachers surveyed viewed organizational skills as crucial for student success in school. How can teachers get their students to agree? One way is to teach organizational skills just as they would teach writing or computation skills. Explain and demonstrate what students are to do,…

  17. Teaching Organizational Skills.

    ERIC Educational Resources Information Center

    Bakunas, Boris; Holley, William

    2001-01-01

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

  18. Language Skills: Questions for Teaching and Learning

    ERIC Educational Resources Information Center

    Paran, Amos

    2012-01-01

    This paper surveys some of the changes in teaching the four language skills in the past 15 years. It focuses on two main changes for each skill: understanding spoken language and willingness to communicate for speaking; product, process, and genre approaches and a focus on feedback for writing; extensive reading and literature for reading; and…

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

    ERIC Educational Resources Information Center

    Dunn, Barbara J.

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

  20. When Thinking Skills Trump Reading Skills

    ERIC Educational Resources Information Center

    Ivey, Gay; Fisher, Douglas

    2006-01-01

    A popular response among high school teachers and leaders facing students reading far below grade level, the authors claim, is to adopt back-to-basics packaged programs that focus on discrete skills with little attention to critical reading and writing. The authors express concern that reliance on such programs keeps older struggling readers from…

  1. Teaching Basic Caregiver Skills.

    ERIC Educational Resources Information Center

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

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

  2. Reading: What Else Matters besides Strategies and Skills?

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  3. Learning to Read, Teaching to Read.

    ERIC Educational Resources Information Center

    Kline, Lloyd W.

    Intended for those who want to know more about reading and how it is taught, but who will themselves probably not specialize in the teaching of reading, this book addresses such questions as (1) Why read? (2) What motivation does one have for reading? and (3) What does reading provide as a means of communication that cannot just as easily be…

  4. Teaching Presentation Skills

    ERIC Educational Resources Information Center

    Baker, William H.; Thompson, Michael P.

    2004-01-01

    Effective teaching of presentation skills focuses on the most important element of the presentation--the message itself. Some instructors place the heaviest emphasis on the messenger (the presenter) and focus their presentation feedback on all the presenter is doing wrong--saying "um," gesturing awkwardly, and so forth. When students receive this…

  5. Teaching Thinking Skills: Science.

    ERIC Educational Resources Information Center

    Narode, Ronald; And Others

    This document addresses some of the factors involved in teaching critical thinking skills in the science classroom. It contains sections that deal with: (1) pair problem solving--creating a Socratic learning environment (emphasizes the role of the teacher); (2) writing to learn science (the thought-process protocol); (3) integrating science…

  6. Teaching Reading Sourcebook, Second Edition

    ERIC Educational Resources Information Center

    Honig, Bill; Diamond, Linda; Gutlohn, Linda

    2008-01-01

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

  7. Teaching Strategies to Improve Literacy Skills.

    ERIC Educational Resources Information Center

    Stanchfield, Jo M.

    Teachers in the content areas of the curriculum must expend effort and use ingenuity in motivating students to learn the literacy skills of listening, speaking, thinking, reading, writing, and computing. To foster this enthusiasm for learning, seven elements are essential in any teaching strategy: interests (knowing the students' interests and…

  8. Teaching Soft Skills Employers Need

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. Teaching Reading in Europe: Contexts, Policies and Practices

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  10. Improving Music Reading Skills among Second Grade Students.

    ERIC Educational Resources Information Center

    Kinate, Joanna

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

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

    ERIC Educational Resources Information Center

    Miller, Cathy Puett

    2010-01-01

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

  12. Teaching Reading in Multilingual Classrooms.

    ERIC Educational Resources Information Center

    Freeman, David E.; Freeman, Yvonne S.

    This book focuses on teaching reading in a multilingual setting. The book introduces core principles of effective reading practice, beginning with a definitive checklist grounded in a theory of reading. As the chapters progress, each item on the checklist is explained and illustrated in detail with examples of eight exemplary teachers who work…

  13. The Explicit Teaching of Reading.

    ERIC Educational Resources Information Center

    Hancock, Joelie, Ed.

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

  14. READING SKILL AND LANGUAGE SKILL Virginia A. Mann+

    E-print Network

    a visual language skill that systematically maps onto extant spoken language skills. Some children perform disability could arise at any level from general cognition to visual perception. Yet since reading

  15. Developmental Approaches to the Teaching of EFL Reading

    ERIC Educational Resources Information Center

    Shin, Kyu-Cheol

    2013-01-01

    In the teaching of foreign language reading, there have been at least three distinctive approaches for communicative competence: grammar translation method, comprehension-questions approach with an emphasis on reading skills and strategies, and extensive reading approach. This paper surveys a selection of recent studies that address important…

  16. Using Music to Teach Reading: State of the Art Review.

    ERIC Educational Resources Information Center

    Sullivan, Emilie P.

    The literature on using music to teach reading was reviewed, revealing that the majority of articles published on the topic were testimonials of instructional music program effects on language reading skills attainment. Discussion articles primarily cited individual experiences in using music, often singing, to aid in the acquisition of reading

  17. Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

    ERIC Educational Resources Information Center

    Kwon, Heekyung; Linderholm, Tracy

    2015-01-01

    We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

  18. Reading Acts: An Inquiry into Reading and Teaching

    ERIC Educational Resources Information Center

    Sams, Brandon L.

    2012-01-01

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

  19. Reading and Consumer Decision Making Skills.

    ERIC Educational Resources Information Center

    Peck, Michaeleen P.; Laughlin, Margaret A.

    Teachers at all grade levels need to recognize the importance of instruction in consumer reading and decision making skills. The definitions and prerequisites of a literate consumer underscore the importance of reading and reasoning skills development for making effective decisions. Consumer educators must also recognize that economic…

  20. Reading Comprehension Skills through Workplace Education.

    ERIC Educational Resources Information Center

    Massachusetts Career Development Inst., Springfield.

    This document contains a competency-based workplace literacy curriculum that is intended to develop workers' reading comprehension skills by building on their prior knowledge and integrating job-related reading materials actually used by workers on the job with other academic reading materials and textbooks. Designed to be used in conjunction with…

  1. Teaching Reading and Writing.

    ERIC Educational Resources Information Center

    Manning, Maryann; Manning, Gary

    1996-01-01

    Introduces Earth Day. Encourages the use of reading, writing, and theme immersion to increase student participation in such activities. Provides information on several organizations which students can obtain concerning environmental awareness. Recommends reading materials that can be obtained in hard copy as well as on the Internet. (MOK)

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

    ERIC Educational Resources Information Center

    Allington, Richard L., Ed.

    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…

  3. Teaching for Skill Mastery

    ERIC Educational Resources Information Center

    Chepko, Stevie; Doan, Robert

    2015-01-01

    This article focuses on establishing a mastery climate where all students find success and start on the road to physical literacy. Using a five-step approach, physical educators will be offered guidance for developing practice tasks that lead to skill mastery. These steps include creating a mastery environment, designing deliberate practice tasks,…

  4. Theme Section: Teaching Research Skills.

    ERIC Educational Resources Information Center

    Handy, Alice Evans; And Others

    1993-01-01

    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,…

  5. Reading skill and structural brain development

    PubMed Central

    Houston, S.M.; Lebel, C.; Katzir, T.; Manis, F.R.; Kan, E.; Rodriguez, G.R.; Sowell, E.R.

    2014-01-01

    Reading is a learned skill that is likely influenced by both brain maturation and experience. Functional imaging studies have identified brain regions important for skilled reading, but the structural brain changes that co-occur with reading acquisition remain largely unknown. We investigated maturational volume changes in brain reading regions and their association with performance on reading measures. Sixteen typically developing children (5-15 years old, 8 male, mean age of sample=10.06 ±3.29) received two magnetic resonance imaging (MRI) scans, (mean inter-scan interval =2.19 years), and were administered a battery of cognitive measures. Volume changes between time points in five bilateral cortical regions of interest were measured, and assessed for relationships to three measures of reading. Better baseline performances on measures of word reading, fluency and rapid naming, independent of age and total cortical gray matter volume change, were associated with volume decrease in the left inferior parietal cortex. Better baseline performance on a rapid naming measure was associated with volume decrease in the left inferior frontal region. These results suggest that children who are better readers, and who perhaps read more than less skilled readers, exhibit different development trajectories in brain reading regions. Understanding relationships between reading performance, reading experience and brain maturation trajectories may help with the development and evaluation of targeted interventions. PMID:24407200

  6. Those Who Can Coach Can Teach: Collaborating With Athletic Coaches to Raise the Level of Students' Close Reading, Argumentation Skills, and Academic Agency

    ERIC Educational Resources Information Center

    Ehrenworth, Mary; Minor, Cornelius; Federman, Mark; Jennings, James; Messer, Katherine; McCloud, Christopher

    2015-01-01

    Building on the work of John Hattie, Richard Kent, and Tom Newkirk, a think tank collaborative in New York City's high schools works to raise the level of students' close reading, argumentation, and agency across the curriculum by teaching students to analyze athletic competitions, to compose sports arguments, and to transfer and apply these…

  7. Preparing Students for Advanced Placement Spanish Literature: Content Sequencing of the Reading Skill.

    ERIC Educational Resources Information Center

    Stein, Roger D.

    1985-01-01

    Describes a reading-skill-building curriculum that prepares students to handle the reading in the Advanced Placement Spanish Literature course, a course that treats the works of Borges, Garcia Lorca, Matute, Neruda, and Unamuno. Suggests techniques and texts that aid in the teaching of these skills. (SED)

  8. Contingency Teaching during Close Reading

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy

    2015-01-01

    12 teachers were interviewed and observed as they engaged students in close reading. We analyzed their responses and instruction to determine the scaffolds that were used as well as the contingency teaching plans they implemented when students were unable to understand the text.

  9. Teaching Reading Through Children's Literature.

    ERIC Educational Resources Information Center

    Waterman, David C.

    Papers presented suggest a variety of views aimed at helping the teacher become more proficient in using children's literature in teaching reading. David C. Davis points out the need for developing programs in which books are selected on their literary quality, not on tastes or personal points of view. William G. McCarthy discusses the…

  10. Executive Function and Early Reading Skills

    ERIC Educational Resources Information Center

    Foy, Judith G.; Mann, Virginia A.

    2013-01-01

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

  11. Reading to Speak: Integrating Oral Communication Skills

    ERIC Educational Resources Information Center

    Zhang, Yun

    2009-01-01

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

  12. Teaching Reading Vocabulary

    ERIC Educational Resources Information Center

    Nicholson, Tom; Dymock, Sue

    2010-01-01

    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…

  13. Reading and Teaching the Novel, Volume 3.

    ERIC Educational Resources Information Center

    Arnold, Roslyn M., Ed.

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

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

    ERIC Educational Resources Information Center

    Routier, Wanda J.

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

  15. Reading As a Survival Skill.

    ERIC Educational Resources Information Center

    Blosser, Patricia E.

    1980-01-01

    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)

  16. Meeting the Demand: Teaching "Soft" Skills.

    ERIC Educational Resources Information Center

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

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

  17. Developing Teaching Skills in Physical Education.

    ERIC Educational Resources Information Center

    Siedentop, Daryl

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

  18. Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

    ERIC Educational Resources Information Center

    Dickens, Rachel H.; Meisinger, Elizabeth B.

    2016-01-01

    The purpose of this study was to examine the effects of reading skill and reading modality (oral versus silent) on reading comprehension. A normative sample of sixth-grade students (N = 74) read texts aloud and silently and then answered questions about what they read. Skill in word reading fluency was assessed by the Test of Word Reading

  19. Strategies in Teaching Reading: Secondary. Curriculum Series.

    ERIC Educational Resources Information Center

    Shuman, R. Baird

    The purpose of this book is to deal with pressing problems encountered by secondary teachers in teaching reading, through synthesizing pertinent research and suggesting classroom applications. Its 16 chapters deal with the following topics: the teen-aged nonreader; complicating factors in the teaching of reading; a school-wide attack on reading

  20. 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

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

    2012-01-01

    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…

  1. The Dynamics of Motivation in Teaching Literacy Skills.

    ERIC Educational Resources Information Center

    Stanchfield, Jo M.

    Basic emotional and intellectual factors in motivation can help to stimulate the learner to acquire the five major literacy skills: listening, speaking, thinking, reading, and writing. Contagion, or the spread effect in psychology, is reflected in the readily communicated attitude of the teacher toward students and teaching itself. Similarly,…

  2. Reading Skills and Activities for the Adult.

    ERIC Educational Resources Information Center

    Mack, Faite Royjier-Poncefonte

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

  3. Teaching Reading in a Learning Assistance Center.

    ERIC Educational Resources Information Center

    Caverly, David

    This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3)…

  4. Multimedia Techniques To Teach Mechanical Skills.

    ERIC Educational Resources Information Center

    Johns, Janet Faye; Brander, Julianne Marie

    1997-01-01

    Discusses the use of multimedia computer-based training to effectively teach mechanical skills. Gives an example of teaching shaft alignment tasks that combines three-dimensional animations, simulations, and user interactions to allow the trainee to practice recognition and manipulation skills. (Author/LRW)

  5. Peer Assessment of Elementary Science Teaching Skills

    ERIC Educational Resources Information Center

    Kilic, Gulsen Bagci; Cakan, Mehtap

    2007-01-01

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

  6. The Teaching of Reading in French.

    ERIC Educational Resources Information Center

    Lamarre, Paul A.

    In order to learn to read successfully in a foreign language, students must first have well-developed auditory and visual skills. Students can be made to recognize the importance of attention to detail by means of frequent copying exercises. Translation must be avoided if real reading skills are to develop. The teacher should insist that the…

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

    ERIC Educational Resources Information Center

    Montori, Laura; Lally, Julia

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

  8. Revising Teaching Skills for Professional Empowerment

    ERIC Educational Resources Information Center

    Nath, Baiju K.

    2009-01-01

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

  9. New Ways in Teaching Reading. Revised

    ERIC Educational Resources Information Center

    Day, Richard R.

    2012-01-01

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

  10. Teamwork: Effectively Teaching an Employability Skill

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  12. Teaching Job-Seeking Skills to Learning Disabled Adolescents: An Experimental Analysis and Social Validation

    E-print Network

    Mathews, R. Mark; Fawcett, Stephen B.

    1981-04-01

    Procedures designed to teach the skills involved in completing an employment application and resume writing were evaluated with three learning disabled adolescents using a multiple-baseline design. Training involved reading instructional materials...

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  15. Reading Skill Development: A Survey of Need and Responsibility

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  16. Eye-Movement Patterns Reveal Effects of Reading Skills on

    E-print Network

    Eye-Movement Patterns Reveal Effects of Reading Skills on On-line Language Processing Tao Gong #12;Motivation Most models of eye movements in reading assume that lexical properties (e.g., word, & Liversedge, 2013; Reichle et al., 2013); Our interests: Effects of reading skill differences on eye movement

  17. Learning to Read: Kindergarten Readiness Growth in Reading Skills. Research Brief 4

    ERIC Educational Resources Information Center

    Irvin, P. Shawn; Alonzo, Julie; Nese, Joseph F. T.; Tindal, Gerald

    2013-01-01

    Much of the research on curriculum-based measurement (CBM) in reading has focused on oral reading fluency (ORF). However, ORF is only one of five critical reading skill areas in the wider construct of reading that includes foundational skills such as phonological awareness and phonics. In this research brief, we address the construct of readiness…

  18. Prison Without Walls Teaches Job Skills

    ERIC Educational Resources Information Center

    Naymark, Rick

    1976-01-01

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

  19. Reading Fluency Skill and the Prosodic Marking of Linguistic Focus

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  20. Teaching Reading Strategies in the School Library

    ERIC Educational Resources Information Center

    Walker, Christine; Shaw, Sarah

    2004-01-01

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

  1. Teaching Quantitative Skills in a Geoscience Context

    NASA Astrophysics Data System (ADS)

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

    2002-12-01

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

  2. What Can Video Games Teach Us about Teaching Reading?

    ERIC Educational Resources Information Center

    Compton-Lilly, Catherine

    2007-01-01

    James Gee has suggested that video games can teach us important lessons about learning and that we can learn about teaching from these games. Reading research and the words of the author's daughter are the basis of an exploration of the learning principles Gee identifies. He explains that video games are successful in engaging children and…

  3. Trust as a Teaching Skill

    ERIC Educational Resources Information Center

    Leon-Weil, Anica; Hewitt, Carol

    2008-01-01

    Should I stop the conflict or narrate it? Do I redirect or reassure? Two infant/toddler teachers explain how they use trust as a teaching tool, "teaching" less and involving the toddlers in their classroom in the decisions that affect them. They took to heart the philosophy of Magda Gerber, who urged parents to "observe more, do less." The author…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  5. A Short Take on: Teaching Strategies for Workplace Skills

    ERIC Educational Resources Information Center

    Desai, Raj

    2006-01-01

    The American workplace needs a workforce competent in a trade area and proficient in communication skills, group interaction skills, computer skills, and critical thinking skills. Many may argue that it is not possible to teach a technician all these skills in just two years--hence the need for new teaching strategies. Thus, in this article, the…

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

    ERIC Educational Resources Information Center

    Pandya, Jessica Zacher

    2012-01-01

    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

  7. Correlates of Early Reading Comprehension Skills: A Componential Analysis

    ERIC Educational Resources Information Center

    Babayigit, Selma; Stainthorp, Rhona

    2014-01-01

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

  8. The Role of the Principal in Improving Adolescent Reading Skills

    ERIC Educational Resources Information Center

    Brown, Mamie Lee

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

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

  10. Expressive versus Receptive Language Skills in Specific Reading Disorder

    ERIC Educational Resources Information Center

    Stojanovik, Vesna; Riddell, Patricia

    2008-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  12. READING FOR THE GIFTED--GUIDED EXTENSION OF READING SKILLS THROUGH LITERATURE. PART 2, APPRECIATING THE CONTRIBUTIONS OF SCIENCE THROUGH BIOGRAPHY...

    ERIC Educational Resources Information Center

    PENROSE, ROBERT; AND OTHERS

    THIS TEACHING GUIDE IS DESIGNED FOR USE WITH GIFTED PUPILS AT GRADES FIVE AND SIX WHO ARE READING TWO OR MORE LEVELS ABOVE THEIR GRADE PLACEMENT. THE GUIDE ALSO PROVIDES GUIDANCE FOR THE STUDY OF BIOGRAPHY THROUGH SCIENCE LITERATURE. SUCH READING SKILLS AS ANALYZING THE AUTHOR'S PURPOSE, HIS ORGANIZATION, PERSONALITY AND STYLE, UNDERSTANDING…

  13. Teaching pediatric communication skills to medical students

    PubMed Central

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

    2015-01-01

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

  14. METHODS OF TEACHING BRAILLE READING.

    ERIC Educational Resources Information Center

    ABEL, GEORGIE LEE; LOWENFELD, BERTHOLD

    THIS THREE-PART REPORT DESCRIBES THE STATUS OF BRAILLE READING INSTRUCTION IN LOCAL AND RESIDENTIAL SCHOOLS IN THE UNITED STATES IN 1965, PRESENTS STATISTICS DESCRIBING PERSONAL CHARACTERISTICS OF 200 STUDENTS TESTED AS PART OF THIS STUDY, AND PRESENTS ANALYSIS AND INTERPRETATION OF THE DATA GATHERED FROM THE TESTS. THE STATUS OF BRAILLE READING

  15. Strategies for Improving Reading Skills among ELL College Students

    ERIC Educational Resources Information Center

    Lei, Simon A.; Berger, Adam M.; Allen, Brigita M.; Plummer, Chad V.; Rosenberg, Worka

    2010-01-01

    In order to successfully complete any college-level courses, English Language Learner (ELL) students must be able to read and comprehend a large volume of academic information. However, many instructors are completely overwhelmed in teaching their respective subject areas and are academically unprepared to teach ELL students appropriate reading

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

    ERIC Educational Resources Information Center

    Grabe, William; Zhang, Cui

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Gelsinger, Barry D.

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

  18. Generic Skills in Vocational Education and Training: Research Readings

    ERIC Educational Resources Information Center

    Gibb, Jennifer, Ed.

    2004-01-01

    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…

  19. Examination of the PISA 2009 Reading Skills and Information and Communication Technology (ICT) Use Skills of Turkish Students

    ERIC Educational Resources Information Center

    Acar, Tülin

    2015-01-01

    The aim of this paper is to determine relation between PISA Reading Skills and ICT use skills of Turkish students. In this study are four variables such as joy/like Reading, use of Libraries, Online Reading and Plausible value in reading which are dealt with as indications of reading skills. It constitutes six variables such as attitude towards…

  20. Teaching Recognition Skills to Improve Products.

    ERIC Educational Resources Information Center

    Knight, G. William; And Others

    1990-01-01

    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)

  1. Teaching Imagination Skills to Lower Socioeconomic Youth.

    ERIC Educational Resources Information Center

    Wonder, Nancy M.; Rollin, Stephen A.

    1998-01-01

    Finds that youth participating in a delinquency-prevention program (that included a psychoeducational intervention teaching them imagination skills) improved in their ability to be more fluent thinkers, showed better divergent thinking in the area of originality, improved in richness in storytelling, and reported a greater ability to relax and to…

  2. Teaching Organizational Skills in Middle School

    ERIC Educational Resources Information Center

    Boller, Barbara

    2008-01-01

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

  3. The Central Role of Teaching Social Skills

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  4. Multisensory Teaching of Basic Language Skills.

    ERIC Educational Resources Information Center

    Birsh, Judith R., Ed.

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

  5. Teaching Cooperative Skills through Games.

    ERIC Educational Resources Information Center

    Glakas, Barbara A.

    1991-01-01

    Through cooperative games and play, children learn to share, empathize with others' feelings, and get along better. The article makes suggestions to physical educators on how to design games to teach students cooperative behaviors and how to incorporate them into class, noting four important game-design principles. (SM)

  6. Teaching Information Skills: Recording Information.

    ERIC Educational Resources Information Center

    Pappas, Marjorie L.

    2002-01-01

    Discusses how to teach students in primary and intermediate grades to record and organize information. Highlights include developing a research question; collaborative planning between teachers and library media specialists; consistency of data entry; and an example of a unit on animal migration based on an appropriate Web site. (LRW)

  7. An Empirical Approach to Teaching Reading.

    ERIC Educational Resources Information Center

    Von Harrison, Grant; And Others

    A study gauged the effects of peer tutoring on the reading skills of first graders. Subjects were 250 children divided into eight experimental and four control classrooms in a school district in Utah. Teachers were trained by researchers, bearing in mind five procedural principles: (1) appropriate modeling by the teacher, (2) extensive dialogue,…

  8. The Why of How to Teach Reading.

    ERIC Educational Resources Information Center

    Wilson, Robert D.

    A schema developed for the teaching of reading involves five factors: learning, language, clues, mediums of communication, and adaptive processes. Learning involves four tasks, taught in the following sequence: comprehension, comparison of semantic shapes, composition of the whole into parts, and concentration. There are four general language…

  9. Teaching: Issues, Perspectives, and Definitions. Selected Readings.

    ERIC Educational Resources Information Center

    Carney, Magdalene M., Ed.; And Others

    This volume of readings is a basic survey of issues and perspectives concerning the nature of teaching. Part one is composed of four articles containing perspectives on the need for educational theory. Two of the authors contend that educational theories emerge from education, while the other two authors are more positive in their conception of…

  10. Patients' literacy skills: more than just reading ability.

    PubMed

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

    2011-11-01

    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, Massachusetts, and Providence, Rhode Island, the authors conducted a principal component analysis on measures of four literacy skills--reading, numeracy, oral (speaking), and aural (listening)--to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills among individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients' relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on the oral exchange and written health information, and not rely on a single literacy skill. PMID:21916699

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

    ERIC Educational Resources Information Center

    Peterson, Joseph M.; Knight, Diana

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

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

    ERIC Educational Resources Information Center

    Wu, J-Y.

    2014-01-01

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

  13. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    ERIC Educational Resources Information Center

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

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

    ERIC Educational Resources Information Center

    Roch, Maja; Levorato, M. Chiara

    2009-01-01

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

  15. Underlying Reading-Related Skills and Abilities among Adult Learners

    ERIC Educational Resources Information Center

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

    2015-01-01

    This exploratory study identified underlying skill and ability differences among subgroups of adolescent and young adult struggling readers (N = 290) overall and in relation to a fluency-based instructional grouping method. We used principal axis factoring of participants' scores on 18 measures of reading-related skills and abilities identified in…

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

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

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

  17. Using Customer Reviews to Build Critical Reading Skills

    ERIC Educational Resources Information Center

    Rice, Mary

    2007-01-01

    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.

  18. Assessing Reading Skills in an F.E. College.

    ERIC Educational Resources Information Center

    Vaughan, Judy

    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…

  19. Short-Term Memory for Auditory Sequences and Reading Skill.

    ERIC Educational Resources Information Center

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

    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…

  20. The Mathematics Skills of Children with Reading Difficulties

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. Improving Reading Skills of Students with Disabilities Using Headsprout Comprehension

    ERIC Educational Resources Information Center

    Cullen, Jennifer M.; Alber-Morgan, Sheila R.; Schnell, Senny T.; Wheaton, Joe E.

    2014-01-01

    Reading comprehension is a critical skill for school success. Struggling readers can benefit from computer-assisted instruction that utilizes components of effective instruction (e.g., frequent practice, immediate feedback). The purpose of this study was to examine the effects of Headsprout Comprehension, a computer-assisted reading program, on…

  2. Training Elementary Reading Skills Through Reinforcement and Fading Techniques.

    ERIC Educational Resources Information Center

    Hauserman, Norma; McIntire, Roger

    This research project was designed to explore suitable operant methods to assure successful acquisition of some initial formal reading skills by first and second graders. The subjects were 12 pupils diagnosed as predicted reading failures by failing scores on four or more subtests of a 10 test battery suggested by DeHirsch, Jansky, and Langford…

  3. Using Sports and Physical Education to Strengthen Reading Skills.

    ERIC Educational Resources Information Center

    Gentile, Lance M.

    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…

  4. A Study on the Development of Reading Skills of the Students Having Difficulty in Reading: Enrichment Reading Program

    ERIC Educational Resources Information Center

    Akyol, Hayati; Çakiroglu, Ahmet; Kuruyer, Hayriye Gül

    2014-01-01

    The aim of this study is to improve the reading skills of the students having difficulty in reading through an enrichment reading program. The current study was conducted by means of one-subject research technique and between-subjects multiple-baseline levels model belonging to this technique. The study was carried out with three participants from…

  5. Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

    ERIC Educational Resources Information Center

    Scheeler, Mary Catherine

    2008-01-01

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

  6. Early First-Language Reading and Spelling Skills Predict Later Second-Language Reading and Spelling Skills

    ERIC Educational Resources Information Center

    Sparks, Richard L.; Patton, Jon; Ganschow, Leonore; Humbach, Nancy; Javorsky, James

    2008-01-01

    This prospective study examined early first-language (L1) predictors of later second-language (L2) reading (word decoding, comprehension) and spelling skills by conducting a series of multiple regressions. Measures of L1 word decoding, spelling, reading comprehension, phonological awareness, receptive vocabulary, and listening comprehension…

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

    PubMed

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

    2007-01-01

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

  8. Common Core, Commonplaces, and Community in Teaching Reading

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Neuman, Susan B.

    2013-01-01

    Joseph Schwab, a curriculum theorist, described four commonplaces, or universals, of teaching: content, students, milieu and teachers. This article considers how the Reading Standards of the ELA-CCSS are shaping these commonplaces in the teaching of reading. The organization of the Reading Standards, for example, focuses on two broad grade bands,…

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

    ERIC Educational Resources Information Center

    Assaf, Mohammad Ahmad

    2009-01-01

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

  10. The Application of Context Theory in English Teaching of Reading

    ERIC Educational Resources Information Center

    Zhu, Jiang; Han, Lemeng

    2010-01-01

    Context theory is a very important theory in English teaching, especially the teaching of reading. This paper first analyzes the theory of context, including the features of context and some principles in context theory. Then the paper discusses the application of context theory in English teaching of reading, including some problems met in…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Toussaint, Karen A.; Tiger, Jeffrey H.

    2010-01-01

    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…

  13. Teaching empathy skills to children with autism.

    PubMed

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

    2009-01-01

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

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

    PubMed

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

    2012-03-01

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

  15. Neuroplasticity-Based Cognitive and Linguistic Skills Training Improves Reading and Writing Skills in College Students

    PubMed Central

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

    2013-01-01

    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

  16. Music training for the development of reading skills.

    PubMed

    Tierney, Adam; Kraus, Nina

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    HART, BEATRICE OSTERN

    THE LEXINGTON SCHOOL FOR THE DEAF EDUCATIONAL SERIES CONSISTS OF A COLLECTION OF MONOGRAPHS, REPRESENTING THE THINKING OF SKILLED TEACHERS IN A PARTICULAR SUBJECT AREA. THIS MONOGRAPH PRESENTS TEACHERS OF THE DEAF WITH A DEVELOPMENTAL PROGRAM FOR TEACHING READING. THE PHILOSOPHY OF THIS PROGRAM IS EXPLAINED, AND VARIOUS TECHNIQUES FOR MOTIVATION…

  19. Voice and Dialogue in Teaching Reading/Writing to Qatari Students

    ERIC Educational Resources Information Center

    Golkowska, Krystyna U.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Granite School District, Salt Lake City, UT.

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

  1. Using Repeated Reading and Explicit Instruction to Teach Vocabulary to Preschoolers with Hearing Loss

    ERIC Educational Resources Information Center

    Bobzien, Jonna L.; Richels, Corrin; Schwartz, Kathryn; Raver, Sharon A.; Hester, Peggy; Morin, Lisa

    2015-01-01

    Children with hearing loss often experience communication and language delays that result in difficulties acquiring novel vocabulary and literacy skills. This research examined the effectiveness of using repeated storybook reading paired with explicit teacher instruction to teach novel vocabulary to young children with hearing loss who were…

  2. Measuring adult literacy students' reading skills using the Gray Oral Reading Test.

    PubMed

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

    2009-12-01

    There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered. PMID:19629705

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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,…

  5. Relations among Musical Skills, Phonological Processing, and Early Reading Ability in Preschool Children.

    ERIC Educational Resources Information Center

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

    2002-01-01

    Examined relations among phonological awareness, music perception skills, and early reading skills in 100 preschoolers. Found that music skills correlated significantly with both phonological awareness and reading development. Music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  7. Exploring the Relationship between Adolescent's Reading Skills, Reading Motivation and Reading Habits

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Duncan, Lynne G.; Griffiths, Yvonne M.; Stothard, Sue E.

    2015-01-01

    The present study examines the extent to which adolescents' reading affect (reading motivation) and behaviour (reading habits) predict different components of reading (word reading, comprehension, summarisation and text reading speed) and also adds to the limited research examining group differences (gender, age, ability) in adolescents' reading

  8. Using Blended Learning in Developing Student Teachers Teaching Skills

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  9. The Teaching Methodology of Arabic Speaking Skills: Learners' Perspectives

    ERIC Educational Resources Information Center

    Haron, Sueraya Che

    2013-01-01

    Teaching methodology plays an important role in transmitting knowledge and skills to learners. The effectiveness of both knowledge and skills depends greatly on the methodology used. This paper describes a study to investigate the learners' perspectives on the teaching methodology used by the teachers at the Centre for Foundation Studies,…

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

    ERIC Educational Resources Information Center

    Liu, Siping

    2012-01-01

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

  11. Speaking Up for Vocabulary: Reading Skill Differences in Young Adults

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

  13. Are Poor Reading Skills a Symptom or Disease?

    ERIC Educational Resources Information Center

    Shankman, Albert L.

    1974-01-01

    An optometrist hypothesizes that poor reading skills stem from a child's inability to discern relationships among objects, people, concepts or instructional materials and suggests that physical problem-solving tasks that utilize several sense modalities simultaneously provide effective remedial treatment. (LH)

  14. Reading and Phonological Skills in Boys with Fragile X Syndrome

    ERIC Educational Resources Information Center

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

    2015-01-01

    Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in…

  15. Teaching the Blind to Read and Write Chinese

    ERIC Educational Resources Information Center

    Roy, Gilbert W.

    1974-01-01

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

  16. Developing Reading Materials for Teaching American Culture in English Courses.

    ERIC Educational Resources Information Center

    Kitao, Kenji

    1982-01-01

    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…

  17. My Summer Reading List. Teaching with Children's Books

    ERIC Educational Resources Information Center

    Von Drasek, Lisa

    2005-01-01

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

  18. Teaching Reading in Spanish: A Study of Teacher Effectiveness.

    ERIC Educational Resources Information Center

    Ramirez, Arnulfo G.

    The effect of teaching behaviors on student reading achievement in Spanish was investigated. A group of 18 teachers of Spanish reading and their classes were observed across two reading lessons having similar content. Each lesson was presented in two twenty-minute segments, thus allowing for four videotaping sessions. Students were pre- and…

  19. Initiatives in Communicative Language Teaching. A Book of Readings.

    ERIC Educational Resources Information Center

    Savignon, Sandra J., Ed.; Berns, Margie S., Ed.

    A collection of readings on communicative language teaching explains what communicative language teaching is and how the goal of communicative competence is being met by teachers. The following articles are included:"Functional Approaches to Language and Language Teaching: Another Look" (Margie S. Berns); "Contextual Considerations in…

  20. The Effect of the Juvenile Fiction on the Reading Skills of Junior High School Students

    ERIC Educational Resources Information Center

    Turkyilmaz, Mustafa

    2013-01-01

    The main purpose of this study is to define the effect of the juvenile fiction on secondary school students' reading skills. In the study; 6th grade students', reading juvenile fiction, attitudes to reading, reading speed, comprehension ability of what's read are examined. The group of students reading juvenile fiction is compared…

  1. Effects of Word Box Instruction on the Phonemic Awareness Skills of Older, Struggling Readers and Young Children at Risk for Reading Failure

    ERIC Educational Resources Information Center

    Keesey, Susan

    2012-01-01

    Teaching a child to read is one of the greatest gifts we can give to that individual and to society as a whole, and yet many students exit school without the necessary literacy skills. For decades, research has demonstrated the importance of phonemic awareness in the development of the alphabetic principle, a prerequisite for competent reading,…

  2. Improving Early Reading Skills for Beginning Readers Using an Online Programme as Supplementary Instruction

    ERIC Educational Resources Information Center

    Tyler, Emily Jehanne; Hughes, John Carl; Beverley, Michael; Hastings, Richard Patrick

    2015-01-01

    Many children fail to acquire basic reading skills. The current evidence base for supplementary reading instruction indicates that explicit, systematic and intensive instruction in the early years for children considered to be "at-risk" of reading difficulties can have significant and preventative effects on reading skills. However,…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  5. Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities

    ERIC Educational Resources Information Center

    Stauffer, Mary

    2008-01-01

    This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

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

    ERIC Educational Resources Information Center

    La Marca, Marilyn Tierney

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

  7. The Proper Name as Starting Point for Basic Reading Skills

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

  8. Speaking My Mind: Stop Reading Shakespeare!

    ERIC Educational Resources Information Center

    Spangler, Susan

    2009-01-01

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

  9. The role of phonology and phonologically related skills in reading instruction for students who are deaf or hard of hearing.

    PubMed

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

    2008-01-01

    The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area. PMID:19146076

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

    ERIC Educational Resources Information Center

    Leyva, Diana; Hopson, Sarah; Nichols, Ashley

    2012-01-01

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

  11. Teaching Job-Related Social Skills to Learning Disabled Adolescents

    E-print Network

    Whang, Paula L.; Fawcett, Stephen B.; Mathews, R. Mark

    1981-04-01

    Previous research has indicated that LD adolescents perform poorly on a test of employment-related social skills (Mathews, Whang, & Fawcett, in press). The purpose of this study was to evaluate the effects of training procedures designed to teach...

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

    PubMed

    Páez, Mariela; Rinaldi, Claudia

    2006-10-01

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

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

    E-print Network

    Port, Robert

    reading acquisition. This is because it functions as a self-teaching device, allowing children, children must learn the code used by their culture for representing speech as a series of visual symbols the relationship between symbol and meaning is arbitrary. For example, in English, the symbol D is almost always

  14. Teaching Critical Reading and Analytical Reasoning in Project SOAR.

    ERIC Educational Resources Information Center

    Whimbey, Arthur; And Others

    1980-01-01

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

  15. Integrating Skills into the Teaching of World Civilization.

    ERIC Educational Resources Information Center

    Paquette, William A.

    The World Civilization curriculum at Tidewater Community College was redesigned to integrate basic skills with the content assignments. The targeted skills were library reference and research, geography, reading comprehension, critical analysis, grammar usage, and creative writing and thinking. During the first semester, World Civilization…

  16. Teaching Play Skills to Young Children with Autism

    ERIC Educational Resources Information Center

    Jung, Sunhwa; Sainato, Diane M.

    2013-01-01

    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.…

  17. Strategies for Developing Effective Teaching Skills in the Affective Domain

    ERIC Educational Resources Information Center

    Hansen, Ken

    2009-01-01

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

  18. Teaching Transferable Compensatory Skills and Processes to Visually Impaired Adults.

    ERIC Educational Resources Information Center

    Roberts, Alvin

    2001-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  20. Teaching Two Household Safety Skills to Children with Autism

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    PubMed

    Al-Hilawani, Yasser A

    2003-01-01

    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

  2. Knowledge, Choice and Consequence: Reading and Teaching "Hamlet."

    ERIC Educational Resources Information Center

    Baumlin, James S.; Baumlin, Tita French

    1990-01-01

    Offers a Pyrrhonist reading of "Hamlet." Describes an experiment in teaching that attempts to reconstruct for literature students the prudential-ethical context of human rhetoric, placing "prudentia," or practical wisdom, at the center of their own imaginative involvement. (PRA)

  3. Oral Reading as a Content Area Teaching Method.

    ERIC Educational Resources Information Center

    Hill, Charles H.

    1983-01-01

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

  4. Teaching Beginning Chess Skills to Students with Disabilities.

    ERIC Educational Resources Information Center

    Storey, Keith

    2000-01-01

    This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…

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

    ERIC Educational Resources Information Center

    Tuckman, Bruce W.

    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.…

  6. Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition

    ERIC Educational Resources Information Center

    Carreker, Suzanne; Birsh, Judith R.

    2011-01-01

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

  7. Multisensory Teaching of Basic Language Skills. Third Edition

    ERIC Educational Resources Information Center

    Birsh, Judith R., Ed.

    2011-01-01

    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…

  8. Multisensory Teaching of Basic Language Skills. Second Edition

    ERIC Educational Resources Information Center

    Birsh, Judith R., Ed.

    2005-01-01

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

  9. Teaching Social Skills and Assertiveness to Students with Disabilities

    ERIC Educational Resources Information Center

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

    2006-01-01

    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…

  10. The Direct Teaching of Thinking as a Skill.

    ERIC Educational Resources Information Center

    De Bono, Edward

    1983-01-01

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

  11. Instruction dialogues: Teaching new skills to a robot

    NASA Technical Reports Server (NTRS)

    Crangle, Colleen; Suppes, P.

    1989-01-01

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

  12. Using Children's Books to Teach Inquiry Skills

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  13. Teaching Phonological Awareness to All Children through Storybook Reading

    ERIC Educational Resources Information Center

    Mihai, Alina; Friesen, Amber; Butera, Gretchen; Horn, Eva; Lieber, Joan; Palmer, Susan

    2015-01-01

    In this article, the authors focus on one important early literacy skill--phonological awareness--and describe how to support its development for all children by intentionally embedding it in storybook reading. Supporting the development of young children's phonological awareness is an important part of helping a child learn to read. Preschool…

  14. Teaching Reading for Students with Intellectual Disabilities: A Systematic Review

    ERIC Educational Resources Information Center

    Alnahdi, Ghaleb Hamad

    2015-01-01

    A systematic review of the literature related to instructional strategies to improve reading skills for students with intellectual disabilities was conducted. Studies reviewed were within three categories; early reading approaches, comprehensive approaches, and one method approach. It was concluded that students with intellectual disabilities are…

  15. Teaching Students to Read the Primary Literature Using POGIL Activities

    ERIC Educational Resources Information Center

    Murray, Tracey Arnold

    2014-01-01

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

  16. Advances in Teaching and Assessing Nontechnical Skills.

    PubMed

    Hull, Louise; Sevdalis, Nick

    2015-08-01

    The importance of surgeons' nontechnical skills is gaining widespread recognition as a critical element of high-quality and safe surgical care. This article reviews the knowledge base on training and assessing surgeons, and operating room (OR) teams, in nontechnical aspects of their performance. Nontechnical skills are defined in the context of the OR and key assessment instruments that have been developed to capture these skills are reviewed. Key developments that have taken place in the past decade on formal skills training are discussed, and recommendations to further advance nontechnical skills and team-based training and assessment in surgery are presented. PMID:26210977

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

    PubMed

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

    2002-10-01

    We examined the relations among phonological awareness, music perception skills, and early reading skills in a population of 100 4- and 5-year-old children. Music skills were found to correlate significantly with both phonological awareness and reading development. Regression analyses indicated that music perception skills contributed unique variance in predicting reading ability, even when variance due to phonological awareness and other cognitive abilities (math, digit span, and vocabulary) had been accounted for. Thus, music perception appears to tap auditory mechanisms related to reading that only partially overlap with those related to phonological awareness, suggesting that both linguistic and nonlinguistic general auditory mechanisms are involved in reading. PMID:12408958

  18. "On the Psycholinguistic Method of Teaching Reading" Revisited

    ERIC Educational Resources Information Center

    Smith, Frank; Goodman, Kenneth S.

    2008-01-01

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

  19. Teaching Reading through Children's Books, Poetry, and Song.

    ERIC Educational Resources Information Center

    McCracken, Marlene J.; McCracken, Robert A.

    An approach to teaching reading and writing through the use of children's books, poetry, and songs are described. It is suggested that reading be taught by presenting in chart form the words that already have been remembered orally in song, rhyme, or story, such as "Polly Put the Kettle On" or sections from the "Little Red Hen." In this approach,…

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

    ERIC Educational Resources Information Center

    Develotte, Claire

    1994-01-01

    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)

  1. Developing Measures of Content Knowledge for Teaching Reading

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Schilling, Stephen

    2004-01-01

    In this article we present results from a project to develop survey measures of the content knowledge teachers need to teach elementary reading. In areas such as mathematics and science, there has been great interest in the specialized ways teachers need to know a subject to teach it to others -- often referred to as pedagogical content knowledge.…

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

    PubMed Central

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    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

    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…

  4. Effects of Individual Differences in Verbal Skills on Eye-Movement Patterns during Sentence Reading

    ERIC Educational Resources Information Center

    Kuperman, Victor; Van Dyke, Julie A.

    2011-01-01

    This study is a large-scale exploration of the influence that individual reading skills exert on eye-movement behavior in sentence reading. Seventy-one non-college-bound 16-24 year-old speakers of English completed a battery of 18 verbal and cognitive skill assessments, and read a series of sentences as their eye-movements were monitored.…

  5. The Development of a String Sight-Reading Pitch Skill Hierarchy

    ERIC Educational Resources Information Center

    Alexander, Michael L.; Henry, Michele L.

    2012-01-01

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

  6. What Is Orthographic Processing Skill and How Does It Relate to Word Identification in Reading?

    ERIC Educational Resources Information Center

    Burt, Jennifer S.

    2006-01-01

    The role of orthographic processing skill (OPS) in reading has aroused the interest of many developmental researchers. Despite observations by Vellutino that current measures of OPS primarily are indicators of reading (and spelling) achievement, OPS commonly is distinguished from both reading achievement and phonological skills. An analysis of the…

  7. Reading Skill and Performance in a Sample of Navy Class "A" Schools.

    ERIC Educational Resources Information Center

    Aiken, E.G.; And Others

    This study sought to define the relationships between reading skill, reading requirements, and success in a sample of navy Class "A" schools. A further objective was to provide a methodological demonstration of the procedures required to allow an inference about causality in these relationships. Reading skill was compared with a nonverbal measure…

  8. Using Behavioral Skills Training and Video Rehearsal to Teach Blackjack Skills

    ERIC Educational Resources Information Center

    Speelman, Ryan C.; Whiting, Seth W.; Dixon, Mark R.

    2015-01-01

    A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called "card counting"). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or…

  9. Using professional interpreters in undergraduate medical consultation skills teaching

    PubMed Central

    Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

    2014-01-01

    The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration; and 3) invest in faculty development for successful and sustainable delivery. PMID:25473325

  10. Sharing Skills.

    ERIC Educational Resources Information Center

    Mealy, Virginia; And Others

    1987-01-01

    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)

  11. Let Animals Teach Your Students to Read.

    ERIC Educational Resources Information Center

    Soltow, Willow

    1986-01-01

    Offers a plan for organizing and implementing a schoolwide reading week entitled, "Drop Everything Else, Read" (DEER). Presents explanations and directions for eight reading activities which focus on animals. Includes materials that can be duplicated and used by students as bookmarks and certificates. (ML)

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

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim

    1995-01-01

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

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

    ERIC Educational Resources Information Center

    Schroeder, Sascha

    2013-01-01

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

  14. Music for Children with Reading Learning Disabilities.

    ERIC Educational Resources Information Center

    Moyer, Betsy G.

    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,…

  15. The Role of Oral Language and Reading in the Transfer of Skills from Spanish to English Reading.

    ERIC Educational Resources Information Center

    Lopez-Emslie, Julia Rosa

    A study to determine the role of oral language and reading skills in the transfer from two years of reading in Spanish to reading in English had as subjects 191 fourth grade students in a bilingual education program. Students were tested and classified as efficient and non-efficient readers. It was found that: (1) there is a relationship between…

  16. 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

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

    2005-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Bolukbas, Fatma

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Sazak Pinar, Elif; Sucuoglu, Bülbin

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    O'Flanagan, M. J. R.

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

  1. An Interprofessional Approach to Teaching Communication Skills

    ERIC Educational Resources Information Center

    Sargeant, Joan; MacLeod, Tanya; Murray, Anne

    2011-01-01

    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,…

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

    ERIC Educational Resources Information Center

    Lumpkin, Donavon, Ed.; And Others

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

  3. High Reading Skills Mask Dyslexia in Gifted Children.

    PubMed

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

    2014-06-16

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

  4. Teaching Empathy Skills to Children with Autism

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  5. 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

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

    1998-01-01

    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)

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

    ERIC Educational Resources Information Center

    Santoro, Julie Kay

    2012-01-01

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

  7. Reading, Phonological Skills and Short-Term Memory: Interactive Tributaries of Development.

    ERIC Educational Resources Information Center

    Ellis, Nick

    1990-01-01

    Investigates the interactive development of short-term memory, phonological processing and reading. Reports that phonological skills promote the acquisition of letter knowledge and that these two abilities, together with visual short term memory, lead the development of reading. (MG)

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

    ERIC Educational Resources Information Center

    Paul, Gina; Verhulst, Steve

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Jarvis, Mary I.; Hale, Yulonda

    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…

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

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

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

  11. Teaching job interview skills to retarded clients.

    PubMed Central

    Hall, C; Sheldon-Wildgen, J; Sherman, J A

    1980-01-01

    Six retarded adults were taught job application and interview skills including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. After training, the clients' performance in each area improved substantially over baseline levels. In addition, the newly taught skills appeared to generalize to a different office, application form, and interviewer. PMID:7430004

  12. Cassette Reading Method: A Superior Method of Teaching Reading.

    ERIC Educational Resources Information Center

    Hall, Buford Charles

    In the cassette reading method, based on Guthrie's theory of learning (1952), which states that two stimuli occurring at the same time will be learned together, children follow the written text (using a bookmark) as they listen to the same words being spoken on tape. This booklet briefly outlines the method, which works well with children in the…

  13. Attitudes and the Art of Teaching Reading.

    ERIC Educational Resources Information Center

    Van Allen, Roach

    The importance of building positive attitudes and habits in developing successful reading experiences is discussed. In order to have positive attitudes toward himself and toward his reading, the child must acquire basic concepts about language and its relation to himself. Among these concepts are (1) I can talk about what I think about, (2) what I…

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

    ERIC Educational Resources Information Center

    MANDLE, WILLIAM DEE

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

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

    ERIC Educational Resources Information Center

    Kewaza, Samuel; Welch, Myrtle I.

    2013-01-01

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

  16. National Migrant Education Program: Reading Skills--English (Programa Nacional de Educacion Migrante: Destrezas de Lectura--Espanol).

    ERIC Educational Resources Information Center

    1979

    Used as an integral part of the migrant student skills system operated by the Migrant Student Record Transfer System (MSRTS), the reading skills list contains a catalog of reading skills typical of the K-12 grade range. This catalog includes a sample of the MSRTS transmittal record which permits teachers to report the reading skills being worked…

  17. Regional amplitude of the low-frequency fluctuations at rest predicts word-reading skill.

    PubMed

    Xu, M; De Beuckelaer, A; Wang, X; Liu, L; Song, Y; Liu, J

    2015-07-01

    Individuals' reading skills are critical for their educational development, but variation in reading skills is known to be large. The present study used functional magnetic resonance imaging (fMRI) to examine the role of spontaneous brain activity at rest in individual differences in reading skills in a large sample of participants (N=263). Specifically, we correlated individuals' word-reading skill with their fractional amplitude of low-frequency fluctuation (fALFF) of the whole brain at rest and found that the fALFFs of both the bilateral precentral gyrus (PCG) and superior temporal plane (STP) were positively associated with reading skills. The fALFF-reading association observed in these two regions remained after controlling for general cognitive abilities and in-scanner head motion. A cross-validation confirmed that the individual differences in word-reading skills were reliably correlated with the fALFF values of the bilateral PCG and STP. A follow-up task-based fMRI experiment revealed that the reading-related regions overlapped with regions showing a higher response to sentences than to pseudo-sentences (strings of pseudo-words), suggesting the resting-state brain activity partly captures the characteristics of task-based brain activity. In short, our study provides one of the first pieces of evidence that links spontaneous brain activity to reading behavior and offers an easy-to-access neural marker for evaluating reading skill. PMID:25896801

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

    ERIC Educational Resources Information Center

    Johnson, Keith; Jackson, Sarah

    2006-01-01

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

  19. Joint picture-book reading correlates of early oral language skill.

    PubMed

    Debaryshe, B D

    1993-06-01

    The purpose of this study was to explore the relation between joint picture-book-reading experiences provided in the home and children's early oral language skills. Subjects were 41 two-year-old children and their mothers. Measures included maternal report of the age at which she began to read to the child, the frequency of home reading sessions, the number of stories read per week, and the frequency of visits by the child to the local library. Measures of language skill used were the child's receptive and expressive scores on the revised Reynell Developmental Language Scales. Multiple regression analyses indicated that picture-book reading exposure was more strongly related to receptive than to expressive language. Age of onset of home reading routines was the most important predictor of oral language skills. Directions of effect, the importance of parental beliefs as determinants of home reading practices, and the possible existence of a threshold level for reading frequency are discussed. PMID:8376479

  20. Teaching Advanced SQL Skills: Text Bulk Loading

    ERIC Educational Resources Information Center

    Olsen, David; Hauser, Karina

    2007-01-01

    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…

  1. Teaching and Learning Critical Thinking Skills.

    ERIC Educational Resources Information Center

    Gadzella, Bernadette M.; And Others

    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…

  2. Construction Business Teaches Critical Work Skills

    ERIC Educational Resources Information Center

    Elkin, Bud

    2006-01-01

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

  3. Teaching Laundry Skills to Mentally Retarded Students.

    ERIC Educational Resources Information Center

    Cuvo, Anthony J.; And Others

    1981-01-01

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

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

    ERIC Educational Resources Information Center

    Shurtz, Mary Ann; LeFlore, Ann Becker

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

  5. Teaching Critical Thinking Skills in a Hong Kong Secondary School.

    ERIC Educational Resources Information Center

    Che, Fok Shui

    2002-01-01

    Reviews the importance of critical thinking; describes critical-thinking skills project in Hong Kong suburban secondary school; analyzes teacher and student evaluation of the project; concludes that despite favorable student response to critical-thinking lessons, teachers find it difficult to abandon teacher-centered teaching because of inadequate…

  6. Teaching Athletic Skills to Students Who Are Mentally Retarded.

    ERIC Educational Resources Information Center

    Cuvo, Anthony J.; And Others

    1983-01-01

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

  7. Teaching Communication Skills to Students with Severe Disabilities, Second Edition

    ERIC Educational Resources Information Center

    Downing, June E.

    2005-01-01

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

  8. Teaching the Soft Skills: Three Students Break It Down

    ERIC Educational Resources Information Center

    Merz, Sandy

    2015-01-01

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

  9. Multimedia Shared Stories: Teaching Literacy Skills to Diverse Learners

    ERIC Educational Resources Information Center

    Rivera, Christopher J.

    2013-01-01

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

  10. Information Portals: A New Tool for Teaching Information Literacy Skills

    ERIC Educational Resources Information Center

    Kolah, Debra; Fosmire, Michael

    2010-01-01

    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…

  11. Using Science Topics and Concepts to Teach Library Media Skills.

    ERIC Educational Resources Information Center

    Voran, Judy; And Others

    1988-01-01

    Describes purpose, materials, and approach for several science-related lessons designed to teach library media skills to elementary school children: (1) Nonfiction Versus Fiction; (2) Desk Dictionaries and Specialized Dictionaries; (3) The Library as a Communication Storehouse; (4) Conducting a Survey; (5) Interpreting Graphs; and (6) Plastics,…

  12. Involving Parents in Teaching Social Communication Skills to Young Children

    ERIC Educational Resources Information Center

    Weiss, Amy L.; Theadore, Geraldine

    2011-01-01

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

  13. Can Distance Learning Be Used to Teach Automotive Management Skills?

    ERIC Educational Resources Information Center

    Noto, Teresa L.

    2011-01-01

    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…

  14. ACCESS! Teaching Writing Skills to Students with Intellectual Disability

    ERIC Educational Resources Information Center

    Cannella-Malone, Helen I.; Konrad, Moira; Pennington, Robert C.

    2015-01-01

    The purpose of this article is to provide teachers with tools that they can use to teach written expression to school-age students with intellectual disabilities. These tools are presented around the mnemonic ACCESS: accommodations and assistive technologies, concrete topics, critical skills, explicit instruction, strategy instruction, systematic…

  15. Teaching Job Interviewing Skills with the Help of Television Shows

    ERIC Educational Resources Information Center

    Bloch, Janel

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Heflebower, Tammy

    2012-01-01

    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…

  17. The Use of Patient Instructors to Teach Interviewing Skills.

    ERIC Educational Resources Information Center

    Gardner, Marie E.; And Others

    1983-01-01

    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)

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

    ERIC Educational Resources Information Center

    Berryman, Charles

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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…

  20. Using Music Sampling to Teach Research Skills

    ERIC Educational Resources Information Center

    Wakefield, Sarah R.

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Smith, Kenneth H.

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  3. The use of music to enhance reading skills of second grade students and students with reading disabilities.

    PubMed

    Register, Dena; Darrow, Alice-Ann; Standley, Jayne; Swedberg, Olivia

    2007-01-01

    The purpose of the present study was to determine the efficacy of using music as a remedial strategy to enhance the reading skills of second-grade students and students who have been identified as having a specific learning disability (SLD) in reading. First, an intensive short-term music curriculum was designed to target reading comprehension and vocabulary skills at the second grade level. The curriculum was then implemented in classrooms at two public schools in the Southeast. Reading skills were evaluated pre and post curriculum intervention via the vocabulary and reading comprehension subtests of the Gates-MacGinitie Reading Test for second grade. Analysis of pre/posttest data revealed that students with a specific disability in reading improved significantly from pre to post on all three subtests: word decoding (p = .04), word knowledge (p = .01), reading comprehension (p = .01), and test total (p = .01). Paired t-tests revealed that for 2nd grade students, both treatment and control classes improved significantly from pre to post on the subtests word decoding, word knowledge, and test total. While both classes made gains from pre to post on the subtest, reading comprehension, neither improved significantly. Analysis of Covariance revealed that the treatment class made greater gains pre to post than the control class on all 3 subtests (Including reading comprehension), and significantly greater gains on the subtest, word knowledge (p = .01). PMID:17419662

  4. Teaching and assessing procedural skills: a qualitative study

    PubMed Central

    2013-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  6. Teaching African American Learners to Read: Perspectives and Practices

    ERIC Educational Resources Information Center

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Ortuno, Marian

    2012-01-01

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

  8. TEACHING LITERATURE AND READING SIMULTANEOUSLY, NINTH GRADE ENGLISH.

    ERIC Educational Resources Information Center

    KINKEAD, THOMAS; LEVINE, MILTON

    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…

  9. Changes in the Teaching of Reading

    ERIC Educational Resources Information Center

    Robinson, Richard

    2005-01-01

    William S. Gray is considered by many literacy authorities today to have been the premier reading educator of the last century. He was most noted for his extensive research and writing in many aspects of literacy. The following interview with Gray was originally published in "School and Community," a Missouri state teachers' journal, in 1949.…

  10. Writing Workshops and the Teaching of Reading.

    ERIC Educational Resources Information Center

    Shuman, R. Baird

    This paper discusses three types of writing experiences, "Writing Roulette,""The Even-Steven Swap Game," and "The Open-Ended Story with a Slant," that can be used in a writing workshop for disabled readers at the secondary level. Each activity emphasizes writing but provides motivation for students to read each other's work. Students will have…

  11. The "Whole Language" Theory and Its Application to the Teaching of English Reading

    ERIC Educational Resources Information Center

    Ling, Pan

    2012-01-01

    Based on a diagnosis of the problems in the traditional way of teaching English reading in China, this paper introduces the "whole language" theory and explores its application to the teaching of English reading. To begin with, it demonstrates the various problems in the teaching of English reading which severely prevent the improvement…

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

    ERIC Educational Resources Information Center

    Templeton, Josey; Jones, Robbie

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading

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

    ERIC Educational Resources Information Center

    Cargill-Power, Carol

    1980-01-01

    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)

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

    ERIC Educational Resources Information Center

    Asberg, Jakob; Dahlgren Sandberg, Annika

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Eme, Elsa; Lambert, Eric; Alamargot, Denis

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Watson, G.; And Others

    1990-01-01

    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)

  19. Relationships among Cortical Thickness, Reading Skill, and Print Exposure in Adults

    ERIC Educational Resources Information Center

    Goldman, Jason G.; Manis, Frank R.

    2013-01-01

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

  20. Reading between the Lines: Teaching Linear Algebra

    ERIC Educational Resources Information Center

    Lewis, Jennifer M.; Blunk, Merrie L.

    2012-01-01

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

  1. Formal Schema Theory and Teaching EFL Reading

    ERIC Educational Resources Information Center

    Young, Barbara N; Man, Zhou

    2005-01-01

    Inquirers designed and conducted a study investigating whether or not results derived from previous research focusing on teaching and learning English as a native or foreign language would be replicated in a learning environment in which English is taught as a foreign language as in China. Because activation of formal schemata plays an important…

  2. Teaching children generalized imitation skills: a case report.

    PubMed

    Brown, Freddy Jackson; Peace, Natalie; Parsons, Rachel

    2009-03-01

    Generalized imitation plays an important role in the acquisition of new skills, in particular language and communication. In this case report a multiple exemplar training procedure, with an errorless learning phase, was used to teach Ben, a 13-year-old child with severe intellectual disabilities, to imitate behaviours modelled by an adult instructor. After exposure to seven multiple exemplars, Ben learned to imitate novel actions to criterion (i.e. generalized imitation). These skills were maintained at 90 percent at 6 week and 18 week follow-up. In line with earlier research, this article provides some further support for the finding that multiple exemplar training can facilitate the reliable emergence of generalized imitation skills. Topographically similar behaviours during the learning phase can be difficult to discriminate and hence can slow the learning process. Future research could explore how generalized imitation supports the development of basic communication and activity skills. PMID:19332505

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

    PubMed Central

    Banai, Karen; Ahissar, Merav

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Al Ghanem, Reem; Kearns, Devin M.

    2015-01-01

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

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

    PubMed

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

    2013-10-01

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

  6. Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  7. Use of Portfolios for Assessment of Resident Teaching Skills

    PubMed Central

    Donato, Anthony A.; Harris, Ilene

    2013-01-01

    Background Portfolios are effective instruments for assessment of teaching skills among professional teachers and have recently been adapted in medical education. However, scoring rubrics are needed to effectively guide assessors. Intervention Portfolio assessors reviewed and made assessment comments about the resident-as-teacher sections of 11 internal medicine residents' electronic portfolios and discussed their assessments in an assessor group discussion. We performed qualitative analyses of written and oral comments. Major themes were identified, and member checking and triangulation with the literature was performed to evaluate the trustworthiness of the qualitative analysis. Results Three faculty educators reviewed and commented on 241 uploaded e-portfolio documents accompanying reflections. Three major themes were identified: Application of Teaching Skills, Presentation Skills, and Insights as a Teacher. Themes and subthemes matched closely to several components of the conceptual framework of effective presentations formulated in Glassick standards for scholarly work, as well as themes found in assessments of professional teachers' portfolios. Conclusions Assessments of portfolios by experienced faculty educators appear to be useful for identifying many important facets of formal teaching presentations and may be useful for creation of a scoring rubric. PMID:24404313

  8. Reading Readiness. A UKRA (United Kingdom Reading Assn.) Teaching of Reading Monograph.

    ERIC Educational Resources Information Center

    Downing, John; Thackray, Derek

    The research being published in Britain regarding reading readiness is reviewed in this monograph. The factors teachers should take into account when planning prereading programs and determining when a child is ready to read are presented. The various aspects of reading readiness that are discussed include: (1) physiological factors, such as…

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

    PubMed

    Omori, Mikimasa; Yamamoto, Jun-ichi

    2013-04-01

    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

  10. Reading skill and word skipping: Implications for visual and linguistic accounts of word skipping.

    PubMed

    Eskenazi, Michael A; Folk, Jocelyn R

    2015-11-01

    We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did not influence the probability of skipping five-letter words, but low-skill readers were less likely to skip three-letter words when foveal load was high. Thus, reading skill is likely to influence word skipping when the amount of information in the parafovea falls within the word identification span. We interpret the data in the context of visual-based (extended optimal viewing position model) and linguistic based (E-Z Reader model) accounts of word skipping. The models make different predictions about how and why a word and skipped; however, the data indicate that both models should take into account the fact that different factors influence skipping rates for high- and low-skill readers. (PsycINFO Database Record PMID:26098181

  11. The Comparison of Teaching Process of First Reading in USA and Turkey

    ERIC Educational Resources Information Center

    Bay, Yalçin

    2014-01-01

    The aim of this study is to compare the teaching process of early reading in the US to in Turkey. This study observes developing early reading of students, their reading miscues, and compares early reading process of students in the US and to early reading process of students in Turkey. This study includes the following research question: What are…

  12. On the efficacy of a computer-based program to teach visual Braille reading.

    PubMed

    Scheithauer, Mindy C; Tiger, Jeffrey H; Miller, Sarah J

    2013-01-01

    Scheithauer and Tiger (2012) created an efficient computerized program that taught 4 sighted college students to select text letters when presented with visual depictions of Braille alphabetic characters and resulted in the emergence of some braille reading. The current study extended these results to a larger sample (n?=?81) and compared the efficacy and efficiency of the instructional program using 2 different response modalities. One variation of the program required a response in a multiple-choice format, and the other variation required a keyed response. Both instructional programs resulted in increased braille letter identification and braille reading. These skills were maintained at a follow-up session 7 to 14 days later. The mean time needed to complete the program was 22.8 min across participants. Implications of these results for future research, as well as practical implications for teaching the braille alphabet, are discussed. PMID:24114158

  13. Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

    PubMed Central

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

    2015-01-01

    Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

  14. Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. Effects of Student Teaching on the Classroom Management Beliefs and Skills of Music Student Teachers.

    ERIC Educational Resources Information Center

    Brand, Manny

    1982-01-01

    Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…

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

    ERIC Educational Resources Information Center

    Mainwaring, Lynda M.; Krasnow, Donna H.

    2010-01-01

    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…

  17. The Music-Reading Dilemma.

    ERIC Educational Resources Information Center

    Elliott, Charles A.

    1982-01-01

    Presents arguments for and against teaching music reading skills. Opponents say that students rarely use music reading skills after high school and that this music reading objective has never been successful. Proponents claim that a major objective of music programs is to produce musically independent students. (AM)

  18. "Passageless" Administration of the Nelson-Denny Reading Comprehension Test: Associations with IQ and Reading Skills

    ERIC Educational Resources Information Center

    Ready, Rebecca E.; Chaudhry, Maheen F.; Schatz, Kelly C.; Strazzullo, Sarah

    2013-01-01

    There are few tests that assess reading comprehension in adults, but these tests are needed for a comprehensive assessment of reading disorders (RD). "The Nelson-Denny Reading Test" (NDRT) has a long-passage reading comprehension component that can be used with adolescents and adults. A problem with the NDRT is that reading comprehension test…

  19. Examining Associations between Reading Motivation and Inference Generation beyond Reading Comprehension Skill

    ERIC Educational Resources Information Center

    Clinton, Virginia

    2015-01-01

    The purpose of this study was to examine the associations between reading motivation and inference generation while reading. Undergraduate participants (N = 69) read two science articles while thinking aloud, completed a standardized reading comprehension assessment, and self reported their habitual reading motivation. Findings indicate that…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  1. To Be or Not To Be ... A Reading Teacher.

    ERIC Educational Resources Information Center

    Kassner, Kirk

    2002-01-01

    Focuses on whether music teachers should teach reading to their students. Addresses the effects of reading instruction in the music classroom, how music teachers do not want to be reading teachers, and reading skills that are already being taught in the music classroom. Offers ideas on what reading skills can be taught. (CMK)

  2. Towards an Understanding of How Children Read and Spell Irregular Words: The Role of Nonword and Orthographic Processing Skills

    ERIC Educational Resources Information Center

    Johnston, Rhona; McGeown, Sarah; Moxon, Gerri Elizabeth

    2014-01-01

    This study examined, in 180 children aged from 6 to 9?years, to what extent irregular word reading and spelling were predicted by vocabulary knowledge, reading frequency, orthographic processing and nonword reading skill. Consistent with models of reading highlighting the quasi-regular nature of irregular words, it was found that nonword reading

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

    2015-01-01

    The present study explored the environmental and genetic etiologies of the longitudinal relations between prereading skills and reading and spelling. Twin pairs (n = 489) were assessed before kindergarten (M = 4.9 years), post-first grade (M = 7.4 years), and post-fourth grade (M = 10.4 years). Genetic influences on five prereading skills (print…

  6. Reading Skills in Three Orthographies: The Case of Trilingual Arabic-Hebrew-English-Speaking Arab Children.

    ERIC Educational Resources Information Center

    Abu-Rabia, Salim; Siegel, Linda S.

    2003-01-01

    Finds a significant relationship between the acquisition of word and pseudoword reading skills, working memory, and syntactic awareness skills within and across the three languages among a group of Israeli-Arab students ages 14-15 years. Notes that trilingualism of this nature seems not to have negative consequences for the development of oral…

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

    ERIC Educational Resources Information Center

    Magliano, Joseph P.; Millis, Keith K.

    2003-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  9. The Effects of Note-Taking Skills Instruction on Elementary Students' Reading

    ERIC Educational Resources Information Center

    Chang, Wan-Chen; Ku, Yu-Min

    2015-01-01

    The authors investigated the effects of a 5-week note-taking skills instructional program on note-taking and reading comprehension performance of elementary students. The participants included 349 fourth-grade students from 2 elementary schools in Taiwan. The Note-Taking Instruction group received approximately 40 min of note-taking skills

  10. Effects of Tape-Recorded Aural Models on Sight-Reading and Performance Skills.

    ERIC Educational Resources Information Center

    Anderson, James N.

    1981-01-01

    Investigated the effect of using tape-recorded aural models for home practice on selected sight-reading and performance skills of sixth-grade clarinet students. The tape recordings had no observed effects on the selected music skills, nor did the students using them complete more music exercises, as had been hypothesized. (Author/SJL)

  11. Decoding Skills of Middle-School Students with Autism: An Evaluation of the Nonverbal Reading Approach

    ERIC Educational Resources Information Center

    Leytham, Patrick Allen

    2013-01-01

    Students diagnosed with autism demonstrate a deficit in communication skills, which affects their literacy skills. Federal legislation mandates that students with disabilities receive a free appropriate public education, be taught how to read, and have access to the general education curriculum. Students with autism are being included more in the…

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

    ERIC Educational Resources Information Center

    Ecklund, Britt K.; Lamon, Kathryn M.

    2008-01-01

    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…

  13. Examining Multiple Sources of Influence on the Reading Comprehension Skills of Children Who Use Cochlear Implants

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Zwolan, Teresa A.

    2004-01-01

    Children with profound deafness are at risk for serious reading difficulties. Multiple factors affect their development of reading skills, including use of cochlear implants. Further, multiple factors influence the overall success that children experience with their cochlear implants. These factors include the age at which they receive an implant,…

  14. Cross-Lag Analysis of Longitudinal Associations between Primary School Students' Writing and Reading Skills

    ERIC Educational Resources Information Center

    Pinto, Giuliana; Bigozzi, Lucia; Tarchi, Christian; Gamannossi, Beatrice Accorti; Canneti, Laura

    2015-01-01

    The present study examined the relationship between reading (i.e., rapidity and accuracy) and writing competences (i.e., fluency, accuracy, and composition skills) of Italian children in the first and second grade. The performance of seventy-five children was longitudinally assessed over a 2-year period. Results demonstrated that reading and…

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

    ERIC Educational Resources Information Center

    Voogt, Joke; McKenney, Susan

    2008-01-01

    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…

  16. Skills Remediation in Reading for Optional Assignment Pupils; School Year 1974- 1975.

    ERIC Educational Resources Information Center

    Baratta, Anthony N.

    This document presents a description and evaluation of the Skills Remediation in Reading for Optional Assignment Program (TOPS) conducted for 4,569 students in 27 high schools in New York City. The participants were Title I optional assignment students in grades 9 through 12, whose reading ability was a minimum of two years below grade level based…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

    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",…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Jensen, Peter; Rasmussen, Astrid Wurtz

    2011-01-01

    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…

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

    ERIC Educational Resources Information Center

    Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Hansen, Dee; Milligan, Sarah A.

    2012-01-01

    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…

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

    ERIC Educational Resources Information Center

    Knopf, Herman T.; Brown, H. Mac

    2009-01-01

    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;…

  3. The Contributions of Foreign Language Learning to the Development of Reading Skills.

    ERIC Educational Resources Information Center

    Sandstrom, Eleanor L.

    This article briefly discusses ways in which the study of foreign language contributes to the development of reading skills in the speaker's native language. Comments are directed to the following areas: (1) auditory discrimination, (2) visual discrimination, (3) association and insight, (4) the reading process, (5) expansion of vocabulary, (6)…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  5. Preschool Speech, Language Skills, and Reading at 7, 9, and 10 Years: Etiology of the Relationship

    ERIC Educational Resources Information Center

    Hayiou-Thomas, Marianna E.; Harlaar, Nicole; Dale, Philip S.; Plomin, Robert

    2010-01-01

    Purpose: To examine the etiology of the relationship between preschool speech and language, and later reading skills. Method: One thousand six hundred seventy-two children from the Twins Early Development Study (B. R. Oliver & R. Plomin, 2007) were given a comprehensive speech and language assessment at 4 1/2 years. Reading was assessed at 7, 9,…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

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

    ERIC Educational Resources Information Center

    Giuliano, Helen Solana; And Others

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

  8. Using Argument Diagramming Software to Teach Critical Thinking Skills Maralee HARRELL

    E-print Network

    Spirtes, Peter

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Pillinger, Claire; Wood, Clare

    2014-01-01

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

  11. Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children.

    PubMed

    Abu-Rabia, Salim; Siegel, Linda S

    2002-11-01

    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 tests in English and Arabic. The majority of the children showed at least adequate proficiency in both languages. There was a significant relationship between the acquisition of word and pseudo-word reading working memory, and syntactic awareness skills in the two languages. The poor readers in Arabic had lower scores on all linguistic tasks, except the visual task. There were no significant differences between bilingual English Arabic children and monolingual English-speaking children on the reading, language, and memory tasks. However, bilingual English Arabic children who had reading problems in English had higher scores on English pseudo-word reading and spelling tasks than monolingual English-speaking children with reading disabilities, probably because of positive transfer from the regular nature of Arabic orthography. In this case, bilingualism does not appear to have negative consequences for the development of language reading skills in both languages--Arabic and English--despite the different nature of the two orthographies. PMID:12599919

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

    ERIC Educational Resources Information Center

    Zhang, Kaili Chen

    2011-01-01

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

  13. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

    ERIC Educational Resources Information Center

    Eisenberg, Michael B.; Johnson, Doug

    This digest describes an integrated approach to teaching computer skills in K-12 schools. The introductory section discusses the importance of integrating information skills into the curriculum. "Technology Skills for Information Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and Robert E.…

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

    ERIC Educational Resources Information Center

    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

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

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

    ERIC Educational Resources Information Center

    Woolverton, Christopher J.

    1999-01-01

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

  16. Learning to read and write are skills that are essential to a child's success in school and later life.

    E-print Network

    involvement in the lives of children. · It is well established that fathers play a critical roleRelevance · Learning to read and write are skills that are essential to a child's success in school their children acquire essential literacy skills is to read aloud to them on a frequent basis. · Reading aloud

  17. Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests.

    PubMed

    McKoon, Gail; Ratcliff, Roger

    2016-01-01

    Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. PMID:26550803

  18. Effect of Hypertextual Reading on Academic Success and Comprehension Skills

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2014-01-01

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

  19. Improving Reading through the Use of Skills and Strategies.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Wolff, Ulrika

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    McNeil, John D.; Morimoto, Takiko

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

  2. Relationships among Reading Skills of Adults with Low Literacy

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  3. Reading Skills and Phonological Awareness Acquisition in Down Syndrome

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  4. Project Magnify: Increasing Reading Skills in Students with Low Vision

    ERIC Educational Resources Information Center

    Farmer, Jeanie; Morse, Stephen E.

    2007-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Grant, Jamillah M. A.

    2004-01-01

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

  8. Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background

    PubMed Central

    Bonacina, Silvia; Cancer, Alice; Lanzi, Pier Luca; Lorusso, Maria Luisa; Antonietti, Alessandro

    2015-01-01

    The core deficit underlying developmental dyslexia (DD) has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT), was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 min in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding. PMID:26500581

  9. Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background.

    PubMed

    Bonacina, Silvia; Cancer, Alice; Lanzi, Pier Luca; Lorusso, Maria Luisa; Antonietti, Alessandro

    2015-01-01

    The core deficit underlying developmental dyslexia (DD) has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT), was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 min in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding. PMID:26500581

  10. An Examination of Teaching Competencies Derived from the Models of Teaching and Their Relationship to Generic Skills.

    ERIC Educational Resources Information Center

    Wheeler, Ann

    A cross-matched list of teaching competencies was derived from the Florida Essential Competencies List and the Carey Validation of Self-Evaluation Procedures for Identifying Instructional Needs of Teacher Centers. This list of teaching skills was then used to determine competencies embedded in four models of teaching--a creative process model, a…

  11. The relationship between self-reported sleep quality and reading comprehension skills

    PubMed Central

    Ellis, Stephanie K.; Walczyk, Jeffrey J.; Buboltz, Walter; Felix, Victoria

    2014-01-01

    Inadequate sleep undermines many cognitive functions, including memory, concentration, and attention, which are vital in everyday activities. We hypothesized that poor quality or shorter sleep length may impair reading-related skills, resources, and outcomes, specifically verbal working memory span, verbal efficiency, and reading comprehension. Contrary to the hypotheses, neither short sleep length nor self-reported sleep quality were related to reading skills performance. However, longer sleep times were significantly related to lower verbal efficiency, and participants with the poorest sleep quality fared significantly better on the reading comprehension task than participants with moderate sleep quality. Given the paucity of research examining sleep and reading specifically, as well as these surprising data, more research in this area is warranted. PMID:26483928

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

    NASA Astrophysics Data System (ADS)

    Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

    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.

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  14. Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills.

    PubMed

    Wolter, Ilka; Braun, Edith; Hannover, Bettina

    2015-01-01

    According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade. PMID:26379592

  15. Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

    PubMed Central

    Wolter, Ilka; Braun, Edith; Hannover, Bettina

    2015-01-01

    According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade. PMID:26379592

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

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Medford, Emma

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Stasz, Cathleen; And Others

    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…

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

    ERIC Educational Resources Information Center

    Miksza, Peter; Roeder, Matthew; Biggs, Dana

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Hofmann, Mary

    2005-01-01

    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?…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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'…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  2. Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

    ERIC Educational Resources Information Center

    Richardson, Rick; Kalvaitis, Darius; Delparte, Donna

    2014-01-01

    This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student…

  3. Teaching Interview Skills without Full-Fledged Interviewing: An Alternate Exercise.

    ERIC Educational Resources Information Center

    Young, Kathryn Sue; Bernum, Belinda A.

    For an instructor who feels the need to teach interviewing skills in the basic course, it is sometimes difficult to fit interviewing into a course that already covers many types of public speaking. An activity is presented that allows instructors to teach interviewing skills in either a one or one-half week time frame (two 50-minute class periods…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    James, Bobby M.

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

  7. Reading Comprehension across Different Genres: An Action Research Study

    ERIC Educational Resources Information Center

    Lubawski, Michael; Sheehan, Caitlyn

    2010-01-01

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

  8. Increasing the Sight Vocabulary and Reading Fluency of Children Requiring Reading Support: The Use of a Precision Teaching Approach

    ERIC Educational Resources Information Center

    Griffin, Claire P.; Murtagh, Lelia

    2015-01-01

    This article outlines the impact of an eight-week Precision Teaching (PT) intervention on the sight vocabulary, reading fluency and reading attainment scores of a group of Irish primary school pupils. This study also sought to evaluate the role of PT in facilitating formative assessment of pupils' progress. Employing a mixed-method approach, this…

  9. Teaching Research Skills at the K-12 Level

    NASA Astrophysics Data System (ADS)

    Huebner, P. J.

    2004-12-01

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

  10. Integrating Pre-Reading Skills into the Kindergarten Curriculum.

    ERIC Educational Resources Information Center

    Sullivan, Emilie Paul

    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…

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

    ERIC Educational Resources Information Center

    Oganian, Yulia; Ahissar, Merav

    2012-01-01

    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,…

  12. Parafoveal Lexical Activation Depends on Skilled Reading Proficiency

    ERIC Educational Resources Information Center

    Veldre, Aaron; Andrews, Sally

    2015-01-01

    The boundary paradigm was used to investigate individual differences in the extraction of lexical information from the parafovea in sentence reading. The preview of a target word was manipulated so that it was identical (e.g., "sped"), a higher frequency orthographic neighbor ("seed"), a nonword neighbor ("sted"), or…

  13. Increasing Phonemic Awareness among Primary Students To Improve Reading Skills.

    ERIC Educational Resources Information Center

    Saunders, Dara; Gierke, Terri

    This report describes a program for increasing phonemic awareness in the primary grades. The targeted population consisted of first and second grade students from middle class communities located in the Midwest. Research indicated that students who enter primary grades without phonemic awareness might have reading difficulties. Lack of phonemic…

  14. Dyslexic and Skilled Reading Dynamics Are Self-Similar

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  15. A Continual Regrouping Program in Reading Readiness Skills for Kindergarten.

    ERIC Educational Resources Information Center

    Campbell, Ruby M.; Guthrie, Larry F.

    The purposes of this study were to custom make a reading readiness program for a group of kindergarten children and to compare their progress with that of a second group. A pretest was administered to all of the children and then each child was grouped according to his or her needs. Two classes were involved in the study, one labeled control and…

  16. Reading skills, creativity, and insight: exploring the connections.

    PubMed

    Mourgues, Catalina V; Preiss, David D; Grigorenko, Elena L

    2014-01-01

    Studies of the relationship between creativity and specific reading disabilities have produced inconclusive results. We explored their relationship in a sample of 259 college students (age range: 17 to 38 years-old) from three Chilean universities. The students were tested on their verbal ability, creativity, and insight. A simple linear regression was performed on the complete sample, and on high- and low-achievement groups that were formed based on reading test scores. We observed a significant correlation in the total sample between outcomes on the verbal ability tasks, and on the creativity and insight tasks (range r =. 152 to r =. 356, ps <.001). Scores on the reading comprehension and phonological awareness tasks were the best predictors of performance on creativity and insight tasks (range ? = .315 to ? = .155, ps <.05). A comparison of the low- and high-scoring groups on verbal ability tasks yielded results to the same effect. These findings do not support the hypothesis that specific reading disability is associated with better performance on creative tasks. Instead, higher verbal ability was found to be associated with higher creativity and insight. PMID:26055787

  17. Music Training Increases Phonological Awareness and Reading Skills in Developmental Dyslexia: A Randomized Control Trial

    PubMed Central

    Flaugnacco, Elena; Lopez, Luisa; Terribili, Chiara; Montico, Marcella; Zoia, Stefania; Schön, Daniele

    2015-01-01

    There is some evidence for a role of music training in boosting phonological awareness, word segmentation, working memory, as well as reading abilities in children with typical development. Poor performance in tasks requiring temporal processing, rhythm perception and sensorimotor synchronization seems to be a crucial factor underlying dyslexia in children. Interestingly, children with dyslexia show deficits in temporal processing, both in language and in music. Within this framework, we test the hypothesis that music training, by improving temporal processing and rhythm abilities, improves phonological awareness and reading skills in children with dyslexia. The study is a prospective, multicenter, open randomized controlled trial, consisting of test, rehabilitation and re-test (ID NCT02316873). After rehabilitation, the music group (N = 24) performed better than the control group (N = 22) in tasks assessing rhythmic abilities, phonological awareness and reading skills. This is the first randomized control trial testing the effect of music training in enhancing phonological and reading abilities in children with dyslexia. The findings show that music training can modify reading and phonological abilities even when these skills are severely impaired. Through the enhancement of temporal processing and rhythmic skills, music might become an important tool in both remediation and early intervention programs. Trial Registration ClinicalTrials.gov NCT02316873 PMID:26407242

  18. The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography.

    PubMed

    Krieber, Magdalena; Bartl-Pokorny, Katrin D; Pokorny, Florian B; Einspieler, Christa; Langmann, Andrea; Körner, Christof; Falck-Ytter, Terje; Marschik, Peter B

    2016-01-01

    Over the past decades, the relation between reading skills and eye movement behavior has been well documented in English-speaking cohorts. As English and German differ substantially with regard to orthographic complexity (i.e. grapheme-phoneme correspondence), we aimed to delineate specific characteristics of how reading speed and reading comprehension interact with eye movements in typically developing German-speaking (Austrian) adolescents. Eye movements of 22 participants (14 females; mean age = 13;6 years;months) were tracked while they were performing three tasks, namely silently reading words, texts, and pseudowords. Their reading skills were determined by means of a standardized German reading speed and reading comprehension assessment (Lesegeschwindigkeits- und -verständnistest für Klassen 6-12). We found that (a) reading skills were associated with various eye movement parameters in each of the three reading tasks; (b) better reading skills were associated with an increased efficiency of eye movements, but were primarily linked to spatial reading parameters, such as the number of fixations per word, the total number of saccades and saccadic amplitudes; (c) reading speed was a more reliable predictor for eye movement parameters than reading comprehension; (d) eye movements were highly correlated across reading tasks, which indicates consistent reading performances. Contrary to findings in English-speaking cohorts, the reading skills neither consistently correlated with temporal eye movement parameters nor with the number or percentage of regressions made while performing any of the three reading tasks. These results indicate that, although reading skills are associated with eye movement patterns irrespective of language, the temporal and spatial characteristics of this association may vary with orthographic consistency. PMID:26727255

  19. Perceptions of Pre-Service Elementary Education Students after a Reading Course and Following Student Teaching.

    ERIC Educational Resources Information Center

    Ransom, Peggy E.; Weisenbach, E. Lynne

    A study investigated elementary education students' perceptions after a reading methods course and after a student teaching assignment. Subjects, 90 Ball State University students and 10 University of Indianapolis students, were asked the same three questions after finishing a reading class and after a student teaching assignment. Results…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  1. 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

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

    2010-01-01

    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…

  2. Teaching/Learning Guide: Level III. Pre-Vocational and Practical Life Skills. Draft Copy.

    ERIC Educational Resources Information Center

    Carbon - Lehigh Intermediate Unit, Schnecksville, PA.

    The third of three guidelines for teaching sequential skills to handicapped children focuses on prevocatonal and practical life skills. Objectives are listed for the following areas (sample subcategories in parentheses): application forms (driver's permit, social security benefits); banking; buying (supermarket skills); budgeting; food preparation…

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

    ERIC Educational Resources Information Center

    Collins, Belva C.

    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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

    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…

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

    ERIC Educational Resources Information Center

    Doughty, Adam H.; Kane, Lindsey M.

    2010-01-01

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

  6. Effects of Training and Feedback on Discrete Trial Teaching Skills and Student Performance

    ERIC Educational Resources Information Center

    Downs, Andrew; Downs, Robyn Conley; Rau, Kathryn

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Zipp, Genevieve Pinto; Gentile, A. M.

    2010-01-01

    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…

  8. Teaching Independent Community Social Skills to the Multihandicapped.

    ERIC Educational Resources Information Center

    Beaulac, Pauline F.

    Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…

  9. Early phonological awareness and reading skills in children with Down syndrome.

    PubMed

    Kennedy, Esther J; Flynn, Mark C

    2003-08-01

    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 (5.6-8.10 years) participated in this investigation. Due to the paucity of standardised phonological awareness measures for children with special needs, in particular children with Down syndrome, a variety of tasks were adapted from the literature. The assessment battery examined the skills of phonological awareness, literacy, speech production, expressive language, hearing acuity, speech perception, and auditory-visual memory. The results suggest that children with Down syndrome are at risks for reading acquisition difficulties due to reduced phonological awareness skills. These deficits are in addition to delays caused by reduced cognitive skills. Only one of the participants was able to demonstrate rhyme awareness, which may have been due to task effects. Written word recognition ability was correlated with tests of phonemic awareness, and error analysis of the spelling and non-word reading tasks suggested grapheme-phoneme connections deficits. Further research is needed to determine the best methods of assessment and intervention for phonological awareness in children with Down syndrome. PMID:14502837

  10. L'Enseignement de la Lecture dans le Canton de Neuchatel; Resultats de L'Enquete Menee en Deuxieme Annee Primaire, Principes Methodologiques (The Teaching of Reading in the Canton of Neuchatel; Results of the Enquiry Held in the Second Year of Primary School, The Principles of Methods).

    ERIC Educational Resources Information Center

    Cardinet, Jean; Weiss, Jacques

    This document reports (in French) the results of an evaluation of reading methods used in the second year of primary school in the Swiss canton of Neuchatel. The data show that, in mastering reading skills, pupils are helped by a "wide" teaching method--flexible teaching aimed at high-level objectives such as reasoning, understanding, imagination,…

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

    NASA Astrophysics Data System (ADS)

    Beaver, Melanie S.

    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.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  13. Reading skill components and impairments in middle school struggling readers

    PubMed Central

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

    2012-01-01

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

  14. Using Fan Fiction to Teach Critical Reading and Writing Skills

    ERIC Educational Resources Information Center

    Kell, Tracey

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Vaughan, Judy

    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…

  16. The Longitudinal Relationship between Reading Fluency and Reading Comprehension Skills in Second-Grade Children

    ERIC Educational Resources Information Center

    Lai, Stephanie A.; George Benjamin, Rebekah; Schwanenflugel, Paula J.; Kuhn, Melanie R.

    2014-01-01

    Fluent readers can read connected text with accuracy, automaticity, and prosody. Without practice, automaticity cannot develop in reading, and readers must focus their attention on decoding, limiting their ability to simultaneously comprehend. Researchers have traditionally assumed that fluency and comprehension have a unidirectional relationship…

  17. Reading the Web: Internet Guided Reading with Young Children

    ERIC Educational Resources Information Center

    Salyer, David

    2015-01-01

    Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older…

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

    PubMed Central

    Kuperman, Victor; Van Dyke, Julie A.

    2011-01-01

    This study is a large-scale exploration of the influence that individual reading skills exert on eye-movement behavior in sentence reading. Seventy one non-college-bound 16–24 year-old speakers of English completed a battery of 18 verbal and cognitive skill assessments, and read a series of sentences as their eye movements were monitored. Statistical analyses were performed to establish what tests of reading abilities were predictive of eye-movement patterns across this population and how strong the effects were. We found that individual scores in rapid automatized naming and word identification tests (i) were the only participant variables with reliable predictivity throughout the time-course of reading; (ii) elicited effects that superceded in magnitude the effects of established predictors like word length or frequency; and (iii) strongly modulated the influence of word length and frequency on fixation times. We discuss implications of our findings for testing reading ability, as well as for research of eye-movements in reading. PMID:21709808

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

    ERIC Educational Resources Information Center

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

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

  20. Annotated Bibliography of Computer Software for Teaching Early Reading and Spelling. Project RIMES 2000.

    ERIC Educational Resources Information Center

    Rhein, Deborah; Alibrandi, Mary; Lyons, Mary; Sammons, Janice; Doyle, Luther

    This bibliography, developed by Project RIMES (Reading Instructional Methods of Efficacy with Students) lists 80 software packages for teaching early reading and spelling to students at risk for reading and spelling failure. The software packages are presented alphabetically by title. Entries usually include a grade level indicator, a brief…

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

    ERIC Educational Resources Information Center

    Solak, Ekrem

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Fullerton, Susan King; DeFord, Diane E.

    2000-01-01

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

  3. A Teacher's Perception and Practice of Assessing the Reading Skills of Young Learners--A Study from Pakistan

    ERIC Educational Resources Information Center

    Lalani, Shaheena Sulaiman; Rodrigues, Sherwin

    2012-01-01

    This collaborative action research aimed to explore some classroom-based assessment strategies to assess the reading skills of young children. This article presents the findings of the pre-intervention stage as part of an action research study where a teacher's perception and practice of assessing the reading skills of young learners were…

  4. Teaching Students to Read through Their Individual Learning Styles.

    ERIC Educational Resources Information Center

    Carbo, Marie; And Others

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

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

    ERIC Educational Resources Information Center

    Prinz, Philip M.; Nelson, Keith E.

    1985-01-01

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

  6. The Effect of Letter Training on the Acquisition of Word Reading Skills. Final Report.

    ERIC Educational Resources Information Center

    Muller, Douglas G.

    Two experiments aimed at extending the principles of paired-associates learning transfer to the acquisition of reading skills are reported. Approximately 15 first graders were randomly assigned to each of the 10 treatment conditions. In the first experiment, four types of letter training were compared to two control conditions. The experimental…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Erford, Bradley T.

    2004-01-01

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

  9. Technical Analysis of the Reading Essential Skills Screener-Upper Elementary Version

    ERIC Educational Resources Information Center

    O'Brocki, Catherine M.; Moore-Thomas, Cheryl; Erford, Bradley T.

    2007-01-01

    The technical characteristics of scores on the Reading Essential Skills Screener-Upper Elementary Version (B. T. Erford, G. Vitali, R. Hass. & R. R. Boykin, 1995) were studied using 4 independent samples of boys and girls in Grades 4-6. Decision efficiency, principal axis factor analysis, internal consistency, 30-day test-retest reliability, and…

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

    ERIC Educational Resources Information Center

    Abdel halim, Safaa M.

    2011-01-01

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

  11. On the Relation between the Signing and Reading Skills of Deaf Bilinguals

    ERIC Educational Resources Information Center

    Hermans, Daan; Ormel, Ellen; Knoors, Harry

    2010-01-01

    In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within…

  12. A Special Study Institute on Oral Language Skills Antecedent to Reading.

    ERIC Educational Resources Information Center

    DiMichael, Eleanor, Ed.; O'Connor, Gavin, Ed.

    Presented are 11 papers given at a study institute on oral language skills antecedent to reading for educators of the speech, hearing, and learning disabled. Doris Johnson, in a paper entitled "Interrelationships Between Auditory Disorders and Higher Levels of Learning", stresses the importance of auditory comprehension for language development. A…

  13. Evaluation of Students' Mathematical Problem Solving Skills in Relation to Their Reading Levels

    ERIC Educational Resources Information Center

    Özsoy, Gökhan; Kuruyer, Hayriye Gül; Çakiroglu, Ahmet

    2015-01-01

    The purpose of the current study is to investigate the correlation between students' reading levels and mathematical problem solving skills. The present study was conducted in line with a qualitative research method, i.e., the phenomenological method. The study group of the current research is composed of six third grade students with different…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  15. Towards a General Model of Skills Involved in Sight Reading Music

    ERIC Educational Resources Information Center

    Kopiez, Reinhard; Lee, Ji In

    2008-01-01

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

  16. The Effects of Morphological Awareness Training on Reading, Spelling, and Vocabulary Skills

    ERIC Educational Resources Information Center

    Good, Joy E.; Lance, Dee M.; Rainey, Jacquie

    2015-01-01

    This study was designed to examine the effects of an intervention program aimed at improving reading, spelling, and vocabulary skills through linguistically explicit instruction in morphological awareness. Sixteen children, diagnosed with language impairment, participated in this study. Instruction for the experimental group focused on increasing…

  17. Primary School Teacher Candidates' Views towards Critical Reading Skills and Perceptions of Their Competence

    ERIC Educational Resources Information Center

    Karadag, Ruhan

    2014-01-01

    The aim of this study to explore primary school teachers' views towards critical reading skills and their perceptions of competence. The participants are 25 teacher candidates who are fourth year students studying in the Department of Primary School Education at the Education Faculty of Adiyaman University. Adopting a qualitative data…

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

    ERIC Educational Resources Information Center

    Andrews, Sally; Bond, Rachel

    2009-01-01

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

  19. Genetic and Environmental Overlap between Chinese and English Reading-Related Skills in Chinese Children

    ERIC Educational Resources Information Center

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

    2014-01-01

    This twin study examined the relative contributions of genes and environment on 2nd language reading acquisition of Chinese-speaking children learning English. We examined whether specific skills-visual word recognition, receptive vocabulary, phonological awareness, phonological memory, and speech discrimination-in the 1st and 2nd languages have…

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

    PubMed Central

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

    2005-01-01

    Background The ability to give and receive feedback effectively is a key skill for doctors, aids learning between all levels of the medical hierarchy, and provides a basis for reflective practice and life-long learning. How best to teach this skill? Discussion We suggest that a single "teaching the skill of feedback" session provides superficial and ineffective learning in a medical culture that often uses feedback skills poorly or discourages feedback. Our experience suggests that both the skill and the underlying attitude informing its application must be addressed, and is best done so longitudinally and reiteratively using different forms of feedback delivery. These feedback learning opportunities include written and oral, peer to peer and cross-hierarchy, public and private, thereby addressing different cognitive processes and attitudinal difficulties. Summary We conclude by asking whether it is possible to build a consensus approach to a framework for teaching and learning feedback skills? PMID:15804360

  1. Teaching the Skills of Social Behavior: An Examination of Teaching Mainstream Expectations to Students in the Margins.

    ERIC Educational Resources Information Center

    Landau, Barbara McEwan

    Teachers at every grade level and in every setting are trying to manage and teach students with an increasing diverse range of needs. This paper describes a collaborative study to observe, record, and assess the impact and outcomes of an integrated approach for teaching skills of self-discipline to students considered to be academically at-risk.…

  2. Opinions of Instructors about Reading Skills of Syrian Students Learning Turkish

    ERIC Educational Resources Information Center

    Gün, Mesut

    2015-01-01

    The outbreak of domestic turmoil in Syria in 2011 forced Syrian people to seek refuge in the neighbouring countries, one of which was Turkey. This situation brought many problems, the primary of which was language. In this sense, teaching Turkish to Syrian students became a necessity. Therefore, conducting research on language skills was seriously…

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

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

    ERIC Educational Resources Information Center

    Kusdemir Kayiran, Bilge; Karabay, Aysegul

    2012-01-01

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

  5. The Relations between Lower and Higher Level Comprehension Skills and Their Role in Prediction of Early Reading Comprehension

    ERIC Educational Resources Information Center

    Silva, Macarena; Cain, Kate

    2015-01-01

    This study of 4- to 6-year-olds had 2 aims: first, to determine how lower level comprehension skills (receptive vocabulary and grammar) and verbal memory support early higher level comprehension skills (inference and literal story comprehension), and second, to establish the predictive power of these skills on subsequent reading comprehension.…

  6. Genetic and environmental influences on the growth of early reading skills

    PubMed Central

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

    2010-01-01

    Background Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate of subsequent growth in early reading. Methods Participants were drawn from the Western Reserve Reading Project, a study of 314 twin pairs based in Ohio. Twins were assessed via three annual home visits during early elementary school. Assessments included word identification, letter identification, pseudoword decoding, expressive vocabulary, phoneme awareness, and rapid naming. Measures were analyzed using latent growth curve modeling. Results The heritability of initial performance (latent intercept) ranged from h2 = .38 for word identification to h2 = .72 for rapid naming. Shared environment ranged from c2 = .11 for rapid naming to c2 = .62 for word identification. The heritability of the rate of subsequent growth (latent slope) was statistically significant for rapid naming h2 = .58 and phoneme awareness h2 = .20. Shared environment accounted for nearly 100% of variance in rate of growth for word identification, letter identification and pseudoword decoding, and was statistically significant and large for phoneme awareness (c2 = .80). Genetic variance for rapid naming and phoneme awareness latent slopes overlapped entirely with genetic variance on the intercepts. In contrast, one-third to two-thirds of the shared environmental variance on the slope was independent from the shared environmental variance on the intercept. Conclusions Genetic influences were related primarily to those already present at the initial level of performance. In contrast, shared environmental influences affecting rate of growth were both predicted by and independent from initial levels of performance. Results suggested that growth in early reading skills is amenable to family, school, or other environmental influences as reading skills develop. PMID:20059623

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

    ERIC Educational Resources Information Center

    Lectura y Vida: Revista Latinoamericana de Lectura, 2001

    2001-01-01

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

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

    ERIC Educational Resources Information Center

    Aldemir, Ozgul; Gursel, Oguz

    2014-01-01

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

  9. Computers in the Classroom: How Can They Teach Reading?

    ERIC Educational Resources Information Center

    Grocke, Margaret

    1983-01-01

    Notes that computer based reading programs are proving to be powerful and flexible tools in reading to reading disabled and intellectually handicapped students. Reviews current research showing promise of wider classroom use of computers. (FL)

  10. Developing Transferable Skills: Some Examples from Geomorphology Teaching.

    ERIC Educational Resources Information Center

    Mottershead, Derek; Suggitt, Steve

    1996-01-01

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

  11. Effect of Repeated Reading and Self-Directed Behavior on Reading Skills and Generalization of the Reading Skills of Third-Grade Hill Tribe Students.

    ERIC Educational Resources Information Center

    Compan, Boonlert; Iamsupasit, Sompoch; Samuels, Jay

    A study tested a method for developing reading fluency with third-grade Hill Tribe children in a welfare school in Chiang Mai, a city located in northern Thailand. Most of the students were bilingual, speaking their native tongues and Thai, their second language. Only 18.7% of the Hill Tribe population can read Thai, and many students fail to…

  12. Teaching and Assessing Manipulative Motor Skills in High School Physical Education

    ERIC Educational Resources Information Center

    Bert, Greg

    2015-01-01

    This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.

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

    ERIC Educational Resources Information Center

    Santiesteban, A. Joseph; Koran, John J.

    1977-01-01

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

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

    ERIC Educational Resources Information Center

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

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

  15. Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills

    ERIC Educational Resources Information Center

    Jones, Cindy D.; Reutzel, D. Ray

    2015-01-01

    The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…

  16. Teaching Grammar

    ERIC Educational Resources Information Center

    Crawford, William J.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    DuPont, Sherry

    1992-01-01

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

  18. Teaching Reading in a Foreign Language. ERIC Digest.

    ERIC Educational Resources Information Center

    Barnett, Marva A.

    Research on second language learning has found similarities between the reading strategies of first and second language readers. These findings are being applied by second language instructors and researchers in reading classrooms through a variety of strategy-use activities. Most foreign language reading specialists view reading as interactive…

  19. Teaching and Learning: Our Experience in Reading Recovery.

    ERIC Educational Resources Information Center

    Browne, Ann; Fitts, Maryellen; McLaughlin, Bennetta; McNamara, Mary Jane; Williams, Judy

    1997-01-01

    Written in response to an article critical of Reading Recovery (published in the December/January 1996/1997 issue of "The Reading Teacher"), this paper describes what the 5 authors have learned and are learning about Reading Recovery. An introductory section discusses Reading Recovery, noting that it is an individual tutoring program for young…

  20. A workshop package on teaching reading in primary one and two in Sierra Leone 

    E-print Network

    Kamara, John S.

    1989-01-01

    Chapter one of this project tells you about the background of Sierra Leone and the problem I am going to deal with which is helping untrained teachers to cope with very difficult problems of teaching pre-reading and early ...

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Hirose, Beth Erica

    2009-01-01

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

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

    PubMed Central

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

    2011-01-01

    This paper discusses using human patient simulation (HPS) to expose students to complex dynamic patient cases that require clinical judgment, problem-solving skills, and teamwork skills for success. An example of an HPS exercise used to teach multifaceted clinical concepts in a therapeutics course also is provided. PMID:22171117

  4. Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

    ERIC Educational Resources Information Center

    Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

    2010-01-01

    Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching

  5. Teaching Business Letter Skills in a Business German Course on the Second-Year Level.

    ERIC Educational Resources Information Center

    Rockwood, Heidi M.

    One approach to teaching business letter writing skills in German to second-year students with limited German language skills is described. The letter-writing material was integrated into a business German course sequence. Students were introduced to the general purpose of business correspondence and to several different letter types. The first…

  6. Using Simultaneous Prompting to Teach Independent Living and Leisure Skills to Adults with Severe Intellectual Disabilities

    ERIC Educational Resources Information Center

    Dollar, Chad A.; Fredrick, Laura D.; Alberto, Paul A.; Luke, Jaye K.

    2012-01-01

    The acquisition of independent living and leisure skills enables adults to experience an enhanced quality of life by increasing competence, self-reliance, and the development of autonomy. This study examined the effectiveness of simultaneous prompting to teach behavior chains (i.e., independent living and leisure skills) to adults with SID…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Shurtz, Mary Ann; LeFlore, Ann Becker

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  13. Searching for the Formula: How Librarians Teach Chemistry Graduate Students Research Skills

    ERIC Educational Resources Information Center

    Fong, Bonnie L.

    2014-01-01

    An exploratory study was conducted in Summer 2012 in an effort to determine what librarians in the United States are doing to teach chemistry graduate students research skills. Chemistry librarians at ARL (Association of Research Libraries) institutions were surveyed about the content they teach; when, where, and how they present it; and what…

  14. Teaching Software Development Skills Early in the Curriculum Through Software Engineering

    E-print Network

    Liew, Chun Wai

    Teaching Software Development Skills Early in the Curriculum Through Software Engineering C. W Software engineering is commonly taught as an upper level course in many computer science departments. This paper describes our experience in teaching software engineering to second year students in computer

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

    ERIC Educational Resources Information Center

    Brandt, Barbara F.; Lubawy, William C.

    1998-01-01

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

  16. New Skills for New Classrooms: Training Tutors to Teach Languages Online

    ERIC Educational Resources Information Center

    Hampel, Regine; Stickler, Ursula

    2005-01-01

    While online teaching in post-compulsory education is the focus of much research today, the training of online tutors has largely been neglected. Most papers do not go beyond dealing with the technical skills that are needed to teach in an online environment. This article outlines a framework for tutor training, starting with a brief overview of…

  17. The Opinions of Instructors Teaching Turkish to Foreigners about the Writing Skills of Syrian Students

    ERIC Educational Resources Information Center

    Sengül, Murat

    2015-01-01

    This study focuses on the difficulties experienced by the instructors while teaching writing skill to Arabians from Syria, and how these difficulties could be overcome. The study group of the research includes 11 instructors working in Turkish Teaching Centers (TTCs) of Cukurova University and Adana Science and Technology University. The data…

  18. Teaching Selected Concepts and Skills in Coin Equivalence and Summation to Handicapped Students.

    ERIC Educational Resources Information Center

    Frank, Alan R.; And Others

    1980-01-01

    The article presents two teaching strategies for use with elementary age educable mentally retarded students. The first introduces the concept of the equivalence of a nickel and five pennies in terms of buying power. The second strategy involves teaching students the skill of adding various combinations of nickels and pennies. (PHR)

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  20. The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

    ERIC Educational Resources Information Center

    Moon, Brian

    2014-01-01

    The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

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

    ERIC Educational Resources Information Center

    McCarthy-Tucker, Sherri

    2001-01-01

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

  2. Bridging the Generation Gap across the Digital Divide: Teens Teaching Internet Skills to Senior Citizens.

    ERIC Educational Resources Information Center

    Kolodinsky, Jane; Cranwell, Michele; Rowe, Ellen

    2002-01-01

    The Teens Teaching Internet Skills Pilot Project engaged youth from 4-H Technology Teams in training senior citizens to obtain information from the Medicare website. The teens perceived an improvement in working with seniors, project management, teaching, public speaking, and leadership. The workshops had a positive effect on seniors' comfort and…

  3. An Analysis of the Use of Social Stories in Teaching Social Skills to Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Sani Bozkurt, Sunagul; Vuran, Sezgin

    2014-01-01

    Social stories play a significant part in the teaching skills and behaviors to children with ASD who lack social skills. The purpose of this study is to analyze studies in which social stories were used for teaching social skills to individuals with Autism Spectrum Disorders (ASD). The present study includes a descriptive review and meta-analysis…

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Ridout, Susan Ramp

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  7. Teaching Number Skills and Concepts with Stern Structural Arithmetic Materials

    ERIC Educational Resources Information Center

    Horner, Vikki

    2007-01-01

    This paper discusses the use of Stern teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 2 figures.)

  8. Reading in Subjects with an Oral Cleft: Speech, Hearing and Neuropsychological Skills

    PubMed Central

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

    2014-01-01

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

  9. Teaching Children To Read and Write: Becoming an Influential Teacher. Second Edition.

    ERIC Educational Resources Information Center

    Ruddell, Robert B.

    This second edition focuses on helping the preservice teacher become an "Influential Reading Teacher," one whom students remember years later as a special teacher and person. The ideas and teaching strategies in the book actively involve preservice teachers in understanding and thinking about children's reading and writing development. New to this…

  10. Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."

    ERIC Educational Resources Information Center

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

    This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

  11. Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers

    ERIC Educational Resources Information Center

    Tyner, Beverly

    2004-01-01

    Discover an innovative teaching model that brings children of similar abilities together in small groups for paced instruction that maximizes learning. Based on best practices, the model's step-by-step lesson plans reflect the developmental stages of the reading process and provide students with opportunities to engage in guided reading, word…

  12. Research and the Teaching of English: Spaces Where Reading Histories Meet

    ERIC Educational Resources Information Center

    Cliff Hodges, Gabrielle

    2012-01-01

    This article discusses interconnections between research methodology and English pedagogy in a recent study I undertook. The study was designed to deepen understandings about adolescent reading, using particular English teaching approaches to generate data, mindful that ideas about what constitutes the act of reading are often wide-ranging. I…

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

    ERIC Educational Resources Information Center

    Crawford, Pamela Sharp

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Hollingworth, Liz; Drake, Hilleary M.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    1969-01-01

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

  16. Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading

    ERIC Educational Resources Information Center

    Leader-Janssen, Elizabeth M.; Rankin-Erickson, Joan L.

    2013-01-01

    This mixed methods study examined preservice teachers' growth in content knowledge and self-efficacy for teaching reading as they participated in a literacy course/reading clinic practicum with those not enrolled in the experience. Groups were compared on three measures using a pretest-posttest design. Additionally, five preservice teachers from…

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

    ERIC Educational Resources Information Center

    Phelps, Geoffrey; Johnson, David; Carlisle, Joanne

    2009-01-01

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

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

    PubMed

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

    2014-11-01

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

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

    PubMed Central

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Ko, Mei-Yun

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Ihmeideh, Fathi

    2010-01-01

    This study investigated preschool teachers' beliefs and practices regarding the use of computer technology in teaching reading and writing in Jordan. The researcher developed a questionnaire consisting of two scales--Teachers' Beliefs Scale (TB Scale) and Teachers' Practices Scale (TP Scale)--to examine the role of computer technology in teaching

  2. How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

    ERIC Educational Resources Information Center

    Wardrip, Peter; Tobey, Jennifer

    2009-01-01

    Many teachers fall into the pattern of "assumptive teaching" (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, "It's not my job." However, a sixth-grade team…

  3. Comparison of Social Stories and Teaching Interaction Procedures for Teaching Social Skills to Children and Adolescents With a Pervasive Developmental Disorder

    E-print Network

    Leaf, Justin Barrett

    2010-09-01

    This study compared social stories to the teaching interaction procedure for teaching social skills to six children and adolescents diagnosed with an autism spectrum disorder. Using a parallel treatment design, researchers ...

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  5. Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience

    PubMed Central

    Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

    2014-01-01

    Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students’ performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties’ expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students’ skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school. PMID:25419165

  6. Supporting Children's Reading of Expository Text in the Geography Classroom

    ERIC Educational Resources Information Center

    Gregg, Madeleine; Sekeres, Diane Carver

    2006-01-01

    If children are to read to learn, they must acquire skill in processing and comprehending expository texts. However, teaching children to read and comprehend informational texts takes time, because there are so many complex skills associated with this reading. Building children's knowledge of the content to be studied and introducing new…

  7. Assisting a Struggling Turkish Student with a Repeated Reading Fluency Intervention

    ERIC Educational Resources Information Center

    Yildirim, Kasim; Ritz, Elizabeth; Akyol, Hayati; Rasinski, Timothy

    2015-01-01

    One of the most important aims of teaching reading is to help students acquire fluent reading skills. With this aim in mind, this study attempted to support a student with difficulty to become a fluent reader by improving his reading skills using a fluency instruction method called repeated reading. This study was performed with an elementary…

  8. Why Teach Reading in Vo-Tech Schools?

    ERIC Educational Resources Information Center

    Turner, Betty D.; Williams, Karl

    1975-01-01

    To lower the dropout rate in vocational-technical schools and to better meet the needs of students, suggestions for assessing the reading levels of students, adapting materials, and establishing a reading improvement program are offered. (AG)

  9. Teaching communications skills to medical students: Introducing the fine art of medical practice

    PubMed Central

    Choudhary, Anjali; Gupta, Vineeta

    2015-01-01

    Introduction: Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. Objective: To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. Methodology: A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary–Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. Results and Analysis: About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. Conclusion: The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum. PMID:26380210

  10. From Autos To Stereos. A Collection of Readings.

    ERIC Educational Resources Information Center

    Ferri, Kathy

    Designed to provide materials which the high school teacher can use to teach some of the basic reading skills or as supplementary reading material, this guide is composed of thirty-five articles of general interest which are vocationally oriented, followed by exercises designed to test comprehension and to teach reading concepts. The articles have…

  11. A School-Wide Attack on Reading Problems

    ERIC Educational Resources Information Center

    Shuman, R. Baird

    2006-01-01

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

  12. Vocabulary: The Key to Teaching English Language Learners to Read

    ERIC Educational Resources Information Center

    Wallace, Christopher

    2008-01-01

    The greatest challenge inhibiting the ability of English-language learners (ELLs) to read at the appropriate grade level is perhaps a lack of sufficient vocabulary development. While extensive reading is beneficial, these students must acquire the necessary vocabulary in order to read extensively. Both vocabulary breadth and vocabulary depth are…

  13. Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm

    ERIC Educational Resources Information Center

    Kivunja, Charles

    2015-01-01

    In "Do You Want Your Students to Be Job-Ready With 21st Century Skills?" Kivunja (2014a) draws on the work by the Partnership For Teaching 21st Century Skills (P21) reported by Trilling and Fadel (2009), to articulate that the skills that young people need to succeed as individuals, citizens and workers in the 21st century fall into four…

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

    PubMed Central

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

    2014-01-01

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

  15. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    ERIC Educational Resources Information Center

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

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

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

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

  17. Improving Basic Skills in Reading and Mathematics. Final Evaluation Report, E.C.I.A. Chapter 2, 1985-86.

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, Washington, DC.

    The purpose of the Basic Skills portion of this project was to improve the reading and mathematics skills of students in the Junior High Schools Transition program, grades 7 through 9, in 27 junior high schools and 4 middle or extended elementary schools. The goal of the Mathematics Teacher Resources Development portion of the project was to…

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

    ERIC Educational Resources Information Center

    Erbay, Filiz

    2013-01-01

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

  19. An Internal Construct Validation Study of the "Iowa Tests of Basic Skills" (Level 12, Form G) Reading Comprehension Test Items.

    ERIC Educational Resources Information Center

    Perkins, Kyle; Duncan, Ann

    An assessment analysis was performed to determine whether sets of items designed to measure three different subskills of reading comprehension of the Iowa Tests of Basic Skills (ITBSs) did, in fact, distinguish among these subskills. The three major skills objectives were: (1) facts; (2) generalizations; and (3) inferences. Data from…

  20. Phenotypic and Genetic Associations between Reading Comprehension, Decoding Skills, and ADHD Dimensions: Evidence from Two Population-Based Studies

    ERIC Educational Resources Information Center

    Plourde, Vickie; Boivin, Michel; Forget-Dubois, Nadine; Brendgen, Mara; Vitaro, Frank; Marino, Cecilia; Tremblay, Richard T.; Dionne, Ginette

    2015-01-01

    Background: The phenotypic and genetic associations between decoding skills and ADHD dimensions have been documented but less is known about the association with reading comprehension. The aim of the study is to document the phenotypic and genetic associations between reading comprehension and ADHD dimensions of inattention and…