Sample records for teaching reading skills

  1. 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

  2. TEACHING READING IN THE ELEMENTARY SHCOOL--PHONIC AND OTHER WORD PERCEPTION SKILLS.

    ERIC Educational Resources Information Center

    ROMER, ROBERT D.

    A GUIDE FOR TEACHING PHONIC AND STRUCTURAL ANALYSIS AND OTHER WORD PERCEPTION SKILLS AT THE PRIMER LEVEL THROUGH GRADE 6 PROVIDES DEFINITIONS, EXAMPLES, AND SUGGESTIONS FOR THE TEACHER. INFORMATION IS PRESENTED WITHIN SIX CATEGORIES--(1) THE TOTAL READING PROGRAM, EMPHASIZING WORD PERCEPTION SKILLS AND TECHNIQUES, LANGUAGE UNDERSTANDINGS,…

  3. 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…

  4. 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'…

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

    Microsoft Academic Search

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

    2008-01-01

    Direct, explicit, and systematic instruction of critical skills has been a hallmark of effective teaching for many years. In this study, we implemented a quasi-experimental pre-\\/post-test design with nonequivalent groups to determine the effectiveness of syllable skills instruction on reading achievement. Classes were randomly assigned to control or treatment groups. Participants included middle-school students with high incidence disabilities, including attention

  6. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.10; Developing Reading Study Skill in Grade K-6. Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Cillizza, Joseph; Devine, John M.

    This teaching module concerns acquisition of reading-study (i.e., work-type reading) skills in grades K-6. Such skills include locating information, evaluating material, organizing and summarizing data, returning essentials of what is read, and flexibility (adjusting rate to purpose). Upon completion of this module, participants should be able to…

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

    ERIC Educational Resources Information Center

    Duffy, Gerald G.

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

  8. Teaching Adults to Read Critically.

    ERIC Educational Resources Information Center

    Harvey, Rhonda L.

    1979-01-01

    The importance of critical reading skills is discussed. Motivation techniques and methods for adult instruction in analytical reading and thinking are suggested, together with ways for adult educators to evaluate their own teaching of critical reading skills. (SK)

  9. 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…

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

    ERIC Educational Resources Information Center

    Goddard, Yvonne; Rinderknecht, Laura

    2009-01-01

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

  11. Teaching Critical Reading Skills: Value Sheets as a Means to This End.

    ERIC Educational Resources Information Center

    Wright, Robert G.; Casteel, J. Doyle

    1976-01-01

    Three important goals of general education are: (1) to hone critical reading skills so that students will gain the skills of acquiring and processing the information demanded for meaningful participation in a free society; (2) to develop and refine valuing skills in order that students will feel competent about and operate efficiently in…

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

    ERIC Educational Resources Information Center

    Ray, Roger D.; Belden, Noelle

    2007-01-01

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

  13. LET'S TEACH WORD ANALYSIS SKILLS.

    ERIC Educational Resources Information Center

    HOYLE, ANNE M.; AND OTHERS

    A GUIDE ON THE TEACHING OF WORD ANALYSIS SKILLS IS PRESENTED. KNOWLEDGE OF WORD ANALYSIS ALONE DOES NOT ENSURE GOOD READING ABILITY. IT SHOULD, HOWEVER, ENABLE THE INDIVIDUAL TO BECOME MORE INDEPENDENT IN HIS READING. SKILLS DEVELOPED THROUGH A KNOWLEDGE OF WORD ANALYSIS CAN DO MUCH TO ENHANCE THE UNDERSTANDING OF WRITTEN MATERIAL AND TO ENABLE…

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

    Microsoft Academic Search

    Clifton W Hamilton

    2007-01-01

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

  15. 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,…

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

    E-print Network

    Port, Robert

    Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages meaning. The first steps in becoming literate, therefore, require acquisition of the system for mapping reading acquisition. This is because it functions as a self-teaching device, allowing children

  17. Developing Reading and Literacy Skills in Saudi Arabia

    ERIC Educational Resources Information Center

    Al-Jarf, Reima

    2007-01-01

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

  18. 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.…

  19. Teaching Reading in High School English Classes.

    ERIC Educational Resources Information Center

    Ericson, Bonnie O., Ed.

    This collection of essays aims to encourage high school students to improve their reading skills. The essays offer numerous practical teaching ideas for helping students increase their vocabulary and comprehension as well as learn to love the medium of books. Useful ideas revolve around issues such as: guided reading; independent reading; making…

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

    ERIC Educational Resources Information Center

    Paris, Scott G.

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

  1. Teaching Adults to Read with Reading Apprenticeship

    ERIC Educational Resources Information Center

    Lesmeister, Michele Benjamin

    2010-01-01

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

  2. Component Skills in Beginning Reading.

    ERIC Educational Resources Information Center

    Calfee, Robert C.; Venezky, Richard L.

    Reading research in which different methods or materials have been compared has proven inconclusive. This paper is restricted to beginning reading, defined as the acquisition of letter-sound decoding ability, and raises the question: what skills are required by current tests? Available reading readiness and achievement tests consist of batteries…

  3. 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…

  4. Teaching Reading through Writing

    ERIC Educational Resources Information Center

    Takala, Marjatta

    2013-01-01

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

  5. 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…

  6. Six Ways to Teach Reading.

    ERIC Educational Resources Information Center

    Bullock, Terry; Hesse, Karl

    1981-01-01

    Recommends methods which social studies teachers can use to help students improve their reading skills while studying social studies materials. Specific methods are suggested as aids to paraphrasing, summarizing, predicting, diagramming, identifying unknown words, and varying reading rates. (DB)

  7. 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…

  8. Teaching Reading: Research into Practice

    ERIC Educational Resources Information Center

    Macalister, John

    2014-01-01

    In pre-service and in-service language teacher education, and in curriculum-related projects in second and foreign language settings, a recurrent issue is the failure to relate the teaching of reading to reading as a meaning-making activity. In this paper, I will consider what current research on second language (L2) reading has actually succeeded…

  9. 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…

  10. Reading: More Than Minimum Skills. Volume 2.

    ERIC Educational Resources Information Center

    Jacquette, Barbara, Ed.

    The ten articles in this yearbook were drawn from Arizona State University's Annual Reading Conference. The first two articles present different perspectives on current research in the teaching of reading comprehension, the third offers a systematic plan for teaching comprehension to remedial readers, and a fourth looks at reading as a tool for…

  11. 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…

  12. What About Special Theories of Teaching Remedial Reading?

    ERIC Educational Resources Information Center

    Harris, Albert J.

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

  13. Component reading skills in Down Syndrome

    Microsoft Academic Search

    Cláudia Cardoso-Martins; Robin Peterson; Richard Olson; Bruce Pennington

    2009-01-01

    This study investigates word reading skill in Down Syndrome (DS). Two main questions are addressed: (1) Is reading an island\\u000a of ability in DS? and (2) What are the cognitive correlates of word reading ability in DS? In particular, how do language\\u000a versus visual-spatial skills relate to individual differences in reading ability in DS? Participants were 19 individuals with\\u000a DS,

  14. Teaching Information Skills: Appreciation.

    ERIC Educational Resources Information Center

    Pappas, Marjorie L.

    2002-01-01

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

  15. Using Folklore in Teaching Reading.

    ERIC Educational Resources Information Center

    Vaupel, Carol; And Others

    Using folklore as educational material helps students to understand and appreciate their society and themselves, while developing their reading interests. This paper suggests ways in which folklore can be used in independent teaching units, as supportive material for motivation, and as recreational material in reading/language arts classes. The…

  16. The Teaching of Reading.

    ERIC Educational Resources Information Center

    Staiger, Ralph C., Ed.

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

  17. Teaching a Story Mapping Procedure to High School Students with Specific Learning Disabilities to Improve Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Fore, Cecil, III; Scheiwe, Kimberly; Burke, Mack D.; Boon, Richard T.

    2007-01-01

    The purpose of this study was to evaluate the effectiveness of the direct instruction of story mapping in improving the reading comprehension for high school students with specific learning disabilities. The participants included four eleventh grade students with specific learning disabilities served for literature in a resource room in a public…

  18. Teaching Problem-Solving Skills

    NSDL National Science Digital Library

    2013-01-01

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

  19. Teaching Reading in Homeschool.

    ERIC Educational Resources Information Center

    Yambo, Idalia

    This paper discusses the home-schooling trend and identifies reading instructional methods used by home-schooling parents. Interviews were conducted with 5 home-schooling families of children ranging in age from 1 to 14 years. Parents reported that they began reading instruction with their child at about age 5 and agreed that instruction in…

  20. Teaching physicists' thinking skills in the laboratory

    Microsoft Academic Search

    F. Reif; Mark St. John

    1979-01-01

    We describe a prototype introductory physics laboratory designed to teach students some general intellectual skills widely useful in scientific work. These skills include both basic skills (such as estimating quantities, determining errors, or applying useful measuring techniques) and higher-level skills (such as effectively describing experiments and flexibly adapting the resulting knowledge to different conditions). The teaching methods emphasize the utility

  1. Teaching Reading through Computer-Assisted Language Learning

    ERIC Educational Resources Information Center

    Bhatti, Tariq Muhammad

    2013-01-01

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

  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. Reading skill and structural brain development.

    PubMed

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

    2014-03-26

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

  4. 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…

  5. READING SKILL AND SUPPRESSION REVISITED.

    PubMed

    Gernsbacher, Morton Ann; Robertson, Rachel R W

    1995-05-01

    In a previous issue of Psychological Science, we (Gernsbacher, 1993) reported that less skilled readers are less able than more skilled readers to quickly suppress irrelevant information (e.g., the contextually inappropriate meaning of a homonym, such as the playing-card meaning of spade, in the sentence He dug with the spade, or the inappropriate form of a homophone, such as patience, in the sentence He had lots of patients). In the current research, we investigated a ramification of that finding: If less skilled readers are less able to suppress a contextually inappropriate meaning of a homonym, perhaps less skilled readers might be better than more skilled readers at comprehending puns. However, intuition and previous research suggest the contrary, as do the results of the research presented here. On a task that required accepting, rather than rejecting, a meaning of a homonym that was not implied by the sentence context, more skilled readers responded more rapidly than less skilled readers. In contrast, on a task that required accepting a meaning of a homonym that was implied by the sentence context, more and less skilled readers performed equally well. We conclude that more skilled readers are more able to rapidly accept inappropriate meanings of homonyms because they are more skilled at suppression (which in this case involves suppressing the appropriate meanings). PMID:25309047

  6. 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…

  7. 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.

  8. 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,…

  9. Reading Skills among Students with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Ratz, Christoph; Lenhard, Wolfgang

    2013-01-01

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

  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. 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)

  12. Strategies for Improving Reading Skills in Science.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin. Div. of Curriculum Development.

    Designed particularly with secondary school teachers in mind but applicable to elementary school teachers as well, this publication summarizes research and suggests activities for improving student reading skills in the content area of science. Sections of the publication provide the following information: (1) how to determine student reading

  13. Cognitive flexibility predicts early reading skills

    PubMed Central

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

    2014-01-01

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

  14. Cognitive flexibility predicts early reading skills.

    PubMed

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

    2014-01-01

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

  15. Practice Your 1st grade Reading Skills

    NSDL National Science Digital Library

    Mrs. Jenkins

    2011-09-30

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

  16. 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…

  17. Computer Architecture Research: Teaching the Basic Skills

    E-print Network

    Minnesota, University of

    Computer Architecture Research: Teaching the Basic Skills David J. Lilja Department of Electrical on the unreasonable.'' George Bernard Shaw How to teach the research process? - ``controlled unreasonableness''? Teach the basic skills, principles - necessary, but not sufficient Integrate research into all levels

  18. 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…

  19. You Mean They Teach Reading in College?

    ERIC Educational Resources Information Center

    Gibson, Andrew

    1978-01-01

    Although the average college freshman reads at a tenth grade level, reading instruction for college students is most often viewed as speed reading or remedial education. A new academic department of collegiate reading is proposed to specialize in reading, teaching it as an isolated subject matter. (JMD)

  20. Map and Globe Reading Skills.

    ERIC Educational Resources Information Center

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

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

  1. Teaching Directional Skills to Preschool and Kindergarten Children

    ERIC Educational Resources Information Center

    Sterritt, Graham M.; And Others

    1976-01-01

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

  2. 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…

  3. A Holistic Approach to Teaching College Reading.

    ERIC Educational Resources Information Center

    Nist, Sherrie L.

    1985-01-01

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

  4. 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…

  5. Report of the National Reading Panel: Teaching Children to Read

    NSDL National Science Digital Library

    2000-01-01

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

  6. Today's Teaching, Tomorrow's Text: Exploring the Teaching of Reading

    ERIC Educational Resources Information Center

    Macalister, John

    2011-01-01

    Most learners experience the teaching of reading in the classroom in the form of intensive reading activities, where learners are provided with support, typically by the teacher, to make sense of texts that are too difficult for the learners to read successfully by themselves. After reading, learners are usually expected to answer a series of…

  7. Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

    ERIC Educational Resources Information Center

    Usakli, Hakan

    2009-01-01

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

  8. Teaching communication skills: beyond wishful thinking.

    PubMed

    Junod Perron, Noelle; Sommer, Johanna; Louis-Simonet, Martine; Nendaz, Mathieu

    2015-01-01

    Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review. PMID:25664624

  9. Enabling Access to Computers for People with Poor Reading Skills

    Microsoft Academic Search

    Albrecht Schmidt; Thorsten Kölbl; Siegfried Wagner; Walter Straßmeier

    2004-01-01

    Access to information and communication using the Internet is still very limited for people with poor reading skills. Current mainstream web- applications such as email or web-shops are designed for people that have good reading skills. In our research we investigated the use of a web based email sys- tem by people with poor reading and writing skills. As literacy

  10. Integrating Study Skills and Orientation Courses. College Reading and Learning Assistance Technical Report 84-07.

    ERIC Educational Resources Information Center

    King, James R.; And Others

    A college-level integrated study skills and orientation course is described. The unique aspect of the course is that learning/teaching occurs in the context of the university environment. Learning experiences generally utilized with this approach to reading and study skills instruction are illustrated by the following projects: an organized…

  11. The Effect of Using a Listening Skills Curriculum on Reading Achievement of Third Grade Students.

    ERIC Educational Resources Information Center

    Dewar, Douglas Charles

    This study was conducted to determine what effect instruction in listening skills would have on reading achievement and listening comprehension of third grade students. "A Skills Oriented Curriculum to Teach Listening," by Metfessel and Hammond, was used to instruct the students, who were then tested to determine whether it had had an effect.…

  12. 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…

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

    PubMed Central

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

    2010-01-01

    English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed average word reading skills and below average comprehension skills, influenced by low oral language skills. Structural equation modeling confirmed that L2 oral language skills had a large, significant effect on L2 reading comprehension, whereas students' word-level reading skills, whether in L1 or L2, were not significantly related to English reading comprehension in three of four models fitted. The results converge with findings from studies with monolinguals demonstrating the influence of oral language on reading comprehension outcomes, and extend these findings by showing that, for language minority learners, L2 oral language exerts a stronger influence than word reading in models of L2 reading. PMID:21243117

  14. 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…

  15. Teaching English as a Second Language Students To Paraphrase What They Read.

    ERIC Educational Resources Information Center

    Charry, Myrna B.

    Paraphrasing (the reading and rewriting of text material), though widely used as an alternative method of assessing comprehension, may also be viewed as an instructional technique and may be useful in the teaching of English as a Second Language. Teaching students to rewrite (paraphrase) what they read, a skill akin to summarizing, demonstrates…

  16. Effective Teaching of Reading: Research and Practice.

    ERIC Educational Resources Information Center

    Hoffman, James V., Ed.

    Distilling and interpreting past and current research on the effective teaching of reading is the focus of this volume. The titles and authors are as follows: "Research in Effective Teaching: An Overview of Its Development" (William H. Rupley, Beth S. Wise, and John W. Logan); "Process-Product Research on Effective Teaching: A Primer for a…

  17. Teaching Quantitative Skills in the Geosciences

    NSDL National Science Digital Library

    This section of the Science Education Resource Center (SERC) website provides resources, information and discussion to support undergraduate students and faculty in the difficult task of mastering quantitative skills. From simple arithmetic or graphing to sophisticated use of equations and models, quantitative skills are an integral aspect of teaching geoscience at the undergraduate level.

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

    ERIC Educational Resources Information Center

    Sidnell, Robert G.

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

  19. 30+ Games To Get Ready To Read: Teaching Kids at Home and in School.

    ERIC Educational Resources Information Center

    Gould, Toni S.; Stern, Margaret

    Intended for use with youngsters eager to begin reading as well as reluctant starters, this book is filled with time-tested, entertaining, and simple games that build on children's curiosity and sense of fun to teach reading skills. The book contains a brief introduction outlining the methods and goals of the reading games and instructions on how…

  20. 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…

  1. 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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  3. 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…

  4. Reading Skills Development: Objectives and Activities. Handbook II.

    ERIC Educational Resources Information Center

    Hampton City School Board, VA.

    The purposes of this handbook, designed as part of the Right to Read Program in Hampton, Virginia, were to provide the middle grade teacher with both a progressive reading skills objectives list with a suggested management system for using these skills in classroom reading instruction and a list of activities which can be used in teacher-directed…

  5. Teaching Singers to Sight-Read.

    ERIC Educational Resources Information Center

    Phillips, Kenneth H.

    1996-01-01

    Advocates making sight-reading an integral part of choral music instruction and rehearsals. Recommends the Kodaly method for teaching tonic and dominant tonal patterns. Describes several instructional exercises designed to motivate and engage students. (MJP)

  6. 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

  7. Group Writing: How Writing Teaches Reading

    ERIC Educational Resources Information Center

    Campbell-Rush, Peggy

    2006-01-01

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

  8. Preschoolers' Reading Skills Benefit from One Modest Change by Teachers

    ERIC Educational Resources Information Center

    Grabmeier, Jeff

    2012-01-01

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

  9. 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

  10. Critical Reading: An Annotated Reference List and Skills Chart.

    ERIC Educational Resources Information Center

    Hillerich, Robert L.

    This annotated reference list provides information about books, articles, and dissertations that discuss critical reading. The 74 entries deal with a variety of topics, including the following: techniques for teaching critical reading; the relationship of attitude and reading comprehension to critical reading responses; the development of…

  11. 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…

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

    PubMed

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

    2014-12-01

    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 standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. PMID:25448919

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

    ERIC Educational Resources Information Center

    McGuinness, Diane

    2005-01-01

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

  14. Meaningful Maths: Teaching Map Skills

    ERIC Educational Resources Information Center

    Whittle, Miranda Pacaya

    2007-01-01

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

  15. 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)

  16. 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…

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

    ERIC Educational Resources Information Center

    Jones, Jan; And Others

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

  18. Teaching Computer Software Skills: Matching Teaching and Learning Styles

    Microsoft Academic Search

    Carolyn B. Mueller; Cynthia Sanman Ma

    1999-01-01

    This study investigates whether matching teaching approach with student preferred learning style is importantat the undergraduate level. The results suggest that there is a significant association between three areas (1) traditional in-class and self-paced teaching approaches,(2) individuals’ preferred learning styles defined as nstructor-dependent and independent study, and (3)computer skills proficiency. It appears that students who worked independently developed tools necessary

  19. 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…

  20. Effects of Comprehension Skill on Inference Generation during Reading

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  1. Visual Spatial Skill: A Consequence of Learning to Read?

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  2. 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,…

  3. 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…

  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. Techniques for Teaching Basic Reading to Out-of-School Youth.

    ERIC Educational Resources Information Center

    New York State Education Dept., Albany. Bureau of Continuing Education Curriculum Development.

    This manual provides specific suggestions for reading instructors of mature partly illiterate and illiterate students, especially disadvantaged youth who have not completed high school. Proposed reading strategies are accompanied by examples of materials suitable for each area. Techniques are offered for diagnosing skills, as well as for teaching,…

  6. 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…

  7. 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…

  8. Teaching and Testing Mathematics Reading

    E-print Network

    Moreover, learning to read and understand mathematics will make the further step of ... Many students have not learned what role the hypothesis of a theorem plays. You .... The first example is from a course for mathematics education majors.

  9. Teaching Reading in the Workplace.

    ERIC Educational Resources Information Center

    Jones, Paul L.; Medley, Vickie

    The Memphis-Project Literacy U.S. (M-PLUS) coalition tried the reading immersion concept with a defined target audience in the workplace. Fifty-six employees of the Defense Depot and the City of Memphis (Tennessee) were admitted to the program based on test scores of between 2.0 and 7.0 grade levels on the Gates-MacGinitie Reading Test. The…

  10. 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…

  11. Teaching mending skills to mentally retarded adolescents.

    PubMed Central

    Cronin, K A; Cuvo, A J

    1979-01-01

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

  12. "Passageless" administration of the Nelson-Denny Reading Comprehension Test: associations with IQ and reading skills.

    PubMed

    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 items can be answered correctly without reading the associated passage. The current study determined how IQ, verbal comprehension, and reading skills were associated with scores on a passageless administration of the NDRT. Results indicated that IQ, verbal comprehension, and broad reading skills were significantly associated with greater NDRT passageless scores. Results raise questions about the validity of the reading comprehension component of the NDRT and suggest that the test may have differential validity based on individual differences in vocabulary, general fund of knowledge, and broad reading skills. PMID:23223200

  13. Becoming a Fluent Reader: Reading Skill and Prosodic Features in the Oral Reading of Young Readers

    PubMed Central

    Schwanenflugel, Paula J.; Hamilton, Anne Marie; Wisenbaker, Joseph M.; Kuhn, Melanie R.; Stahl, Steven A.

    2009-01-01

    Prosodic reading, or reading with expression, is considered one of the hallmarks of fluent reading. The major purpose of the study was to learn how reading prosody is related to decoding and reading comprehension skills. Suprasegmental features of oral reading were measured in 2nd- and 3rd-grade children (N = 123) and 24 adults. Reading comprehension and word decoding skills were assessed. Children with faster decoding speed made shorter and less variable intersentential pauses, shorter intrasentential pauses, larger sentence-final fundamental frequency (F0) declinations, and better matched the adult prosodic F0 profile. Two structural equation models found evidence of a relationship between decoding speed and reading prosody as well as decoding speed and comprehension. There was only minimal evidence that prosodic reading was an important mediator of reading comprehension skill. PMID:19777077

  14. Learning to Teach: The Acquisition and Maintenance of Teaching Skills

    Microsoft Academic Search

    Dennis J. Rose; R. John Church

    1998-01-01

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

  15. Developing reading skills of primary children in government school

    Microsoft Academic Search

    Salma Naheed

    2000-01-01

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

  16. Teaching Reading to Struggling Learners

    ERIC Educational Resources Information Center

    Minskoff, Esther

    2005-01-01

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

  17. Teaching Nonfiction through Rhetorical Reading

    ERIC Educational Resources Information Center

    Lamb, Mary R.

    2010-01-01

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

  18. Basic Skills.

    ERIC Educational Resources Information Center

    Luparelli, Augustus N.; And Others

    1981-01-01

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

  19. Reading and Teaching Literature. Occasional Papers, 13.

    ERIC Educational Resources Information Center

    Benton, Michael

    Educators can help students develop enthusiastic, committed readers who are mentally sharp by developing approaches to literature teaching that are based upon informed concepts of reading and response rather than upon conventional inherited ideas of comprehension and criticism. A study of how 15-year-old students responded to a poem indicated that…

  20. Teaching students with autism to read pictures

    Microsoft Academic Search

    David F. Cihak

    2007-01-01

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

  1. A PSYCHOLOGY OF TEACHING READING TO INDIVIDUALS.

    ERIC Educational Resources Information Center

    COHEN, S. ALAN

    INCLUDED ARE CASE DESCRIPTIONS OF TWO RETARDED READERS WHOSE ORAL READING SCORES WERE TWO GRADE LEVELS ABOVE PLACEMENT, A DESCRIPTION OF CLASSROOM TEACHNIQUE THAT TEACHES WITH A 25 TO 1 PUPIL-TEACHER RATIO, AND A DISCUSSION OF THE PSYCHOSOCIAL IMPLICATIONS OF DIFFERENTIATING INSTRUCTION TO MEET INDIVIDUAL NEEDS. CLASSROOM ACTIVITIES SHOULD BE…

  2. Patients’ Literacy Skills: More than just reading ability

    PubMed Central

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

    2010-01-01

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

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

    Microsoft Academic Search

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

    2007-01-01

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

  4. 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…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  6. Building Reading Skills Step by Step

    ERIC Educational Resources Information Center

    Lash, Rebecca

    2005-01-01

    FAME is an acronym for a four-course program titled Foundations, Adventures, Mastery, and Explorations. Reading Is FAME is a research-based, developmental reading program for adolescents reading below grade level. The program incorporates a series of four courses designed for students in grades 7-12. The FAME curriculum helps students by…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  8. Functional Neuroimaging Insights Into the Development of Skilled Reading

    PubMed Central

    Schlaggar, Bradley L.; Church, Jessica A.

    2009-01-01

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

  9. Postsecondary Reading and Study Skills Laboratories: Variations and Similarities.

    ERIC Educational Resources Information Center

    Bartlett, Joan C.; Moore, Janet R.

    In this report about reading and study skills laboratories in colleges and universities, the importance of considering the differing needs of each institution and knowing what has been successful in different situations is stressed. The report presents descriptions of five developmental skills laboratories, representing an urban community college,…

  10. Another Use for Dr. Seuss: Reading for Social Skills

    ERIC Educational Resources Information Center

    Wolf, Janice J.; Baker, Pamela Hudson

    2012-01-01

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

  11. The Effectiveness of the Instrumental Enrichment Approach on the Enhancement of Reading Comprehension Skills of Preparatory Stage Pupils with English Language Learning Difficulties

    ERIC Educational Resources Information Center

    AL-Nifayee, Amani Mohammed

    2010-01-01

    This research investigates the effectiveness of the Instrumental Enrichment Approach on the enhancement of the reading comprehension skills of learners with English Language Learning Difficulties. It aims at identifying the reading comprehension skills required for preparatory stage English language learners, re-develop and teach sample materials…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  13. Which Component Reading Skills Predict Reading Comprehension Gains in Adult Literacy Students?

    ERIC Educational Resources Information Center

    Murphy, Martin G.

    2013-01-01

    This study examined the predictive relationship between adult literacy students' reading assessments in four component sub-skills (phonological decoding, vocabulary, fluency, and spelling) and their gains in reading comprehension from pretest to posttest. Additionally, the adult literacy instructors' content knowledge in reading

  14. 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…

  15. Prosody in Skilled Silent Reading: Evidence from Eye Movements

    ERIC Educational Resources Information Center

    Ashby, Jane

    2006-01-01

    Recent eye movement experiments offer preliminary evidence that skilled readers activate word-level prosodic information when silently reading sentences. This paper reviews the role of eye movements during reading as well as the preliminary evidence for prosodic processing. A new experiment examines whether prosodic processing differs for high and…

  16. 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…

  17. Using Higher Order Thinking Skills To Improve Reading Comprehension.

    ERIC Educational Resources Information Center

    Hendricks, Katheryne; And Others

    This paper describes a program for using higher order thinking skills to improve reading comprehension. The targeted population consists of seventh- and eighth-grade junior high school students in a stable middle class community, located in a southwestern suburb of Chicago. Reading comprehension difficulties were documented through data obtained…

  18. Improving Reading Comprehension through Higher-Order Thinking Skills

    ERIC Educational Resources Information Center

    McKown, Brigitte A.; Barnett, Cynthia L.

    2007-01-01

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

  19. 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…

  20. Applying Critical Thinking/Reading Skills.

    ERIC Educational Resources Information Center

    Shirley, Fehl

    The dimensions of critical thinking and reading encompass the levels of analysis, reaction, evaluation, and growth in self-image. Historically, the four major views of critical reading have seen it as a cognitive process, a way of detecting propaganda devices, a way of examining distorted and dishonest use of language, and a way of applying the…

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    Microsoft Academic Search

    Eija Pakarinen; Martti Siekkinen

    2011-01-01

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

  3. The Acquisition of Reading Comprehension Skill

    E-print Network

    ;the correlation between scores on reading comprehension and listening comprehension tests reaches r comprehension and spoken language comprehension increase and then level out by high school (Sticht & James, 1984

  4. 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

  5. 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

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

    Microsoft Academic Search

    Ann P. Kaiser; Terry B. Hancock

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

  7. Enabling effective engineering teams: a program for teaching interaction skills

    Microsoft Academic Search

    Elaine Seat; S. M. Lord

    1998-01-01

    Working in teams is an integral part of modern engineering practice and education. However, successful team interaction depends on individuals possessing skills that allow them to communicate and interact with other people in adaptive and contributing styles. Simply putting people in teams does not teach them to work together effectively. A program for teaching interaction skills to engineers was developed

  8. An Approach to Teaching Organizational Skills to Adults

    ERIC Educational Resources Information Center

    Issa, Sandra Tompson

    2009-01-01

    In English language teaching, it is not unusual to come across a student who seems to lack certain basic organizational skills. However, many of the language teaching techniques and materials require students to rely heavily on these skills. The use of textbooks and handouts, the assigning of tasks and homework, and the planning of a syllabus or…

  9. 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…

  10. Improving Reading Skills through Parental Involvement.

    ERIC Educational Resources Information Center

    Clark, Kathryn; Pillion, Jennifer

    This report describes a project for increasing parental involvement through the existing reading program. The targeted first and second grade students lived in growing rural, Midwestern, low to middle class communities located in north central Illinois. The problem was noted in literature by researchers who found that parents had a very limited…

  11. 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…

  12. Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks

    ERIC Educational Resources Information Center

    Liang, Lauren Aimonette; Dole, Janice A.

    2006-01-01

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

  13. Unlocking Reading Comprehension with Key Science Inquiry Skills

    NSDL National Science Digital Library

    Roxanne Greitz Miller

    2006-09-01

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

  14. 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,…

  15. Using Grids to Teach the Skill of Striking

    ERIC Educational Resources Information Center

    Horton, Mel L.

    2006-01-01

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

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

    Microsoft Academic Search

    José Morais

    2003-01-01

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

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

    PubMed

    Wolff, Ulrika

    2014-07-01

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

  18. The Transition from an Aural/Oral Stage to the Teaching of Reading in a Foreign Language

    ERIC Educational Resources Information Center

    De Oliveira, Solange Ribeiro

    1978-01-01

    A discussion is presented that shows that, in teaching reading in a foreign language, the aims, procedures, and techniques can be virtually the same as those once used for the acquisition of reading skills in the mother tongue. (Author/HP)

  19. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.03; What Is Reading? Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Cillizza, Joseph; Devine, John M.

    Upon completion of this teaching module on reading, participants should be able to (a) define the process of reading, (b) define reading readiness, (c) describe the sight method of teaching, (d) list steps in the teaching of reading, (e) delineate one modification in an existing school reading program which can improve it, and (f) translate the…

  20. Executive Functioning Skills Uniquely Predict Chinese Word Reading

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  1. 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…

  2. Why Ambiguity Detection Is a Predictor of Early Reading Skill

    ERIC Educational Resources Information Center

    Wankoff, Lorain Szabo; Cairns, Helen Smith

    2009-01-01

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

  3. 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…

  4. Signaling in Expository Hypertexts Compensates for Deficits in Reading Skill

    Microsoft Academic Search

    Johannes Naumann; Tobias Richter; Jürgen Flender; Ursula Christmann; Norbert Groeben

    2007-01-01

    Expository hypertexts may contain specific types of signals such as navigable topical overviews and hyperlinks that map conceptual relationships between text contents. Two experiments with German university students (N = 130, 75% female, mean age 25 years) were conducted to test the hypothesis that hypertext-specific signals particularly support learners with badly routinized reading skills in organizing and integrating complex learning

  5. Improving Reading and Communication Skills of Ninth Grade Students.

    ERIC Educational Resources Information Center

    Howard, Walter J., III

    A program was developed to improve the reading scores and communication skills of ninth-grade students from multicultural backgrounds. The students' socioeconomic status ranges from below the poverty level to upper middle class. The population of the high school in suburban Chicago (Illinois) is multiethnic, the English is not always the primary…

  6. Reading Interventions With Behavioral and Social Skill Outcomes: A Synthesis of Research

    PubMed Central

    Roberts, Garrett J.; Solis, Michael; Ciullo, Stephen; McKenna, John W.; Vaughn, Sharon

    2015-01-01

    Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes. PMID:25548392

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

    ERIC Educational Resources Information Center

    McConnell, Bethany M.

    2011-01-01

    Kindergarten students at-risk for reading difficulties were selected for participation in a reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"). Parents were expected to use "TYCTR" with their child 15 minutes a night five nights a week. The…

  8. 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…

  9. What Is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?

    ERIC Educational Resources Information Center

    Hock, Michael F.; Brasseur, Irma F.; Deshler, Donald D.; Catts, Hugh W.; Marquis, Janet G.; Mark, Caroline A.; Stribling, Jean Wu

    2009-01-01

    The purpose of this descriptive study was to examine the component reading skills of adolescent struggling readers attending urban high schools. Specifically, 11 measures of reading skills were administered to 345 adolescent readers to gain a research-based perspective on the reading skill profile of this population. Participants were assessed in…

  10. 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…

  11. 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…

  12. Teaching Content and Skills through Integrated Literacy Circles

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Loucky, John Paul

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

  14. 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…

  15. 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…

  16. 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…

  17. Teaching Pedestrian Skills to Individuals with Developmental Disabilities

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  18. 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.…

  19. Teaching Thinking Skills and Ethics in Business Communication.

    ERIC Educational Resources Information Center

    Ruggiero, Vincent Ryan

    Thinking skills and ethical judgment are needed in all areas of business, and instruction in these areas should be included in business communication courses. Authorities on the teaching of thinking generally agree that instructional objectives should cover creative and critical thinking skills, as well as the dispositions that enhance the use of…

  20. Development of phonological skills and learning to read in French

    Microsoft Academic Search

    Jean Ecalle; Annie Magnan

    2007-01-01

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

  1. 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…

  2. 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…

  3. Tapping into Multiple Intelligences to Teach Information Literacy Skills

    ERIC Educational Resources Information Center

    Brewer, Sally

    2005-01-01

    One of the major questions that classroom teachers wrestle with is what strategy or method to use when teaching their students. This is a question that plagues school library media specialists also. One of the theories that library media specialists are finding to be effective as they teach information literacy skills is Howard Gardner's theory…

  4. Toward Establishing Relationships between Essential and Higher Order Teaching Skills.

    ERIC Educational Resources Information Center

    Kromrey, Jeffrey D.; And Others

    Nineteen secondary school teachers in a mid-sized Florida school district participated in a single-group pretest/posttest design to explore the relationship between essential and higher order teaching skills. Correlations between two sets of teacher performance variables were computed before and after training in teaching for higher order thinking…

  5. 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…

  6. 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…

  7. Cognitive Development and Reading: The Relation of Reading-Specific Multiple Classification Skill to Reading Comprehension in Elementary School Children

    Microsoft Academic Search

    Kelly B. Cartwright

    2002-01-01

    Cognitive flexibility, the ability to consider multiple aspects of stimuli simultaneously, develops over the elementary school years and can be measured with a multiple classification task. Although prior research indicates a significant relation between domain-general multiple classification skill (e.g., classifying objects by shape and color simultaneously) and reading, a precise relation between these abilities has not been found. A reading-specific

  8. Teaching Problem-Solving Skills to Adults

    ERIC Educational Resources Information Center

    Jozwiak, Jim

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Sawyer, Walter E.; Sawyer, Jean C.

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  11. 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…

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

    ERIC Educational Resources Information Center

    Landi, Nicole

    2010-01-01

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

  13. Using professional interpreters in undergraduate medical consultation skills teaching.

    PubMed

    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

  14. 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

  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. Underlying reading-related skills and abilities among adult learners.

    PubMed

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

    2015-05-01

    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 the research literature to identify a smaller set of generally uncorrelated constructs. The four underlying factors of the 18 measures explained 62.7% of the variance. We labeled these factors Encode/Decode (44.5%), Vocabulary (9.5%), Processing Speed (5.2%), and Working Memory (3.5%). Regression analysis demonstrated Working Memory, Encode/Decode, and Vocabulary collectively predicted 45.9% functional reading as measured by the Comprehensive Adult Student Assessment System. Alternatively, when measured by the Test of Adult Basic Education, Vocabulary and Encode/Decode predicted 47.1% of variance in reading. Differences in predictive utility of the factors by fluency group suggest approaches to tailoring instruction for each group. Future research might examine the optimal mix of instructional approaches that support the identified factors. PMID:23963050

  17. 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,…

  18. Teaching Basic Skills in Business Education.

    ERIC Educational Resources Information Center

    California State Dept. of Education, Sacramento.

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

  19. Teaching Practical Writing Skills to Hispanic Students.

    ERIC Educational Resources Information Center

    Borsi, Emilia; Rogg, Fay R.

    Borough of Manhattan Community College, City University of New York, developed a course in practical writing skills for bilingual students as a means of reducing the dropout rate among vocational students, the largest group of Hispanic students in the institution. The objective was to provide writing skills through source materials with a…

  20. 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

  1. "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…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Coiro, Julie

    2011-01-01

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

  4. 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

  5. SUPPLEMENTARY TEACHING ASSISTANCE IN READING. PROJECT STAR.

    ERIC Educational Resources Information Center

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

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

  6. Improving Reading in History: A Teaching Approach.

    ERIC Educational Resources Information Center

    Beyer, Barry K.

    1980-01-01

    Describes a reading comprehension strategy that students can apply to history and social science texts and presents examples and guidelines for using this strategy in the classroom. The approach, called SQ3R, is designed to facilitate reading comprehension through surveying, questioning, reading, reciting, and reviewing. (KC)

  7. Teaching and Learning Dialogically Organized Reading Instruction

    ERIC Educational Resources Information Center

    Aukerman, Maren S.; Belfatti, Monica A.; Santori, Diane M.

    2008-01-01

    Christoph and Nystrand (2001) argue that teachers need to take pedagogical risks in order to realize a transformation from teaching monologically, where it is ultimately only the teacher's voice that matters, to teaching dialogically, where multiple voices collide to foster learning. The pedagogical risks of teaching dialogically include…

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

    ERIC Educational Resources Information Center

    Urlaub, Per

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Robinson, Sarah

    2010-01-01

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

  10. Parafoveal lexical activation depends on skilled reading proficiency.

    PubMed

    Veldre, Aaron; Andrews, Sally

    2015-03-01

    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 an all-letter-different nonword (glat). Ninety-four skilled adult readers were assessed on measures of reading and spelling ability. The results showed that null effects of preview lexical status in the average data obscured systematic differences on the basis of proficiency and target neighborhood density. For targets from dense neighborhoods, inhibition from a higher frequency neighbor preview occurred among highly proficient readers, and particularly those with superior spelling ability, in early fixation measures. Poorer readers showed inhibition only in second-pass reading of the target. These data suggest that readers with precise lexical representations are more likely to extract lexical information from a word before it is fixated. The implications for computational models of eye movements in reading are discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved). PMID:25068856

  11. Young Adult Reading Project. Pre-Vocational Skills, 16-21 Year-Olds.

    ERIC Educational Resources Information Center

    Schwein, Connie

    This procedures manual reports on the Young Adult Reading Project, which provides a combination of job preparation, literacy skills, and self-esteem to improve reading, math, and job readiness skills for Lexington, Kentucky residents aged 16-21 who read below the eighth-grade level. Tutors are trained to design lessons based on students' goals.…

  12. Predictors of Reading Skill Development in Children with Early Cochlear Implantation

    Microsoft Academic Search

    Ann E. Geers

    2003-01-01

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

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

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2008

    2008-01-01

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

  14. 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.…

  15. Teaching and assessing non-technical skills.

    PubMed

    Youngson, George G

    2011-01-01

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

  16. Teaching Reading and Writing: Reading a Balanced Diet.

    ERIC Educational Resources Information Center

    Manning, Maryann; Manning, Gary

    1994-01-01

    Presents elementary school teachers with 13 ideas on how to achieve a balanced "diet" in their primary and intermediate reading and writing programs using 5 different genres--artistic, personal, narrative, expository, and procedural. (BB)

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

    PubMed

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

    2014-06-01

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

  18. 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…

  19. The contribution of age and reading instruction to oral narrative and pre-reading skills

    Microsoft Academic Search

    Sebastian P. Suggate; Elizabeth A. Schaughency; Elaine Reese

    2011-01-01

    Research suggests children beginning school around age five years show similar long-term reading achievement as children who start later, at seven years. To shed light on this phenomenon, this article presents cross-sectional data examining the oral narrative, phonemic awareness and non-word decoding skills of three groups of children at the beginning of state schooling (age 5), the beginning of Waldorf

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

    PubMed

    Tighe, Elizabeth L; Schatschneider, Christopher

    2014-10-16

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

  1. Teach a Child To Read with Children's Books. Combining Story Reading, Phonics, and Writing To Promote Reading Success. Third Edition.

    ERIC Educational Resources Information Center

    Thogmartin, Mark B.

    This guide shows parents how to combine story reading, phonics, and writing to help their children develop into skilled and motivated readers. The guide discusses how to prepare children for reading success; how to use children's literature to promote learning and enjoyment; why combining book experiences and phonics is better than using either…

  2. Teach a Child To Read with Children's Books: Combining Story Reading, Phonics, and Writing To Promote Reading Success. Second Edition.

    ERIC Educational Resources Information Center

    Thogmartin, Mark B.

    This guide shows parents how to combine story reading, phonics, and writing to help their children develop into skilled and motivated readers. The guide discusses how to prepare children for reading success; how to use children's literature to promote learning and enjoyment; why combining book experiences and phonics is better than using either…

  3. A Formative Study Investigating the Acquisition of Early Reading Skills among High School English Language Learners Beginning to Read English

    ERIC Educational Resources Information Center

    Bell, Athene Cooper

    2012-01-01

    A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable…

  4. 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…

  5. 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…

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

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

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

  7. 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)

  8. 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…

  9. Teaching and Testing Oral Communication Skills.

    ERIC Educational Resources Information Center

    Nakamura, Yuji; Valens, Mark

    2001-01-01

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

  10. Teaching prereading skills with a talking computer

    Microsoft Academic Search

    Roderick W. Barron; Jonathan O. Golden; Dianne M. Seldon; Carol F. Tait; Harvey H. C. Marmurek; Leonard P. Haines

    1992-01-01

    The phonological awareness skills of nonreaders were trained using an oddity task (e.g., which word in the series ‘sit’, ‘fit’, ‘cat’ has the odd sound in its middle position). As training progressed, the basis of the oddity decision was shifted from rhyming, to consonant onsets, to consonant and vowel phonemes. The words were spoken by a DECtalk speech synthesizer. One

  11. Matching students' cognitive responses to teaching skills

    Microsoft Academic Search

    Philip H. Winne; Ronald W. Marx

    1980-01-01

    Proposes a model of learning from instruction in which students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. 302 university students were trained to recognize only (structural schema) or to recognize and cognitively respond to (functional schema) discrete teacher skills in lectures. Exp I produced no differences in learning due to overloading working memory and

  12. 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…

  13. Conditions for Teaching Laboratory Practical Skills.

    ERIC Educational Resources Information Center

    Doran, Rodney L.; And Others

    1992-01-01

    Describes policies and practices found in each of the participant countries in the Second International Association for the Evaluation of Educational Achievement Science Study that could foster development of practical laboratory process skills. Topics include (1) science curriculum; (2) science teacher; (3) science facilities; and (4) learning by…

  14. 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.)

  15. 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…

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

    PubMed

    Mani, Nivedita; Huettig, Falk

    2014-10-01

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

  17. Teaching Chinese Engineering Students Oral Presentation Skills.

    ERIC Educational Resources Information Center

    Mueller, Elizabeth Ann

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

  18. 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.

  19. Teaching that Enhances Problem-Solving Skills.

    ERIC Educational Resources Information Center

    Reynolds, Wayne D.

    1998-01-01

    Discusses three identifiable problem areas and teaching techniques that improve student performance regarding truss reactions and truss forces. Problems are as follows: (1) students fail to identify proper number of reaction forces; (2) students fail to consider applied and reactive forces; and (3) students fail to recognize where to cut the…

  20. Teaching Tax Law: Developing Analytical Skills.

    ERIC Educational Resources Information Center

    Oberst, Michael A.

    1996-01-01

    Teachers of tax law are encouraged to require students to actively examine and apply the tax code and regulations. The author's active teaching approach is described covering student accountability, use of textbooks that offer explanations, procedures used in classroom analysis, student questions, use of lengthy regulations, breadth of coverage,…

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

    Microsoft Academic Search

    Ashley E. Maynard

    2002-01-01

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

  2. The Home Literacy Environment and Preschool Children's Reading Skills and Interest

    ERIC Educational Resources Information Center

    Yeo, Lay See; Ong, Winston W.; Ng, Charis M.

    2014-01-01

    Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents' reading beliefs and home literacy practices, and preschoolers' reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to…

  3. 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…

  4. Strategies for Improving the Teaching of Decoding Skills.

    ERIC Educational Resources Information Center

    Smith, Nila Banton

    After a discussion of the code-emphasis versus phonics-emphasis controversy, strategies for improving the teaching of decoding skills are presented. It is recommended (1) that only those phonic generalizations that are of high utility be taught, and revisions of phonics generalizations be made to make them even more inclusive and useful; (2) that…

  5. 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)

  6. Can "Withitness Skills" Be Applied to Teaching with Laptops?

    ERIC Educational Resources Information Center

    McDaniel, Larry; Jackson, Allen; Gaudet, Laura; Shim, Andrew

    2009-01-01

    It may amaze those in education that in this age of technology and computers, how basic concepts of classroom teaching are similar or even more important than they were 40 years ago when Kounin first defined withitness elements. New challenges, related to laptop Internet instruction, require instructors to develop "withitness" skills and…

  7. 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…

  8. Teaching ESL/EFL Writing beyond Language Skills

    ERIC Educational Resources Information Center

    Zen, Deqi

    2005-01-01

    Writing activities have long been used in a foreign language class for reinforcing students' linguistic knowledge or other language skills. However teaching writing as writing in its own right has only been advocated in recent decades with the increasing awareness of second and foreign language students' needs to write for academic purposes in the…

  9. 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…

  10. Teaching Organizational Skills through Self-Regulated Learning Strategies

    ERIC Educational Resources Information Center

    Cahill, Susan M.

    2008-01-01

    This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

  11. 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…

  12. Teaching Professional Skills for the Computer Science Researcher

    Microsoft Academic Search

    Ian H. Witten

    1992-01-01

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

  13. 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),…

  14. 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…

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

    Microsoft Academic Search

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

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

  16. Teaching Summarization Skills to Bilingual Elementary School Children.

    ERIC Educational Resources Information Center

    Amuchie, Paul M.

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

  17. 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…

  18. Music Reading--Is Kodaly the Answer?

    ERIC Educational Resources Information Center

    Stephens, Ron

    1980-01-01

    Focuses on the desirability of teaching children how to read notation and to develop in them the skill of translating symbols into music. Describes the usefulness of the Kodaly method of teaching music reading. (SS)

  19. Reaction time variability associated with reading skills in poor readers with ADHD.

    PubMed

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

    2014-03-01

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

  20. The Transfer of Reading Skills From First to Second Language: The Report of an Experiment with Spanish Speakers Learning English.

    ERIC Educational Resources Information Center

    Deemer, Holly Beth

    Certain aspects of the reading process have suggested that second language reading skills are determined to some extent by native language reading skills. Some of this research is reviewed here and an experiment is described in which the reading skills in Spanish and English of three groups of Spanish speakers learning English are compared.…

  1. 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 Design Keywords software development skills, softwrae engineering curriculum 1. INTRODUCTION Software science. There are many software development skills that can be taught in a software engineering course

  2. 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…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Cain, Kate; Oakhill, Jane; Bryant, Peter

    2004-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    KARLSEN, BJORN

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

  7. Reading as a Whole.

    ERIC Educational Resources Information Center

    Weaver, Constance

    Underlying virtually all of the basal reading series available in the United States today is the assumption that learning to read is a skill-by-skill and word-by-word process. This part-to-whole approach to teaching reading is based on principles of behavioral psychology and "scientific management" developed a half century ago and treats meaning…

  8. Rhymes: An Untapped Resource for Teaching Children to Read and Write.

    ERIC Educational Resources Information Center

    Partridge, Susan

    The use of rhymes in a reading program can result in improved listening skills, increased vocabulary, improved spelling, and greater proficiency in comprehension. A rhyme can be improvised and/or adapted for every skill in the reading hierarchy. In order to make knowledge about rhyming words useful for improving reading skills, the teacher must…

  9. Educational Technologies in Health Science Libraries: Teaching Technology Skills

    PubMed Central

    Hurst, Emily J.

    2014-01-01

    As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

  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. 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.…

  12. Teaching Students with Autism to Read Pictures

    ERIC Educational Resources Information Center

    Cihak, David F.

    2007-01-01

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

  13. 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…

  14. Teaching College. Collected Readings for the New Instructor.

    ERIC Educational Resources Information Center

    Weimer, Maryellen; Neff, Rose Ann

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

  15. 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…

  16. 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…

  17. Effects of Reciprocal Teaching Strategies on Reading Comprehension

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  18. Teaching Reading: Strategies and Resources for Grades K-6

    ERIC Educational Resources Information Center

    McCormack, Rachel L.; Pasquarelli, Susan Lee

    2009-01-01

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

  19. Teaching Reading to Bidialectal English-Speaking Caribbean American Students

    ERIC Educational Resources Information Center

    David Rodriguez, Ingrid

    2012-01-01

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

  20. 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

  1. Effects of working memory and reading acceleration training on improving working memory abilities and reading skills among third graders.

    PubMed

    Nevo, Einat; Breznitz, Zvia

    2014-01-01

    Working memory (WM) plays a crucial role in supporting learning, including reading. This study investigated the influence of reading acceleration and WM training programs on improving reading skills and WM abilities. Ninety-seven children in third grade were divided into three study groups and one control group. The three study groups each received a different combination of two training programs: only reading acceleration, WM followed by reading acceleration, and reading acceleration followed by WM. All training programs significantly improved reading skills and WM abilities. Compared with the control group, the group trained with only the reading acceleration program improved word accuracy, whereas the groups trained with a combination of reading and WM programs improved word and pseudo-word fluency. The reading-acceleration-alone group and the WM-program-followed-by-reading-acceleration group improved phonological complex memory. We conclude that a training program that combines a long reading acceleration program and a short WM program is the most effective for improving the abilities most related to scholastic achievement. PMID:24344871

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

    ERIC Educational Resources Information Center

    Nation, Kate; Hulme, Charles

    2011-01-01

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

  3. Read with Me! Examining the Effects of a Community Volunteer Reading Program on Preschoolers' Literacy Skills

    ERIC Educational Resources Information Center

    Carson, Cynthia J.

    2012-01-01

    The purpose of this study was to examine if there was a difference between mean measures of preliteracy skills of preschool children who participated in Creating Young Readers, a volunteer based reading program, and a control group who had not. Unpaid community volunteers were trained in a modified dialogic reading technique, focusing on…

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

    ERIC Educational Resources Information Center

    Gold, Carol

    2010-01-01

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

  5. Syntactic Skills in Sentence Reading Comprehension among Chinese Elementary School Children

    ERIC Educational Resources Information Center

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

    2012-01-01

    The present study examined the role of syntactic skills for reading comprehension in Chinese. Two hundred and seventy-two Chinese children were tested on their phonological processing, orthographic, morphological, syntactic, and literacy skills at Grades 1 and 2. Hierarchical multiple regression results showed that syntactic skills, in terms of…

  6. 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…

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

    ERIC Educational Resources Information Center

    Kato, Shigeo

    2012-01-01

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

  8. 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…

  9. Visual and auditory processing and component reading skills in developmental dyslexia

    Microsoft Academic Search

    Lisa Y. Gibson; John H. Hogben; Janet Fletcher

    2006-01-01

    Previous research suggests that children with developmental dyslexia have low-level visual and auditory deficits. The present study further examines these proposed deficits and how they relate to component reading skills. Children with dyslexia and control children were administered measures of visual and auditory processing and a battery of reading tasks, including nonword and irregular-word reading, as measures of phonological and

  10. 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

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

    ERIC Educational Resources Information Center

    Prado, Ludivina; Plourde, Lee A.

    2011-01-01

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

  12. 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

  13. Promoting the teaching of critical thinking skills through faculty development.

    PubMed

    Behar-Horenstein, Linda S; Schneider-Mitchell, Gail; Graff, Randy

    2009-06-01

    Practical and effective faculty development programs are vital to individual and institutional success. However, there is little evidence that program outcomes result in instructional changes. The purpose of this study was to determine if and how faculty development would enhance participants' use of critical thinking skills in instruction. Seven faculty members from the University of Florida College of Dentistry and one faculty member from another health science college participated in six weekly two-hour faculty development sessions in spring 2007 that focused on enhancing critical thinking skills in instruction. Kaufman's and Rachal's principles of andragogy (adult learning) were used to design the sessions. Participants used learning journals to respond to four instructor-assigned prompts and provided one presentation to peers. With the use of qualitative methods, eight themes emerged across the learning journals: teaching goals, critical thinking, awareness of learners, planned instructional change, teaching efficacy, self-doubt, external challenges, and changes made. Five of eight participants incorporated critical thinking skills into their presentations at a mean level of 2.4 or higher on a 5-point scale using Paul and Elder's behavioral definition of critical thinking skills. Faculty development opportunities that cause participants to reason through learning journals, peer presentations, and group discussion demonstrated the incorporation of critical thinking concepts in 63 percent of this cohort group's presentations, suggesting that if evidence-based pedagogies are followed, instructional changes can result from faculty development. PMID:19491344

  14. 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

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

    Microsoft Academic Search

    Jianhua Zhang

    2009-01-01

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

  16. Reading, Writing, and Word Walls: Strategies to Boost Literacy Skills in All Learners

    ERIC Educational Resources Information Center

    Campbell-Rush, Peggy

    2007-01-01

    In this book, author Peggy Campbell-Rush shares the strategies she relies on to teach young students not only how to read and write, but also to love to read and write. Teachers will find close to 100 tips, ideas, and activities that they can implement immediately, including: the dos and don'ts for reading aloud; putting new twists on tedious…

  17. The teaching of clinical skills at a postgraduate hospital.

    PubMed

    Creed, F; Murray, R M

    1981-05-01

    The teaching of 'clinical skills' is generally held to be central to postgraduate training in psychiatry, but the term itself has so far escaped exact definition. In an effort to study some of the component clinical abilities, their inter-relationships, and the factors promoting their transmission, all junior psychiatrists at the Maudsley Hospital were surveyed for their views on the clinical training they had received. Three hundred and seventy three assessement on 43 units were made. Trainees perceived the academic instruction and advice on formulating cases which they had received as being quite unrelated to the quality of help with interview skills and instruction in practical management, but feedback from the consultant to the trainee on the latter's performance was necessary for a high standard of both academic and practical instruction. Encouragement to do research was transmitted independently of other clinical teaching. Over a 3-year period the standard of multi-disciplinary teamwork appeared to improve, but there was a decline in the standard of academic instruction and in encouragement to do research. These overall differences were due to changes in the teaching staff, rather than alterations in teaching methods. Surveys such as this may help to define the goals of postgraduate clinical training, and also monitor the extent to which an institution is achieving these goals. PMID:7267879

  18. 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…

  19. 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…

  20. 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…

  1. Course Description ELS 512 Oral Communication Skills for International Teaching Assistants (3 credits)

    E-print Network

    Rhode Island, University of

    Course Description ELS 512 Oral Communication Skills for International Teaching Assistants (3 credits) Focus on the oral communication skills needed to be successful in graduate studies. Students for International Teaching Assistants (3 credits) Focus on the oral communication skills needed to be successful

  2. 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…

  3. The Relationship Between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers

    PubMed Central

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

    2012-01-01

    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; Kaplan, Goodglass, & Weintraub, 2001) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. PMID:24778459

  4. The Relationship Between Expressive Vocabulary Knowledge and Reading Skills for Adult Struggling Readers.

    PubMed

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

    2014-03-01

    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; Kaplan, Goodglass, & Weintraub, 2001) was used to measure expressive vocabulary. Participants scored lower than the normative sample of adults on all aspects of the test; they had fewer spontaneously correct answers, and were not helped by stimulus or phonemic cues. Hierarchical regression analyses revealed that expressive vocabulary accounted for significant variance in both reading comprehension and exception word reading, but not for general word reading or nonword reading. PMID:24778459

  5. 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

  6. Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are at Risk for Mathematics Difficulties

    ERIC Educational Resources Information Center

    Wise, Justin C.; Pae, Hye Kyeong; Wolfe, Christopher B.; Sevcik, Rose A.; Morris, Robin D.; Lovett, Maureen; Wolf, Maryanne

    2008-01-01

    Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement.…

  7. 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

  8. Cerebellar white matter pathways are associated with reading skills in children and adolescents.

    PubMed

    Travis, Katherine E; Leitner, Yael; Feldman, Heidi M; Ben-Shachar, Michal

    2015-04-01

    Reading is a critical life skill in the modern world. The neural basis of reading incorporates a distributed network of cortical areas and their white matter connections. The cerebellum has also been implicated in reading and reading disabilities. However, little is known about the contribution of cerebellar white matter pathways to major component skills of reading. We used diffusion magnetic resonance imaging (dMRI) with tractography to identify the cerebellar peduncles in a group of 9- to 17-year-old children and adolescents born full term (FT, n?=?19) or preterm (PT, n?=?26). In this cohort, no significant differences were found between fractional anisotropy (FA) measures of the peduncles in the PT and FT groups. FA of the cerebellar peduncles correlated significantly with measures of decoding and reading comprehension in the combined sample of FT and PT subjects. Correlations were negative in the superior and inferior cerebellar peduncles and positive in the middle cerebellar peduncle. Additional analyses revealed that FT and PT groups demonstrated similar patterns of reading associations within the left superior cerebellar peduncle, middle cerebellar peduncle, and left inferior cerebellar peduncle. Partial correlation analyses showed that distinct sub-skills of reading were associated with FA in segments of different cerebellar peduncles. Overall, the present findings are the first to document associations of microstructure of the cerebellar peduncles and the component skills of reading. Hum Brain Mapp 36:1536-1553, 2015. © 2014 Wiley Periodicals, Inc. PMID:25504986

  9. 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

  10. 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…

  11. Teaching Gift Wrapping Skills in a Quadruple Instructional Arrangement Using Constant Time Delay

    Microsoft Academic Search

    Ellen L. Stonecipher; John W. Schuster; Belva C. Collins; Jennifer Grisham-Brown

    1999-01-01

    This investigation evaluated the use of a quadruple instructional arrangement in teaching gift-wrapping skills to four students with functional mental disabilities. The targeted gift wrapping skills included boxing the item, wrapping the box, and decorating the box. The trainer divided each skill into four parts. For each of the three targeted skills each student received direct instruction on one part

  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. "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…

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

    ERIC Educational Resources Information Center

    Todaro, Stacey; Millis, Keith; Dandotkar, Srikanth

    2010-01-01

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

  16. 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…

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

    NASA Astrophysics Data System (ADS)

    Koch, Adina; Eckstein, Shulamith G.

    This article reports an investigation of some of the skills needed for the critical reading of physics texts. To assess these skills a reading comprehension test was developed that combines features of errordetection and true-false-unreported tests. This test was administered to college students of physics, and the results were analyzed statistically to determine the separability of the skills and their hierarchical ranking. It was found that the skill required to comprehend texts in continuous format is of a higher level than and separable from the skill required to comprehend texts in the form of a separated list of statements. The skill required to discriminate unreported statements from the others (true and false) was found to be of a higher level than and separable from the skills required to make the other discriminations. The relation between the students' reading comprehension skills and their problem-solving ability was also investigated. Students' scores on reading comprehension of texts that require a very low problem-solving ability were found to be uncorrelated to their grades on solving problems that require a very low decoding ability. This implies that the two abilities are independent.Received: 31 August 1993; Revised: 27 July 1994;

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

    ERIC Educational Resources Information Center

    Castellucci, Marion

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

  19. The teaching of reading comprehension and metacomprehension strategies. A program implemented by teaching staff

    Microsoft Academic Search

    José María Madariaga Orbea; Estibaliz Martínez Villabeitia

    2010-01-01

    This paper presents a piece of research in which a program for the direct teaching of reading comprehension and metacomprehension strategies addressed to a sample of Second Cycle Primary Education stu- dents was drawn up. A series of meetings were held with the teachers of the target sample students in order to train them on how to apply the program.

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

    ERIC Educational Resources Information Center

    Mason, Evelyn

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

  1. Content-Based Reading and Writing for Critical Thinking Skills in an EFL Context

    Microsoft Academic Search

    Meei-Ling Liaw

    This paper reports the findings of a study examining the effectiveness of promoting learners' critical thinking skills and EFL skills with a content-based approach. Despite little argument among theorists and educators regarding the interrelatedness between thinking and language development, in the tradition and transition of L2 teaching methodology, the integration of language and thinking has been peripheral. Language as a

  2. 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…

  3. 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…

  4. 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…

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

    ERIC Educational Resources Information Center

    Vescial, Ann; And Others

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

  6. Comparing Two Methods of Writing Instruction: Effects on Kindergarten Students’ Reading Skills

    Microsoft Academic Search

    Cindy D'On Jones; D. Ray Reutzel; Jamison D. Fargo

    2010-01-01

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

  7. Testing Instruments for Reading Skills: English and Korean (Grades One to Three).

    ERIC Educational Resources Information Center

    Chu, Harold S.

    MORE (Minimal Objectives for Reading Essentials) in English and Korean is organized by levels for the purpose of diagnostic testing and instruction for limited English proficient Korean students in bilingual and/or English as a second language classrooms. This program suggests that the development of English reading skills by limited English…

  8. 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…

  9. 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",…

  10. 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…

  11. 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;…

  12. 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…

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

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Pallante, Daniel

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Ren, Guanxin

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

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

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

    Microsoft Academic Search

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

    2009-01-01

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

  17. 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…

  18. 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…

  19. 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…

  20. Speech, Language, and Reading Skills After Early Cochlear Implantation

    Microsoft Academic Search

    Ann E. Geers

    2004-01-01

    Results: Correlation coefficients between age at implan- tation and duration of use did not reach significance for any of the outcome skills measured. Age at which the up- dated speech processor (Spectra) was fitted was signifi- cantly related to speech production outcome (earlier use of an updated processor was associated with greater speech intelligibility) but not to any other skill

  1. Teaching nonvocal communication skills to multihandicapped retarded adults.

    PubMed Central

    Reid, D H; Hurlbut, B

    1977-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  3. 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…

  4. Determining Relationships of Sensory Integrative Skills to the Reading Process.

    ERIC Educational Resources Information Center

    Jones, John Paul; Aaron, Ira E.

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

  5. 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…

  6. 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

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

    Microsoft Academic Search

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

    2000-01-01

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

  8. Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence From a Latent-Variable Longitudinal Study

    Microsoft Academic Search

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

    2000-01-01

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

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

    ERIC Educational Resources Information Center

    Pfeil, Michael

    2001-01-01

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

  10. 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'…

  11. 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…

  12. Upgrading Pre-School Teachers' Teaching Skills through Centre-Based Intervention.

    ERIC Educational Resources Information Center

    Ko, Peng Sim

    A two-level training program was developed to help preschool teachers in Singapore upgrade their English teaching skills. At the first level, a core group of 20 teachers and 20 supervisors were trained in preparation, presentation, and participation stages. In the preparation stage, participants learned basic teaching skills required to foster the…

  13. 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…

  14. 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…

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

    ERIC Educational Resources Information Center

    Farmer, Edgar I.

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

  16. Successful Strategies for Teaching Reading to Middle Grades English Language Learners

    ERIC Educational Resources Information Center

    Bolos, Nicole

    2012-01-01

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

  17. 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…

  18. 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,…

  19. 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.

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

    Microsoft Academic Search

    Lynda M. Mainwaring; Donna H. Krasnow

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

  1. 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…

  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. Teaching Critical Thinking Skills in the Public Speaking Course: A Liberal Arts Perspective.

    ERIC Educational Resources Information Center

    Fritz, Paul A.; Weaver, Richard L., II

    Noting that while the literature clearly states a need for colleges and universities to teach students critical thinking skills from a liberal arts perspective, this paper points out that there are few descriptions of how these skills can be taught. Using the canons of classic rhetoric, the literature is reviewed to discover the skills that arise…

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

    ERIC Educational Resources Information Center

    Lee, Joohi; Yoon, Ji Yoon

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    Microsoft Academic Search

    Johannes C. Ziegler; Usha Goswami

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Ates, Seyit

    2013-01-01

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

  8. Decoding Skills. NetNews. Volume 4, Number 3.

    ERIC Educational Resources Information Center

    LDA of Minnesota, 2004

    2004-01-01

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

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

    Microsoft Academic Search

    Hairuzila Idrus; Hazadiah Mohd Dahan; Normah Abdullah

    2010-01-01

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

  10. 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…

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

    PubMed

    Oganian, Yulia; Ahissar, Merav

    2012-07-01

    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, Putter-Katz, & Banai, 2006), which suggests that dyslexics have a general difficulty in automatic extraction of stimulus regularities from auditory inputs. This hypothesis explained a broad range of dyslexics' verbal and non-verbal difficulties. However, it was not directly tested in the context of reading and verbal memory, which poses the main stumbling blocks to dyslexics. Here we assessed the abilities of adult dyslexics to efficiently benefit from ("anchor to") regularities embedded in repeated tones, orally presented syllables, and written words. We also compared dyslexics' performance to that of individuals with attention disorder (ADHD), but no reading disability. We found an anchoring effect in all groups: all gained from stimulus repetition. However, in line with the anchoring-deficit hypothesis, controls and ADHD participants showed a significantly larger anchoring effect in all tasks. This study is the first that directly shows that the same domain-general deficit, poor anchoring, characterizes dyslexics' performance in perceptual, working memory and reading tasks. PMID:22561890

  12. 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…

  13. Reading Skill Components and Impairments in Middle School Struggling Readers

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

  14. Acoustic-phonetic skills and reading: Kindergarten through twelfth grade

    Microsoft Academic Search

    Robert C. Calfee; Patricia Lindamood; Charles Lindamood

    1973-01-01

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

  15. College students as contingency managers for adolescents in a program to develop reading skills.

    PubMed Central

    Schwartz, G J

    1977-01-01

    Behavior-modification procedures and an individualized tutorial program were used to remediate reading skill deficits in seventh-grade adolescent subjects. Forty-two college students were trained as reading tutors and contingency managers to use reading diagnostic and remedial materials, and to develop contracts and reinforce positive verbal responses toward reading. Significantly greater increases in reading scores of experimental groups, compared to control groups, substantial improvement in target behaviors, and significant changes in verbalizations toward reading were observed after 10 weeks of treatment. Six-month followup studies showed that all groups had consolidated their gains and that grade scores continued to improve. The improvement of the experimental subjects remained significantly ahead of the control subjects. PMID:599109

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

    Microsoft Academic Search

    CHARLENE CHAMBERLAIN; RACHEL I. MAYBERRY

    2008-01-01

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

  17. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.11; The Informal Reading Inventory. Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Cillizza, Joseph; Devine, John M.

    The introduction of this teaching module states that successful construction and implementation of a reading curriculum which meets and satisfies the growth potential of individual students depends on the teacher's ability to assess individual needs. The Individual Reading Inventory (IRI) provides a diagnostic framework for integrating and…

  18. The Impact of Structured Reading Lessons on the Development of Critical Thinking Skills

    E-print Network

    Julio César Gómez B

    This study investigates the impact of structured reading lessons on the development of critical thinking skills in college students learning English as a foreign language. This study took place during the first level of English in their academic program. Two groups of students were included in the study. One group received traditional reading instruction while the other group had structured reading lessons that intended to create opportunities to operate in higher order thinking levels. The gains in critical thinking skills were assessed on the basis of each group’s comparative results on the California Critical Thinking Test (Facione, 1995) between the pre-test and post-test. Results showed that students who had structured reading lessons did not improve in a significant way compared to the results of the control group in the post-test. 1

  19. Genetic and environmental etiologies of the longitudinal relations between prereading skills and reading.

    PubMed

    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

    2015-03-01

    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 knowledge, rapid naming, phonological awareness, vocabulary, and verbal memory) were primarily responsible for relations with word reading and spelling. However, relations with post-fourth-grade reading comprehension were due to both genetic and shared environmental influences. Genetic and shared environmental influences that were common among the prereading variables covaried with reading and spelling, as did genetic influences unique to verbal memory (only post-fourth-grade comprehension), print knowledge, and rapid naming. PMID:25263167

  20. Questioning Techniques for Teachers: Teaching Reading, Thinking, and Listening Skills.

    ERIC Educational Resources Information Center

    Hoxmeier, Kelly A.

    Stressing that teachers must consider not only the quality and amount of content in their questions, but must also consider the levels and types of questions being asked, as well as design appropriate modeling, cueing, and responding strategies, this document outlines current research on questioning techniques for classroom use. The role of…

  1. 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…

  2. Contexts of reading instruction: Implications for literacy skills and kindergarteners’ behavioral engagement

    Microsoft Academic Search

    Claire Cameron Ponitz; Sara E. Rimm-Kaufman

    2011-01-01

    This observational study examined kindergarteners’ (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as

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

    Microsoft Academic Search

    Fathi Ihmeideh

    2009-01-01

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

  4. "Reading for Information": How Student Teachers React to an Interactive Teaching Approach.

    ERIC Educational Resources Information Center

    Frame, Barbara

    This study monitored 50 student teachers' perceptions of an interactive approach within one area, that of "reading for information," in order to identify the factors which fostered familiarity with this approach to teaching. The student teachers identified factors which helped them to learn about the teaching of "reading for information." There…

  5. 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…

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

    Microsoft Academic Search

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

    2007-01-01

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

  7. 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.…

  8. 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…

  9. Grammaticality judgments and reading skill in grade 2

    Microsoft Academic Search

    Anne E. Fowler

    1988-01-01

    Do the language problems associated with reading disability extend to sentence-level knowledge? If so, how should these problems\\u000a be characterized? In this study, second graders were presented with two different oral syntactic tasks, equivalent in grammatical\\u000a complexity, but varying in the actual task demands placed upon the reader. In theJudgment task, subjects were asked to distinguish between grammatical and ungrammatical

  10. 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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    PubMed

    Welcome, Suzanne E; Joanisse, Marc F

    2014-08-01

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

  13. 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.

  14. 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…

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

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Macaruso, Paul; Shankweiler, Donald

    2010-01-01

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

  18. 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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  20. 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

  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 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…

  3. Meet the "Reading Rangers": Curriculum for Teaching Comprehension Strategies to Urban Third Graders

    ERIC Educational Resources Information Center

    Lucariello, Joan M.; Butler, Allison G.; Tine, Michele T.

    2012-01-01

    An innovative reading comprehension curriculum that recruits social cognition in the teaching of visualizing, making inferences, and literature concepts was created, thereby achieving the first aim of the research. The Reading Rangers (RR) program was based on three research-based learning principles that were relied on in converting reading

  4. What We Know about Reading Teaching and Learning: EdTalk.

    ERIC Educational Resources Information Center

    Council for Educational Development and Research, Washington, DC.

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

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

    ERIC Educational Resources Information Center

    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

  6. Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill

    Microsoft Academic Search

    Courtenay Norbury; Kate Nation

    2011-01-01

    Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments.

  7. 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…

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

    ERIC Educational Resources Information Center

    Hersch, Jolyn; Andrews, Sally

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Wittwer, Jörg; Ihme, Natalie

    2014-01-01

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  13. The Influence of Inattention on Rapid Automatized Naming and Reading Skills

    ERIC Educational Resources Information Center

    Pham, Andy V.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Ortiz, Robert W.; Stile, Stephen W.

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

  15. "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)

  16. Spelling in Adults: The Combined Influences of Language Skills and Reading Experience

    ERIC Educational Resources Information Center

    Burt, Jennifer S.

    2006-01-01

    One hundred and twelve university students completed 7 tests assessing word-reading accuracy, print exposure, phonological sensitivity, phonological coding and knowledge of English morphology as predictors of spelling accuracy. Together the tests accounted for 71% of the variance in spelling, with phonological skills and morphological knowledge…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  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. 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…

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

    Microsoft Academic Search

    Monique Senechal; Jo-Anne LeFevre

    2002-01-01

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

  1. The Component Structure of Preliteracy SkillsFurther Evidence for the Simple View of Reading

    Microsoft Academic Search

    Julie Aouad; Robert Savage

    2009-01-01

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

  2. 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…

  3. A STUDY OF THE RELATIONSHIP OF CERTAIN OCULOMOTOR SKILLS TO READING READINESS.

    ERIC Educational Resources Information Center

    EFRON, MARVIN

    A "READING EYE" CAMERA PHOTOGRAPHED THE EYE MOVEMENTS OF 46 KINDERGARTEN CHILDREN OF MIDDLE-RANGE INTELLIGENCE. MOVING TARGETS WERE USED IN ORDER TO MEASURE OCULOMOTOR SKILLS--(1) OCULAR MOBILITY OR FREEDOM OF MOVEMENT OF THE EYES, (2) ACCURACY OF FIXATION, AND (3) VISUAL CONVERGENCE AND FUSION. SCORES FROM THE METROPOLITAN READINESS TESTS, FORM…

  4. Strengths and Weaknesses in Reading Skills of Youth with Intellectual Disabilities

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  5. 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…

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

    ERIC Educational Resources Information Center

    El-Koumy, Abdel Salam Abdel Khalek

    2009-01-01

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

  7. 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…

  8. 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…

  9. Dyslexic and skilled reading dynamics are self-similar.

    PubMed

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

    2014-10-01

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

  10. 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…

  11. Developing Critical Thinking Skills in Computer-Aided Extended Reading Classes

    ERIC Educational Resources Information Center

    Daud, Nuraihan Mat; Husin, Zamnah

    2004-01-01

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

  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. 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.

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

    Microsoft Academic Search

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

    2007-01-01

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

  15. Passing on the Legacy: Teaching Capillary Filtration and Developing Presentation Skills Using Classic Papers

    NSDL National Science Digital Library

    PhD J. Graham McGeown (Queen's University of Belfast, School of Medicine and Dentistry Cell and Metabolic Signaling Group)

    2006-09-01

    Description of using Classic Papers in a teaching symposium exploring the evidence supporting current concepts of capillary fluid exchange. Individual students are given papers to read, edit, and present to the class.

  16. 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

  17. The art of effectively teaching clinical interviewing skills using role-playing: a primer.

    PubMed

    Barney, Christine; Shea, Shawn Christopher

    2007-06-01

    Time pressure on trainees and supervisors alike places a premium on efficiency in training students to master clinical skills. Through role-playing, a supervisor can create multiple iterations of the desired skill until competence is obtained. The skill training can be advanced in intensity and complexity until the trainer and trainee are confident that the interviewing skill is accessible on demand and that the trainee is comfortable with its use. This article focuses on practical methods of creating believable roles for role-playing and how to use them to teach specific interviewing skills strategically. PMID:17643829

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

    ERIC Educational Resources Information Center

    Taibah, Nadia J.; Haynes, Charles W.

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Legg, Sue M.; Buhr, Dianne C.

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

  20. Increasing Literacy Skills for Students with Intellectual and Developmental Disabilities: Effects of Integrating Comprehensive Reading Instruction with Sign Language

    ERIC Educational Resources Information Center

    Beecher, Larissa; Childre, Amy

    2012-01-01

    This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading

  1. 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

  2. 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…

  3. 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…

  4. 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…

  5. Getting It All Together (GIAT): Teaching Human Relationships and Communication Skills in Nursing Homes.

    ERIC Educational Resources Information Center

    Dickman, Irving R.

    The purpose of this booklet is to offer some guidelines for inservice educators who are interested in teaching human relationships and communication skills in nursing homes. Getting It All Together (GIAT) was developed for people to improve their basic communication skills through a new approach to communication and interpersonal relationships. It…

  6. Personalized Inservice in Physical Education: Developing and Maintaining Teaching Skills through Self-Analysis.

    ERIC Educational Resources Information Center

    McKenzie, Thomas L.

    Inservice training, even if brief, should have long-lasting effects. In regard to developing behavioral teaching skills, research with classroom teachers suggests that rehearsing and practicing appropriate skills is superior to listening to lectures and participating in discussions on behavior theory. If teachers are taught self-control techniques…

  7. Instructional Modules for Teaching Written, Oral, and Graphical Communication Skills to Engineering Students

    Microsoft Academic Search

    Russell Pimmel; Charles Karr; Beth Todd

    2000-01-01

    EC 2000 requires that engineering students learn and demonstrate an ability to communicate effectively, which in an engineering environment implies oral, written, and graphical communication skills. The already overcrowded curriculum and pedagogical considerations makes adding communications courses unacceptable. We prepared three short instructional modules suitable for teaching these skills in any engineering course as a part of a more extensive

  8. 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…

  9. Teaching Strategies for Developing Literacy Skills in Non-Native Speakers of English.

    ERIC Educational Resources Information Center

    Savage, K. Lynn

    This paper deals with strategies for developing literacy skills in nonnative speakers of English. Discussed in the initial section of the paper are four different categories of English-as-a-second-language (ESL) adults and the basic philosophy that underlies the teaching of literacy skills to adults at all levels of literacy. The special needs of…

  10. 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)

  11. High Tech Cooking: A Literature Review of Evolving Technologies for Teaching a Functional Skill

    ERIC Educational Resources Information Center

    Mechling, Linda C.

    2008-01-01

    This review synthesizes the empirical literature (1986-2006) focusing on teaching cooking skills to persons with moderate to severe intellectual disabilities. Twenty-two studies were identified which provided information on four forms of technologies currently being used to teach food preparation: (a) picture-based systems; (b) Palmtop personal…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

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

    ERIC Educational Resources Information Center

    Lee, Young Ah; Herner-Patnode, Leah

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Williams, Laurel Lyn

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Altay, Ismail Firat

    2010-01-01

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

  19. Using the case study teaching method to promote college students' critical thinking skills

    Microsoft Academic Search

    David Richard Terry

    2007-01-01

    The purpose of this study was to examine general and domain-specific critical thinking skills in college students, particularly ways in which these skills might be increased through the use of the case study method of teaching. General critical thinking skills were measured using the Watson-Glaser Critical Thinking Appraisal (WGCTA) Short Form, a forty-item paper-and-pencil test designed to measure important abilities

  20. Teaching and Maintaining Behavior Management Skills in the Nursing Home.

    ERIC Educational Resources Information Center

    Burgio, Louis D.; Stevens, Alan; Burgio, Kathryn L.; Roth, David L.; Paul, Penelope; Gerstle, John

    2002-01-01

    Examines the efficacy of a comprehensive behavior management skills training program for improving certified nursing assistants' (CNAs) skill performance in the nursing home. Results reveal improvement in five out of seven communication skills. Although CNAs showed a reduction in the use of ineffective behavior management strategies, they did not…

  1. 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…

  2. 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…

  3. 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…

  4. Promotion of Critical and Creative Thinking Skills through the Teaching of Poetry

    Microsoft Academic Search

    Maura Albert

    1985-01-01

    This curriculum project has developed gradually over the past fourteen years during which time I have been teaching in the public elementary schools. I have always loved poetry; therefore it seemed natural to make the reading of poetry a standard part of my curriculum even in my first years of teaching. As the years went by and my own increasing

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

    PubMed Central

    Ambrose, Sophie E.; Eisenberg, Laurie S.

    2009-01-01

    The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the “Reynell Developmental Language Scales, third edition.” Three years later, phonological awareness, reading skills, and language skills were assessed using the “Phonological Awareness Test,” the “Woodcock–Johnson-III Diagnostic Reading Battery,” and the “Oral Written Language Scales.” Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers’ use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. PMID:18417463

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

    PubMed

    Bach, Silvia; Richardson, Ulla; Brandeis, Daniel; Martin, Ernst; Brem, Silvia

    2013-11-15

    Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. PMID:23727320

  7. Learning about the Learning-To-Read Process by Teaching Yourself How To Read and Write Upside Down. AVKO "Great Idea" Reprint Series No. 632.

    ERIC Educational Resources Information Center

    McCabe, Don

    Reading teachers and researchers who really want to find out for themselves how difficult it is for students to learn to read and write should teach themselves how to read and write upside down. Being able to read and write upside down will also help teachers working one-on-one with students, since it allows them to sit across the table from the…

  8. Learning To Teach Reading: Setting the Research Agenda.

    ERIC Educational Resources Information Center

    Roller, Cathy M., Ed.

    The reading-focused reform environment of the new millennium is fertile ground for strengthening the link between research and public policy. This compilation of papers by presenters at International Reading Association's Reading Research 2000 Conference offers a compelling case for increased investment in teacher preparation for reading

  9. 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

  10. Children's opinions about learning to read

    Microsoft Academic Search

    Kaisa Kiiveri; Kaarina Määttä

    2011-01-01

    There is plenty of research on teaching reading skills as well as on the prerequisites of literacy, but not so much on children's opinions on learning to read. Few know what a child thinks itself of his\\/her learning to read and ability to learn to read. The aim of this article is to reveal the children's (n?=?43) opinions on learning

  11. Impaired acquisition of a mirror-reading skill in Alzheimer's disease.

    PubMed

    Merbah, Sarah; Salmon, Eric; Meulemans, Thierry

    2011-02-01

    Several studies using the mirror-reading paradigm have shown that procedural learning and repetition priming may be preserved in the early stages of Alzheimer's disease (AD) (e.g., Deweer et al., 1994). According to the classical interpretation, improved reading time for repeated words is sustained by a repetition priming effect, while procedural learning is demonstrated when this improvement is also observed for new words. Following Masson (1986), the hypothesis tested in the present study was that improved reading of new words could also be due to a repetition priming effect rather than to the acquisition of a mirror-reading skill. Indeed, because the same letters are presented throughout the task, a repetition priming effect for the letters could suffice to explain the improvement in performance. To test this hypothesis, we administered to 30 healthy young and elderly subjects and to 30 AD patients a new mirror-reading task in two phases: an acquisition phase comprising pseudo-words constructed with one part of the alphabet, and a test phase in which both pseudo-words constructed with the same part of the alphabet and pseudo-words constructed with another part of the alphabet were presented. If the new pseudo-words composed with repeated letters were read faster, it would reflect a repetition priming effect; if pseudo-words composed of 'new' letters were read faster, it would reflect a procedural learning effect. The results show comparable repetition priming effects in AD patients and in healthy elderly subjects, whereas only healthy subjects showed a procedural learning effect. These results suggest, contrary to previous studies, that the learning of a new perceptual skill may not always be preserved in AD. PMID:20060519

  12. The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2012-01-01

    We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…

  13. A Meta-Analysis of the Effects of Reading Instruction on the Reading Skills of Students with or at Risk of Behavioral Disorders

    ERIC Educational Resources Information Center

    Benner, Gregory J.; Nelson, J. Ron; Ralston, Nicole C.; Mooney, Paul

    2010-01-01

    The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b)including studies sampling from…

  14. Teaching Math Skills to At-risk Students Using Home-based Peer Tutoring

    PubMed Central

    Mayfield, Kristin H; Vollmer, Timothy R

    2007-01-01

    Home-based peer tutoring was used to teach math skills to 4 girls with deficits in mathematics and histories of abuse or neglect. Girls living in the same home formed tutoring dyads, and each participant served as both the peer tutor and the tutee during the course of the study. At the initiation of the tutoring intervention, an expert tutor provided multiple 3-min tutoring sessions to the designated peer tutor on three or four mathematics skills. The peer tutor concurrently provided 3-min tutoring sessions on the same skills to the tutee using a multiple baseline design. Results showed that participants improved their performance on all target skills. Additional interventions were implemented for some skills to improve accuracy further. Maintenance tests were also administered after 3 to 5?months of no practice on the skills. Results showed that tutors and tutees maintained their accuracy on 7 of the 12 skills assessed. PMID:17624064

  15. Teaching Reading Comprehension to Students with Learning Difficulties. What Works for Special-Needs Learners

    ERIC Educational Resources Information Center

    Klingner, Janette K.; Vaughn, Sharon; Boardman, Alison

    2007-01-01

    A highly practical resource for the classroom, this book offers clear, research-based recommendations for helping students at all grade levels understand and learn from what they read. Explaining the skills and strategies that good readers use to comprehend text, the authors show how to support struggling students in developing these skills. They…

  16. Lexical expertise and reading skill: bottom-up and top-down processing of lexical ambiguity

    Microsoft Academic Search

    Sally Andrews; Rachel Bond

    2009-01-01

    The lexical quality hypothesis assumes that skilled readers rely on high quality lexical representations that afford autonomous\\u000a lexical retrieval and reduce the need to rely on top-down context. This experiment investigated this hypothesis by comparing\\u000a the performance of adults classified on reading comprehension and spelling performance. ‘Lexical experts’, defined by above\\u000a average performance on both measures, were compared with individuals

  17. The Effectiveness of Emphasizing Reading Skills through Individualized Social Living Experiences.

    ERIC Educational Resources Information Center

    Central Arkansas Education Center, Little Rock.

    The problem of this study was to provide for the individual differences in a heterogeneous group of students where the reading levels ranged from 2.4 to 8.1 as measured by the Iowa Test of Basic Skills. A group of 26 sixth graders were the subjects for the project. Some of the behavioral objectives for the sixth grade students in the experimental…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Orndorff, Joseph

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

  1. WHEN STUDENTS PASS, BUT SCHOOLS FAIL: THE NEGLIGENT FAILURE TO TEACH STUDENTS TO READ

    Microsoft Academic Search

    Kimberly Walters-Parker

    Most students in American schools learn to read well enough to be fully functioning members of society. Nevertheless, some students leave school—some by dropping out but others by graduating—with inadequate reading skills, despite the fact that they are capable learners. The courts have been unwilling to recognize an educational malpractice cause of action to provide a legal remedy for these

  2. 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.…

  3. 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…

  4. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.04; Reading Readiness. Teacher Corps Bilingual Project.

    ERIC Educational Resources Information Center

    Cillizza, Joseph; Devine, John M.

    This teaching module deals with reading readiness. Upon completion of the module, participants should be able to (a) assess readiness needs, (b) list the components of readiness, (c) devise a readiness program for individuals, and (d) determine special readiness needs of the dyslexic child. Participants complete a preassessment test and learning…

  5. Group Work is Not Just for the Group Class Anymore: Teaching Generic Group Competency Skills across the Counselor Education Curriculum

    ERIC Educational Resources Information Center

    Killacky, Jim; Hulse-Killacky, Diana

    2004-01-01

    This article makes a case for teaching generic group competency skills (GCS) across the counselor education curriculum. After presenting their assumptions the authors will demonstrate the use of GCS in several counselor education courses and discuss teaching applications.

  6. 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

  7. 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

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

    Microsoft Academic Search

    David L. Share

    1995-01-01

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

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

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy; Lapp, Diane

    2011-01-01

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

  10. The Application of Weikart's Theories in Teaching Non-English Speaking Students How to Read.

    ERIC Educational Resources Information Center

    Layton, Kent

    Non-English speaking students of average intelligence experience extreme frustration when learning to read. The frustration is partly a result of simultaneous requirements to speak, read, listen, and write in the new language. It also is possible that the teaching methods and strategies employed by the teachers could be harmful to non-English…

  11. 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…

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

    ERIC Educational Resources Information Center

    Cohen, S. Alan

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

  13. The Effect of Teaching Children How to Take Tests on Reading Comprehension.

    ERIC Educational Resources Information Center

    Nicholson, Doris

    A study investigated the effectiveness of teaching children how to take reading comprehension tests. Twenty-eight fifth grade students were pretested using the Gates-MacGinitie Reading Test, Survey D, Form I. The students were tested on speed and accuracy, vocabulary, and comprehension. Students were given 30 minutes of daily instruction and…

  14. Linking Theory to Practice: Understanding How Two Reading Recovery Teachers' Reflections Inform Their Teaching Practices

    ERIC Educational Resources Information Center

    Mays, Lydia Criss

    2009-01-01

    Using a grounded theory approach to investigate the multidimensional reflections of two Reading Recovery teachers, this inquiry responds to calls for research on reflection and provides information for the field of education in understanding the nature of teachers' reflections and how they inform teaching practices. Reading Recovery is a…

  15. 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 reading in primary 1 and 2...

  16. Teaching Comprehension and Exploring Multiple Literacies: 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.

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

  17. 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.…

  18. 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…

  19. 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…

  20. Developing a Reciprocal Teaching/Learning System for College Remedial Reading Instruction

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2010-01-01

    In face-to-face instruction of "Reciprocal Teaching (RT)", students' reading processes and dialogues with their peers are hardly observed. As a result, the teacher has few clues to identify students' learning difficulties and provide further scaffoldings. To record students' reading processes and enhance their comprehension, this study reports on…