Sample records for teaching reading skills

  1. Nursing Instructors Must Also Teach Reading and Study Skills

    ERIC Educational Resources Information Center

    White, Hazel L.

    2004-01-01

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

  2. Teaching LD Students Critical Reading Skills: A Systematic Replication.

    ERIC Educational Resources Information Center

    Darch, Craig; Kameenui, Edward J.

    1987-01-01

    The effectiveness of two approaches (direct instruction and discussion/workbook) to teaching 25 elementary level learning disabled students three critical reading skills (argument analysis, embedded argument analysis, skill classification) was evaluated. Subjects in the direct instruction group were found to significantly outperform subjects in…

  3. Using Directed Reading Thinking Activity Strategies To Teach Students Reading Comprehension Skills in Middle Grades Language Arts.

    ERIC Educational Resources Information Center

    DeFoe, Marguerite Corbitt

    This practicum was designed to use directed reading thinking activity strategies to teach reading comprehension skills to middle grades language arts students who frequently failed to make passing scores in reading comprehension exercises. The program included three specific strategies. The first strategy was to teach the students higher-order…

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

    Microsoft Academic Search

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

    2001-01-01

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

  5. Stimulus Equivalence: An Approach for Teaching Beginning Reading Skills to Young Children.

    ERIC Educational Resources Information Center

    Joyce, Bonnie G.; Wolking, William D.

    1989-01-01

    Following instruction using a stimulus equivalence procedure to teach matching of dictated picture names with printed words, two preschool children were also able to match pictures with printed words, match printed words with pictures, or match printed words with oral names. Results have implications for teaching early reading skills. (Author/DB)

  6. Teaching Reading

    ERIC Educational Resources Information Center

    Day, Richard R.

    2013-01-01

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

  7. 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'…

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

    ERIC Educational Resources Information Center

    Walton, Patrick D.; Walton, Lona M.

    2002-01-01

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

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

    ERIC Educational Resources Information Center

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

    2001-01-01

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

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

    ERIC Educational Resources Information Center

    Mason, Jana M.; And Others

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  12. 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…

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

    ERIC Educational Resources Information Center

    Pedersen, Paula; Farrell, Pat; McPhee, Eric

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Kispal, Anne

    2008-01-01

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

  15. Reading Clinic: Use Brand-Name Products to Teach Basic Skills.

    ERIC Educational Resources Information Center

    Cunningham, Patricia

    1998-01-01

    Presents phonic activities based on brand names for teaching primary students basic reading. The first uses familiar brand-name products with rhyming elements in their names. The second has teachers write longer words that rhyme with and have similar spelling patterns to product names. Both activities help students use patterns in familiar words…

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

    ERIC Educational Resources Information Center

    Roberts, Will; Norwich, Brahm

    2010-01-01

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

  17. Clarifying Differences between Reading Skills and Reading Strategies

    ERIC Educational Resources Information Center

    Afflerbach, Peter; Pearson, P. David; Paris, Scott G.

    2008-01-01

    The terms "reading skill" and "reading strategy" are central to how we conceptualize and teach reading. Despite their importance and widespread use, the terms are not consistently used or understood. This article examines the current and historical uses of the terms, defines them, and describes their differences, similarities, and relationships.…

  18. Communications Skills I. Reading Skills, Writing Skills, Using a Newspaper.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Vocational Education.

    This student workbook contains instructional units dealing with developing reading, writing, and listening skills and using a newspaper. Addressed in the unit on reading and writing skills are finding main ideas; mastering reading attack skills; improving memory skills; learning words from context; skimming; developing vocabulary; improving study…

  19. Parents Teach Reading, Too.

    ERIC Educational Resources Information Center

    Clary, Linda Mixon

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

  20. Improving Reading/Study Skills in a College Content Class.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  2. THE SKILLS OF TEACHING.

    ERIC Educational Resources Information Center

    FAWCETT, CLAUDE W.

    TEACHING SKILLS WHICH ARE A PART OF THE TEACHER'S LEADERSHIP ROLE IN THE TEACHING PROCESS WERE IDENTIFIED BY ADMINISTRATORS AND TEACHERS IN ELEMENTARY AND SECONDARY SCHOOLS. IDENTIFICATION OF TEACHER LEADERSHIP ITEMS WAS DONE BY THE CONFERENCE METHOD WITH ADMINISTRATORS AND TEACHERS OF TWO CALIFORNIA SCHOOL DISTRICTS. THE ITEMS WHICH WERE…

  3. A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students. Volume V-D: Techniques of Precision Teaching. Part 1: Training Manual, Part 2: Math Basic Skills Curriculum, Part 3: Reading Basic Skills Curriculum.

    ERIC Educational Resources Information Center

    Diviaio, Linda G.; Hefferan, Marilyn P.

    This document contains a training manual and reading and math basic skills curricula for use in specific learning disability programs and/or with educably mentally handicapped and emotionally handicapped students. The training manual is intended to help special education teachers understand and use precision teaching. A brief history of the…

  4. Teaching Receptive Language Skills

    PubMed Central

    Grow, Laura; LeBlanc, Linda

    2013-01-01

    Receptive language refers to responding appropriately to another person's spoken language. Most curricula dedicate a proportion of early intervention to developing receptive language skills. The specific terms used to refer to the receptive language programs and the recommendations for teaching such skills vary considerably across the early intervention curricula. The present paper will provide a conceptual analysis of the desired controlling variables for different receptive language programs, teaching recommendations, a brief review of the literature to substantiate the teaching recommendations, and a discussion of the potential negative effects of deviating from the recommendations. PMID:25729507

  5. Developing Critical Reading Skills through Whole Language Strategies.

    ERIC Educational Resources Information Center

    Combs, Robin

    A teacher used classics of children's literature to teach critical reading skills. Although scoring above the national average on the Iowa Tests of Basic Skills (ITBS), the teacher's fourth-grade gifted students exhibited problems with critical reading skills. A literature unit involving whole language strategies and using Beverly Cleary's "The…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  9. 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…

  10. 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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  12. Developing Basic Reading Skills through Effective Class Organization.

    ERIC Educational Resources Information Center

    Tyre, Betty B.

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

  13. Component Reading Skills in Down Syndrome

    ERIC Educational Resources Information Center

    Cardoso-Martins, Claudia; Peterson, Robin; Olson, Richard; Pennington, Bruce

    2009-01-01

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

  14. Underlying skills of oral and silent reading.

    PubMed

    van den Boer, Madelon; van Bergen, Elsje; de Jong, Peter F

    2014-12-01

    Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes. PMID:25173643

  15. 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…

  16. 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…

  17. 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…

  18. Commercially-Produced Skills Management Systems Based on the Diagnostic-Prescriptive Model; Modular Sequence: Diagnostic-Prescriptive Teaching of Reading.

    ERIC Educational Resources Information Center

    Deffenbaugh, Sue A.

    This learning guide helps teachers to understand the typical steps used in the construction of commercially produced, educational skills-management systems; to describe a representative set of such materials in the field of reading (the Wisconsin Design for Reading, the SRA "Diagnosis: An Instructional Aid," the Croft Word Attack and Comprehension…

  19. The Influence of Improved Reading Skill on Writing Skill.

    ERIC Educational Resources Information Center

    Belanger, Joe; Martin, R. Glenn

    1984-01-01

    Four experimental reading-treatment classes (n=94) and four control classes (n=100) wrote pre- and post-compositions which were evaluated for overall quality, syntactic density, T-unit length, productivity, and selected grammatical errors. Analysis of results found significant differences in reading skills but no differences in writing skills. The…

  20. Experiences in Reading Instruction as the Road to Teaching Reading.

    ERIC Educational Resources Information Center

    Corlett, Donna Jean

    1988-01-01

    Describes a model self-improvement reading course for teachers incorporating the communications model, the skills model, and the sustained silent reading model. Concludes that basic reading skills instruction led to improvement in reading skills and that lesson plans incorporating course objectives were produced. (RS)

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

    ERIC Educational Resources Information Center

    Kwon, Heekyung; Linderholm, Tracy

    2015-01-01

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

  2. Collaborative dental skills teaching.

    PubMed

    Gardiner, Andrew

    2015-05-01

    Periodontal disease is commonly encountered in companion animal practice and yet receives little coverage in British veterinary curricula. Andrew Gardiner of the Royal (Dick) School of Veterinary Studies explains how Edinburgh vet students polish their skills. PMID:25953886

  3. Acquiring Teaching Skills.

    ERIC Educational Resources Information Center

    Zahorik, John A.

    1986-01-01

    Good teaching can be divided into three conceptual categories: science-research, theory-philosophy, and art-craft. The author defines and discusses these categories in terms of the developmental stages of teacher growth. (MT)

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

    ERIC Educational Resources Information Center

    Dilek, Gulcin

    2010-01-01

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

  5. 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.

  6. Theme Section: Teaching Research Skills.

    ERIC Educational Resources Information Center

    Handy, Alice Evans; And Others

    1993-01-01

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

  7. Teaching Reading with PLATO: An Overview of the New PLATO Reading Solution and How To Use It. Revised. Technical Paper.

    ERIC Educational Resources Information Center

    Foshay, Rob; McEvoy, Ellen; Graves, Mike; Park, Rosemarie

    This Technical Paper focuses on the new PLATO[R] reading curricula which represent an innovation in the computer-based teaching of basic reading skills and advanced reading comprehension strategies for adults and young adults in secondary and postsecondary academic settings, as well as adult/job skills training. The first section is divided into…

  8. Early Comprehension Instruction for Spanish-Speaking English Language Learners: Teaching Text-Level Reading Skills while Maintaining Effects on Word-Level Skills

    ERIC Educational Resources Information Center

    Solari, Emily J.; Gerber, Michael M.

    2008-01-01

    This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a…

  9. 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…

  10. Environmental Risk Reporting: Hypotheticals Teach Skills.

    ERIC Educational Resources Information Center

    Sachsman, David B.; And Others

    1988-01-01

    Emphasizes the effectiveness of teaching journalism skills through hypothetical role plays. Outlines the Environmental Risk Reporting Project's use of hypotheticals to teach coverage of environmental emergencies, and notes that videotapes of the presentation are also useful teaching aids. (MM)

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. How Do You Teach Reading?

    ERIC Educational Resources Information Center

    Turner, Joy

    1995-01-01

    Examines reading instruction in the context of Montessori curriculum. Four major areas are explored: (1) goals; (2) identification of landmarks (significant or critical events) in the child's development; (3) enhancement of teachers' responsiveness; and (4) development of relevant skills by creating a supportive physical and psychological…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  14. Teaching Children How to Read

    ERIC Educational Resources Information Center

    Bukowiecki, Elaine M.

    2007-01-01

    This article describes pertinent information regarding national and state standards and tests; instructional techniques for teaching word recognition, fluency, vocabulary knowledge, and comprehension skills; the selection of appropriate texts and materials; reader response; the diverse student learner; and a variety of authentic assessments that…

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  16. 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…

  17. 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)

  18. 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…

  19. Current Approaches to Teaching Reading.

    ERIC Educational Resources Information Center

    Mackintosh, Helen K., Ed.

    Eight approaches to the teaching of elementary reading are described briefly. The Executive Committee of the Department of Elementary-Kindergarten-Nursery Education of the National Education Association selected the approaches to be discussed. They include (1) Language Experience Approach by R. V. Allen, (2) Phonic Approach by Charles E. Wingo,…

  20. 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…

  1. An Evaluation of Early Reading First on Emergent Literacy Skills: Preschool through Middle of First Grade 

    E-print Network

    Tani-Prado, Sophia

    2010-10-12

    the present and future reading gaps of high-risk preschool children. The tenets of ERF are teacher professional development, high quality language and print-rich environments, the teaching of emergent instruction of emergent literacy skills based...

  2. Teaching Computing Skills to Geography Students.

    ERIC Educational Resources Information Center

    Rees, Philip H.

    1987-01-01

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

  3. Boost Reading Skills by Summer

    ERIC Educational Resources Information Center

    Fink, Jennifer L. W.

    2012-01-01

    The end of the school year is in sight, but it's not too late to help lower-level readers catch up. Experts across the country were asked about the most common obstacles to reading success--and effective ways to over-come them. Their insights and tips can help a teacher make a real difference before summer begins.

  4. Early Precursor of Reading: Acquisition of Phonological Awareness Skills

    ERIC Educational Resources Information Center

    Turan, Figen; Gul, Gozde

    2008-01-01

    Phonological awareness skills begin to develop at preschool ages and support reading skills during school ages. Studies on phonological awareness show great relationship with reading skills development. Since literacy talents such as phonological awareness and vocabulary represent future success in reading, assisting literacy skills during…

  5. 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…

  6. Multimedia Techniques To Teach Mechanical Skills.

    ERIC Educational Resources Information Center

    Johns, Janet Faye; Brander, Julianne Marie

    1997-01-01

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

  7. Personality Traits and College Student Reading Skills.

    ERIC Educational Resources Information Center

    Larsen, J.; And Others

    This document is concerned with studies of the possible relationship between the college reader and his personality traits. The results of the three studies reported gave evidence that there was a relationship between personality types and college reading skills. Intuitive and introverted personality types were better readers. When students were…

  8. Metacognition and Reading Comprehension Skills. Final Report.

    ERIC Educational Resources Information Center

    Paris, Scott G.

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

  9. Psycholinguistics and the Teaching of Reading.

    ERIC Educational Resources Information Center

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

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

  10. Helping Faculty Develop Teaching Skills through Workshops.

    ERIC Educational Resources Information Center

    Russell, James R.; Stafford, Carl W.

    This paper describes the teaching skills workshops at Purdue University (Indiana), which were originally developed in 1980 to train graduate assistants to teach college classes but are now being used by the faculty--instructors through full professors--to improve their teaching. It is noted that the workshops have been successfully modified for…

  11. 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.

  12. 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

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

    ERIC Educational Resources Information Center

    Montori, Laura; Lally, Julia

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

  14. 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

  15. 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´ de Provence Usha Goswami University of Cambridge The development of reading depends on phonological representations and accompanying differences in developmental reading strategies and the manifestation of dyslexia

  16. My Experiences in the Teaching of Reading.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    1997-01-01

    Discusses the author's varied experiences in teaching reading, including teaching seventh grade pupils in the West Bank of Jordan, taking graduate courses in reading, and being an elementary school principal and a university professor. Suggests the need for a rational balance between whole language and phonics. (RS)

  17. 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…

  18. Teaching Social Skills in Schools.

    ERIC Educational Resources Information Center

    Nowacek, E. Jane

    1988-01-01

    Many learning-disabled students experience social skill problems which call for training to promote success in school, work, and social settings. Social skill problems fall into three categories: skill deficits, performance deficits, and behavioral excesses. Interventions generally focus on increasing the individual's repertoire of skills, using…

  19. 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…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

    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

  1. Teaching Reading: 3-5 Workshop

    ERIC Educational Resources Information Center

    Annenberg Media, 2005

    2005-01-01

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

  2. Teaching Inferential Reading Strategies through Pictures.

    ERIC Educational Resources Information Center

    Walker, L.; Munro, J.; Richards, F. W.

    1998-01-01

    This study evaluated use of a reading comprehension intervention to teach inferential reading to 30 underachieving prelingually deaf readers (ages 9 to 18) using pictorial material and printed text. The two experimental groups made significant reading gains during the 30-week period of intervention as compared to control groups. (Contains…

  3. 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…

  4. Teaching Social Work Students Practice Skills

    ERIC Educational Resources Information Center

    Mumm, Ann Marie

    2006-01-01

    Field instructors have an essential role in the development of students' skills, yet they often struggle with how best to teach students practice skills. This study asked field practicum instructors and their students about the best practice strategies available. Forty-three student/field instructor pairs participated in this research study. Field…

  5. Extra skills needed when teaching online

    Microsoft Academic Search

    Mae McSporran; Stuart Young

    This poster outlines a range of skills that academic staff have to develop Hofman (2003) in order to teach in the new learning environment. Academic staff will need to move beyond their comfort zone to produce a successful online course, even courses produced using a virtual learning environment (VLE). Computer skills The development and implementation of new technologies has meant

  6. Teaching Psychological Skills to Athletes and Coaches.

    ERIC Educational Resources Information Center

    Danish, Steven J.; Hale, Bruce D.

    1983-01-01

    Applied sport psychology can be directed toward teaching psychological skills that enhance athletic performance. This process can take place at all levels of coaching and physical education. Methods for teaching goal setting, imagery, relaxation, and self-talk are described. (PP)

  7. 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

  8. Communication skills teaching in primary care medicine.

    PubMed

    Sherina, H Nik; Chia, Y C

    2002-12-01

    The teaching of clinical communication skills to undergraduate medical students in the Faculty of Medicine, University of Malaya is described. It is a continuous process throughout the five-year medical curriculum which is divided into Phases I, II and III. Students are introduced to communication skills early in Phase I through an interactive session as well as a workshop on general communication skills. In Phase II, small-group two-day workshops cover the basic principles of clinical communication skills using videotapes, group discussion and role-plays. Direct contact between students and patients in actual clinical setting begin in Phase IIIA. Communication skills teaching with feedback training is carried out by videotaping the consultations. In Phase IIIB the two-way mirror is utilized as well as having workshops on certain difficult areas such as 'breaking bad news' and 'taking a sexual history'. Formal assessment is done by evaluating the behavior, language and actual interview content. PMID:12733197

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

    Microsoft Academic Search

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

    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 within the context of a structural model we call the “Convergent Skills Model of Reading

  10. Teaching Prevention Skills to Children

    Microsoft Academic Search

    Raymond G. Miltenberger; Ellyn Thiesse-Duffy; Christopher Kozak; Janet Bruellman

    1991-01-01

    This study investigated the effects of a prevention program implemented by parents in the home. Sexual abuse prevention skills were assessed through children's responses to verbally presented descriptions of sexual abuse situations. Abduction prevention skills were assessed through children's responses to verbal descriptions and role-plays of abduction situations. One week and two or four month in situ assessment probes were

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

    Microsoft Academic Search

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

    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 learning. In this approach, the teacher clearly leads the teaching–learning process. At the

  12. Improving Skills of Teaching Assistants.

    ERIC Educational Resources Information Center

    Sheehan, Jacqueline; And Others

    The Graduate Assistant Orientation at New Mexico State University is described. The objective of the orientation is to provide teaching assistants (TAs) with excellent role models for university teaching. The orientation, which is voluntary, communicates to TAs that feelings of uncertainty are understood by the staff. The manner in which the…

  13. Teaching Reading Strategies in the School Library

    ERIC Educational Resources Information Center

    Walker, Christine; Shaw, Sarah

    2004-01-01

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

  14. 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

  15. 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

    2015-06-01

    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

  16. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    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…

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

    ERIC Educational Resources Information Center

    Pandya, Jessica Zacher

    2012-01-01

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

  18. 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…

  19. 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…

  20. Teaching Inquiry Skills Using Rainsticks.

    ERIC Educational Resources Information Center

    Rios, Jose M.

    2000-01-01

    Presents strategies to use rainsticks with middle grade students. Teaches scientific inquiry using a rainstick activity that challenges students to explore posing, probing, and persuasion and represents the National Science Standards. Allows for the integration of different disciplines. Provides instructions on how to make a rainstick. (YDS)

  1. 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…

  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. Assessing reading and language skills: An interactive system

    Microsoft Academic Search

    Robert Calfee; Janet Spector; Dorothy Piontkowski

    1979-01-01

    practical analysis of four component skills: decoding, vocabulary, sentence understanding, and text comprehension. This paper describes ongoing research and development on two basic components of the system: (1) a multidimensional test of reading skills; and (2) an observational procedure for recording the student's performance strategies during reading tasks. Our experience in testing shows that, for any given task, a child

  4. Morphological Processing in Reading Disabled and Skilled Spanish Children

    ERIC Educational Resources Information Center

    Lazaro, Miguel; Camacho, Lourdes; Burani, Cristina

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

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

  6. Teaching Recognition Skills to Improve Products.

    ERIC Educational Resources Information Center

    Knight, G. William; And Others

    1990-01-01

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

  7. Teaching Library Research Skills to ESL Students.

    ERIC Educational Resources Information Center

    Thompson, Susan N.

    The materials included in this presentations consist of information about a program to teach library research skills to Japanese university students of English as a Second Language (ESL) studying in the United States and student worksheets for use in the program. The program, instituted at Mukogawa Fort Wright Institute (Washington), is designed…

  8. Guide to Software Selection Resources: Part Three. Reading and Communication Skills.

    ERIC Educational Resources Information Center

    Mojkowski, Charles

    Third in a series, this loose-leaf guide reviews resources for evaluating, selecting, and using software for teaching reading and communication skills. Sources of educational software listed include both commercial publishers and public domain sources. Software selection information sources are divided into journals, newsletters, and special…

  9. Teaching Reading in Home Economics.

    ERIC Educational Resources Information Center

    Lundstrom, Karen

    1986-01-01

    Discusses prereading activities for home economics education: motivational activities, preview activities, vocabulary activities, and prequestioning activities. Teaching methods, steps, and examples are suggested for each activity. (CT)

  10. Teaching antenatal counseling skills to neonatal providers.

    PubMed

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

    2014-02-01

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

  11. Visual spatial skill: a consequence of learning to read?

    PubMed

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

    2011-06-01

    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 scored significantly higher on the visual task than did less good readers. In Study 2, we followed 215 Hong Kong Chinese kindergartners across 1year, with word reading and visual skills tested twice. In this study, word reading at Time 1 by itself predicted 13% of unique variance in visual skill at Time 2. Together, these results underscore the potential importance of the process of learning to read for shaping one's visual spatial skill development. PMID:21237468

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

    ERIC Educational Resources Information Center

    PENROSE, ROBERT; AND OTHERS

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

  13. 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…

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

    ERIC Educational Resources Information Center

    Boehnlein, Mary Maher; Gans, Thomas G.

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

  15. 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

  16. 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

  17. An Attempt to Individualize the Reading Skill at Kuwait University.

    ERIC Educational Resources Information Center

    Kharma, Nayef N.

    1981-01-01

    Describes English as a second language situation in Kuwait and use of the Science Research Associates (SRA) Reading Laboratory in an experiment carried out at Kuwait University attempting to individualize English reading skills of post secondary school level students. Results show the Reading Laboratory should be used for supplemental, not basic…

  18. 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…

  19. Increased Stroop interference with better second-language reading skill.

    PubMed

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

    2011-03-01

    Skilled readers demonstrate remarkable efficiency in processing written words, unlike beginning readers for whom reading occurs more serially and places higher demands on visual attention. In the present study, we used the Stroop paradigm to investigate the relationship between reading skill and automaticity, in individuals learning a second language with a different orthographic system. Prior studies using this paradigm have presented a mixed picture, finding a positive, a negative, or no relationship between the size of Stroop interference and reading skills. Our results show that Stroop interference in the second language was positively related to reading skill (when controlled for interference in the first language). Furthermore, interference was positively related to objective but not subjective indices of the amount of exposure to the second language. We suggest that the lack of consistency in the results of earlier studies may be due, at least in part, to these studies looking at Stroop interference in isolation, rather than comparing interference between languages. PMID:20924988

  20. Phonemic Segmentation Skill and Beginning Reading.

    ERIC Educational Resources Information Center

    Tunmer, William E.; Nesdale, Andrew R.

    1985-01-01

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

  1. Can Television Be Used to Teach Essential Skills?

    ERIC Educational Resources Information Center

    Levinsohn, Florence Hamlish

    1977-01-01

    Investigates whether television should be called upon to assist in teaching young students the basic skills that they seem not to be learning very well. Discusses the introduction of television teaching in El Salvador and evaluates the work of the Agency for Instructional Television to see how it is approaching the teaching of basic skills.…

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

    ERIC Educational Resources Information Center

    Barabe, Rosemeri; And Others

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

  3. Chinese-English Biscriptal Reading: Cognitive Component Skills across Orthographies

    ERIC Educational Resources Information Center

    Tong, Xiuli; McBride-Chang, Catherine

    2010-01-01

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

  4. Publicizing the College Reading and Study Skills Program.

    ERIC Educational Resources Information Center

    Bruckner, Lila

    The purpose of this paper is to offer publicity ideas for college reading and study skills programs. Examined are such basic publicity materials as brochures, posters, slide-tape presentations, handouts, and newspaper articles. Sixty-one publicity ideas are suggested, including offering a study skills workshop to freshman athletes before school…

  5. The Growth of Reading Skills in Children with Down Syndrome

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  6. 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…

  7. 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

  8. Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development

    ERIC Educational Resources Information Center

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

    2010-01-01

    Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading

  9. 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…

  10. Reading Skills and Reading Habits: A Study of New Open University Undergraduate Reservees.

    ERIC Educational Resources Information Center

    Datta, Saroj; Macdonald-Ross, Michael

    2002-01-01

    Describes the use of cloze procedures to investigate the reading skills and reading habits of Open University (United Kingdom) reservees (potential undergraduate students). Discusses correlations between reading habits and other student characteristics and identifying reservees at risk based on the results of cloze tests. (Author/LRW)

  11. Children's Oral Narrative and Reading Skills in the First 3 Years of Reading Instruction

    ERIC Educational Resources Information Center

    Reese, Elaine; Suggate, Sebastian; Long, Jennifer; Schaughency, Elizabeth

    2010-01-01

    This research investigated the link between oral narrative and reading skills in the first 3 years of reading instruction. Study 1 consisted of 61 children (M = 6:1 years) who had experienced 1 year of reading instruction on average. Children's story retelling was scored for memory and narrative quality. The quality of children's narratives…

  12. Using Customer Reviews to Build Critical Reading Skills

    ERIC Educational Resources Information Center

    Rice, Mary

    2007-01-01

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

  13. Phonological Reading Skills Acquisition by Children with Mental Retardation

    ERIC Educational Resources Information Center

    Conners, Frances A.; Rosenquist, Celia J.; Sligh, Allison C.; Atwell, Julie A.; Kiser, Tanya

    2006-01-01

    Twenty children with mental retardation (MR), age 7-12, completed a phonological reading skills program over approximately 10 weeks. As a result of the instruction, they were better able to sound out learned and transfer words compared to a control group matched on age, IQ, nonword reading, language comprehension, and phonemic awareness. Final…

  14. Probing the neurocognitive trajectories of children's reading skills.

    PubMed

    Talcott, Joel B; Witton, Caroline; Stein, John F

    2013-02-01

    Emerging evidence of the high variability in the cognitive skills and deficits associated with reading achievement and dysfunction promotes both a more dimensional view of the risk factors involved, and the importance of discriminating between trajectories of impairment. Here we examined reading and component orthographic and phonological skills alongside measures of cognitive ability and auditory and visual sensory processing in a large group of primary school children between the ages of 7 and 12 years. We identified clusters of children with pseudoword or exception word reading scores at the 10th percentile or below relative to their age group, and a group with poor skills on both tasks. Compared to age-matched and reading-level controls, groups of children with more impaired exception word reading were best described by a trajectory of developmental delay, whereas readers with more impaired pseudoword reading or combined deficits corresponded more with a pattern of atypical development. Sensory processing deficits clustered within both of the groups with putative atypical development: auditory discrimination deficits with poor phonological awareness skills; impairments of visual motion processing in readers with broader and more severe patterns of reading and cognitive impairments. Sensory deficits have been variably associated with developmental impairments of literacy and language; these results suggest that such deficits are also likely to cluster in children with particular patterns of reading difficulty. PMID:23178212

  15. Homegrown Tests Measure Core Critical-Reading Skills

    ERIC Educational Resources Information Center

    Olson, Lynn

    2007-01-01

    This article features FAST-R, or Formative Assessments of Student Thinking in Reading, a new assessment tool that measures critical-reading skills. FAST-R was developed by the the nonprofit Boston Plan for Excellence (BPE), a local education foundation, to provide teachers with information about what students are thinking when they try to find…

  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. Effortful Control, Surgency, and Reading Skills in Middle Childhood

    ERIC Educational Resources Information Center

    Deater-Deckard, Kirby; Mullineaux, Paula Y.; Petrill, Stephen A.; Thompson, Lee A.

    2009-01-01

    We examined the associations between components of temperament and children's word and pseudo-word reading skills, in a school-age sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word reading in separate regression equations that included the main effects of, and two-way…

  18. The Systematic, Intensive Instruction of Reading Comprehension Skills.

    ERIC Educational Resources Information Center

    Baumann, James F.

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

  19. Reading Skill, Textbook Marking, and Course Performance

    ERIC Educational Resources Information Center

    Bell, Kenneth E.; Limber, John E.

    2010-01-01

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

  20. 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…

  1. Primary school students' reading comprehension skills

    Microsoft Academic Search

    Tuula Merisuo-Storm

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

  2. Skilled Deaf Readers have an Enhanced Perceptual Span in Reading

    PubMed Central

    Bélanger, Nathalie N.; Slattery, Timothy J.; Mayberry, Rachel I.; Rayner, Keith

    2013-01-01

    Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers’ enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading. PMID:22683830

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  5. 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…

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

    ERIC Educational Resources Information Center

    Toussaint, Karen A.; Tiger, Jeffrey H.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Roskos, Kathleen; Neuman, Susan B.

    2013-01-01

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

  9. 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

  10. Using Blended Learning in Developing Student Teachers Teaching Skills

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  11. Teaching Self-Protection Skills to Persons with Mental Retardation.

    ERIC Educational Resources Information Center

    Haseltine, Beth; Miltenberger, Raymond G.

    1990-01-01

    A curriculum for teaching self-protection skills was evaluated with eight mildly retarded adults. The curriculum, presented in a small-group format, uses instructions, modeling, rehearsal, feedback, and praise to teach proper responses to abduction and sexual abuse situations. Seven subjects learned the skills and maintained them at six-month…

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

    ERIC Educational Resources Information Center

    Golkowska, Krystyna U.

    2013-01-01

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

  13. The Acquisition of Reading Comprehension Skill

    E-print Network

    comprehension is learning to under- stand writing as well as one understands spoken language has empirical as the reader builds a mental representation of a text message. (For a review of current ideas about reading Comprehension We can expect the comprehension of written language to approximate the comprehen- sion of spoken

  14. Reading Skill Variability Within and Among Fourth, Fifth and Sixth Grade Students Attaining the Same Reading Achievement Score.

    ERIC Educational Resources Information Center

    Naylor, Marilyn Jo

    This study investigated subskill variability among and within students demonstrating similar overall reading achievement. Three areas were investigated: differences in mean achievement and variability in specific reading skills among grades 4, 5, and 6, specific reading skill differences among students within grade 4, 5, or 6, and specific reading

  15. 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.

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Kevan, Alison; Pammer, Kristen

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  19. 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,…

  20. Special Project in Urban Reading Tests, Component I: Pre-Reading Skills Battery.

    ERIC Educational Resources Information Center

    Center for Urban Education, New York, NY.

    A number of criticisms have been made of currently available standardized pre-reading test materials in terms of their appropriateness for administration to urban children, their standardization, their content, and their required testing procedures. This new pre-reading skills battery has been designed as an urban oriented testing instrument to…

  1. THE READING-ARITHMETIC-SKILLS PROGRAM, A RESEARCH PROJECT IN READING AND ARITHMETIC.

    ERIC Educational Resources Information Center

    CORLE, CLYDE G.; COULTER, MYRON L.

    AN INVESTIGATION WAS MADE TO DETERMINE WHETHER STUDENTS WHO RECEIVED SPECIFIC ASSISTANCE WITH READING SKILLS IN ARITHMETIC SHOWED SUPERIOR ACHIEVEMENT IN THEIR READING AND ARITHMETIC WHEN COMPARED WITH A SIMILAR GROUP WHO DID NOT RECEIVE SUCH ASSISTANCE. FIFTEEN SCHOOLS WERE SELECTED FROM APPROXIMATELY 70 MEMBER SCHOOL DISTRICTS OF THE…

  2. Teaching 21st Century Skills: An ASCD Action Tool

    ERIC Educational Resources Information Center

    Beers, Sue

    2011-01-01

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

  3. Comparison of Programs for Teaching Personal Safety Skills to Preschoolers

    Microsoft Academic Search

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

    1989-01-01

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

  4. 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

  5. Teaching students in the classroom and clinical skills environment.

    PubMed

    Dix, Greg; Hughes, Suzanne

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

  6. The application skills of body language in teaching

    Microsoft Academic Search

    Lianzhi Jia; Runlan Wang

    2010-01-01

    There are many problems in the use of body language in teaching process. Through the analysis of the characteristics of body language and the research of skills composition, etc., this paper tries to help teachers solve the problems about the expressions of body language to improve the teaching effect in the area of teaching application.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  8. Morphological processing in reading disabled and skilled Spanish children.

    PubMed

    Lázaro, Miguel; Camacho, Lourdes; Burani, Cristina

    2013-08-01

    This article presents the results of a lexical decision experiment in which the base frequency (BF) effect is explored in reading disabled children and skilled readers. Three groups of participants were created. The first group was composed of children with reading disorders, the second group of skilled readers matched with the first group for chronological age and the third group of skilled readers matched for vocabulary size. The results of the experiment showed strong effects for Group, BF and also for the Group by BF interaction. Children matched for chronological age with children with reading disorders were significantly faster and more accurate than children of the other groups, who did not show any difference from each other. The effect of BF showed that children responded faster to stimuli composed of frequent bases than to stimuli with less frequent bases. However, the analysis of the interaction between Group and BF showed that only the skilled readers matched to children with reading disorders for chronological age benefited from the BF effect. The results of the experiment are discussed in the framework of theoretical accounts of morphological processing in children as well as considering the role played by the experimental task. PMID:23801554

  9. Promoting phonological awareness skills of Egyptian kindergarteners through dialogic reading

    Microsoft Academic Search

    Randa Abdelaleem Elmonayer

    2012-01-01

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

  10. Developing Language Arts Skills through the Reading and Writing Connection.

    ERIC Educational Resources Information Center

    Avila, Judy; Pahuski, Linda; Perez, Linda

    This report describes a program for the development of language arts skills through the reading and writing connection. The targeted population is a split third and fourth grade class, a third grade class, and a high school cross-categorical special education class. The difficulties in the area of language arts development and student…

  11. Promoting Phonological Awareness Skills of Egyptian Kindergarteners through Dialogic Reading

    ERIC Educational Resources Information Center

    Elmonayer, Randa Abdelaleem

    2013-01-01

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

  12. 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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  14. DEVELOPMENT OF READING\\/WRITING SKILLS: ACQUISITION AND DOMINION

    Microsoft Academic Search

    ROSALÍA MONTEALEGRE; LUZ ADRIANA FORERO

    2006-01-01

    This work analyzes the development of reading\\/writing skills, specifying two phases: acquisition and dominion. In the fi rst phase, it shows the different conceptual levels developed by the child, from early ages, in his attempt for understand the written language. It describes the paper of gestures, scribbles, drawings and games, as the fi rst constructions with symbolic characteristics. Conceptualization of

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

    ERIC Educational Resources Information Center

    Von Drasek, Lisa

    2005-01-01

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

  16. Science Teaching and Literacy, Part 2: Reading.

    ERIC Educational Resources Information Center

    Heselden, Russ; Staples, Rebecca

    2002-01-01

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

  17. 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…

  18. Using Goldenrod Galls to Teach Science Process Skills.

    ERIC Educational Resources Information Center

    Peard, Terry L.

    1994-01-01

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

  19. A Videotape Series for Teaching Job Interviewing Skills.

    ERIC Educational Resources Information Center

    Veatch, Deborah J.

    1980-01-01

    Videotapes designed to teach job interview skills to deaf students were developed. Three interview situations featuring one hearing and two hearing impaired persons are presented in the videotapes. (CL)

  20. Teaching safety skills to high school students with moderate disabilities.

    PubMed Central

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

    1992-01-01

    Teaching students with disabilities to respond appropriately to potentially dangerous situations is a useful skill that has received little research attention. This investigation taught 3 students with moderate mental retardation to remove and discard broken materials (plates, glasses) safely from (a) a sink containing dishwater, (b) a countertop, and (c) a floor. A 4th student was instructed on the sink task only. A multicomponent treatment package was used to teach the skills. Simulated materials were used initially and were replaced with broken plates and glasses. A multiple probe design was used to evaluate the effectiveness of the treatment package. The results indicated that the treatment package was effective in teaching the skills. Data were collected 1 week and 1 month following the completion of training, and indicated mixed results. No student was injured during any phase of training. Issues pertinent to teaching safety skills to students with moderate disabilities are discussed. PMID:1582967

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

    ERIC Educational Resources Information Center

    Poliakof, Anne Rogers, Ed.

    2001-01-01

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

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

    ERIC Educational Resources Information Center

    Harp, Bill; Brewer, Jo Ann

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

  3. Teaching Reading And Spelling: Exclusion And Stimulus Equivalence

    Microsoft Academic Search

    JULIO C. DE ROSE; DEISY G. DE SOUZA

    1996-01-01

    In Experiment 1, 7 nonreading children were exposed to a program designed to teach reading of 51 training words. The program featured an exclusion-based procedure in which the children (a) matched printed to dictated words and (b) constructed (copied) printed words with movable letters and named them. All children learned to read the training words. Five children also read generalization

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

    ERIC Educational Resources Information Center

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

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

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

    PubMed Central

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

    2009-01-01

    This short-term longitudinal study investigated the relationships between students’ reading self-concept, goals for reading, and reading fluency skill over the course of the second grade year. Second grade children (N=185) were administered the Test of Word Reading Efficiency, the second grade Dynamic Indicators of Basic Early Literacy Skills, and an adapted version of Motivation to Read Profile at the beginning, middle, and end of the school year. Results showed that students’ goals for reading were related to reading self-concept, but unrelated to reading fluency. In addition, reading self-concept was significantly related to reading fluency at each time point. Latent-variable path analysis was used to test four potential relationships between students’ reading self-concept and reading fluency skill: (a) an independence model; (b) a skill development model; (c) a self-enhancement model; and (d) a reciprocal effects model. Support for a reciprocal model was found between students’ reading fluency skill and reading self-concept over the second grade year. This finding also indicated that students’ reading self-concept begins to influence their reading achievement earlier than previous research had indicated. Implications for educational practice and future research will also be discussed. PMID:20300541

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

    ERIC Educational Resources Information Center

    La Marca, Marilyn Tierney

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

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

    PubMed

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

    2011-01-01

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

  8. 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…

  9. The Effects of a Kindergarten and Second-Grade Partnership on Student Reading Skills and Attitudes

    ERIC Educational Resources Information Center

    Druyor, Peggy S.

    2012-01-01

    Improving student reading skill and attitudes toward reading creates challenges in the classroom. The purpose of this research was to study the effect of reading partnerships on the reading skills and attitudes of kindergarten and second-grade students. Participants included two kindergarten and two second-grade intact classes in a pretest…

  10. 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…

  11. 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…

  12. Integrating Skills into the Teaching of World Civilization.

    ERIC Educational Resources Information Center

    Paquette, William A.

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

  13. 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…

  14. 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…

  15. Analysis of Essential Skills and Knowledge for Teaching Online

    ERIC Educational Resources Information Center

    Lee, Jia-Ling; Hirumi, Atsusi

    2004-01-01

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

  16. Teaching Play Skills to Young Children with Autism

    ERIC Educational Resources Information Center

    Jung, Sunhwa; Sainato, Diane M.

    2013-01-01

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

  17. 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. Expanding classroom time: teaching clinical intravenous skills in campus laboratory

    Microsoft Academic Search

    Sandra J. Jones; Sharon A. Staib; Sally Fusner

    2009-01-01

    Too much content to cover and not enough time to teach are persistent themes in nursing education. One nursing program utilized clinical time in the campus laboratory as a way to expand didactic time and increase skills practice before taking students to off-site clinical settings. After numerous student concerns about lack of intravenous skills preparation, faculty developed a multifaceted approach

  19. Teaching Safety Skills to Children to Prevent Gun Play

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  20. Evaluation of Peer Training for Teaching Abduction Prevention Skills

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  1. Poetry and the Teaching of Figurative Language Skills.

    ERIC Educational Resources Information Center

    Bush, Harold K., Jr.

    Many teachers note the importance of student ability to analyze and understand intricate uses of figurative language in reading. Research in recent years has focused on the prevalence of figures of speech in textbooks and other reading, suggesting that the fostering of figurative language skills should become a more common feature of language…

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

    PubMed Central

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

    2004-01-01

    Objective To investigate the teaching of cognitive skills within a technical skills course, we carried out a blinded, randomized prospective study. Methods Twenty-one junior residents (postgraduate years 1– 3) from a single program at a surgical-skills training centre were randomized to 2 surgical skills courses teaching total knee arthroplasty. One course taught only technical skill and had more repetitions of the task (5 or 6). The other focused more on developing cognitive skills and had fewer task repetitions (3 or 4). All were tested with the Objective Structured Assessment of Technical Skill (OSATS) both before and after the course, as well as a pre- and postcourse error-detection exam and a postcourse exam with multiple-choice questions (MCQs) to test their cognitive skills. Results Both groups' technical skills as assessed by OSATS were equivalent, both pre- and postcourse. Taking their courses improved the technical skills of both groups (OSATS, p < 0.01) over their pre-course scores. Both groups demonstrated equivalent levels of knowledge on the MCQ exam, but the cognitive group scored better on the error-detection test (p = 0.02). Conclusions Cognitive skills training enhances the ability to correctly execute a surgical skill. Furthermore, specific training and practice are required to develop procedural knowledge into appropriate cognitive skills. Surgeons need to be trained to judge the correctness of their actions. PMID:15362330

  3. 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…

  4. 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…

  5. Early teaching of Chinese literacy skills and later literacy outcomes

    Microsoft Academic Search

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

    2008-01-01

    This study followed 88 children in Beijing and Hong Kong for three years to investigate the relationships between the early teaching of literacy skills and later literacy outcomes. The children were administered the Preschool and Primary Chinese Literacy Scale at the age of five years, and three years later. Their parents and teachers reported on their involvement in literacy teaching,

  6. Teaching Beginning Chess Skills to Students with Disabilities.

    ERIC Educational Resources Information Center

    Storey, Keith

    2000-01-01

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

  7. Multisensory Teaching of Basic Language Skills. Third Edition

    ERIC Educational Resources Information Center

    Birsh, Judith R., Ed.

    2011-01-01

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

  8. Teaching Social Skills and Assertiveness to Students with Disabilities

    ERIC Educational Resources Information Center

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

    2006-01-01

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

  9. 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…

  10. Running head: BEHAVIOR PROBLEMS AND READING ACHIEVEMENT 1 Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A

    E-print Network

    Paris-Sud XI, Université de

    Running head: BEHAVIOR PROBLEMS AND READING ACHIEVEMENT 1 Emergent literacy skills, behavior problems and familial antecedents of reading difficulties: A follow-up study of reading achievement from;34(3):1018-1035" DOI : 10.1016/j.ridd.2012.11.029 #12;Running head: BEHAVIOR PROBLEMS AND READING ACHIEVEMENT 2

  11. Speaking My Mind: Stop Reading Shakespeare!

    ERIC Educational Resources Information Center

    Spangler, Susan

    2009-01-01

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

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

    PubMed Central

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

    2005-01-01

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

  13. Evaluation of behavioral skills training for teaching abduction-prevention skills to young children.

    PubMed

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

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Maynard, Ashley E.

    2002-01-01

    Examined the development of teaching skills in older siblings responsible for teaching their younger siblings to become competent members of their culture among children from a Zinacantec Maya village in Chiapas, Mexico. Found that by age 4, children took responsibility for initiating teaching situations with their younger siblings, and by 8,…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

    This study examined the effectiveness of individual behavioral skills training in conjunction with in situ training in teaching 13 preschool children abduction prevention skills. Children's performance was measured during baseline, training, and at 2-week, 1-month, and 3-month follow-ups using in situ assessments in which abduction prevention…

  16. Teaching Reading in Paradise: A Fijian Principal Coping with Change.

    ERIC Educational Resources Information Center

    Fitzsimmons, Phil

    2002-01-01

    Discusses the state of elementary education in Fiji. Provides one Fijian principal's optimistic approach to implementing a whole language approach to the teaching of reading. Notes the teachers' original opposition to change, and the difficulty of maintaining change. (PM)

  17. Strategies for Teaching Word Recognition to Children with Reading Deficiencies.

    ERIC Educational Resources Information Center

    Aina, Olaiya E.

    2000-01-01

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

  18. 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,…

  19. Teaching the Mentally Retarded Job Interviewing Skills

    ERIC Educational Resources Information Center

    Grinnell, Jr., Richard M.; Lieberman, Alice

    1977-01-01

    Examined the most effective usage of videotape in job interview skill training for 24 mentally retarded young adults utilizing the microcounseling model of instruction. Data revealed the microcounseling model is most effective with the two skill areas of eye contact and body posture regardless of the method of videotape utilization. (Author)

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

    PubMed

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

    2013-02-01

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

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

    ERIC Educational Resources Information Center

    Valadez, Concepcion M.; McNiel, John D.

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  3. Sharing Skills.

    ERIC Educational Resources Information Center

    Mealy, Virginia; And Others

    1987-01-01

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

  4. 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…

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

    Microsoft Academic Search

    Paul L. Morgan; Catherine R. Meier

    2008-01-01

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

  6. Reading in the Teacher Associate Program. Guidelines for Teaching.

    ERIC Educational Resources Information Center

    Overton, R. Jean

    This manual was developed to provide a comprehensive curriculum guideline for post-secondary programs to train and upgrade teacher aides in reading. The manual's seven chapters deal with (1) an introduction to the North Carolina reading teaching technician program and a definition of terms used in the field; (2) an outline of the purposes,…

  7. 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…

  8. An Integrative Review of Teaching Reading in Kenyan Primary Schools

    ERIC Educational Resources Information Center

    Commeyras, Michelle; Inyega, Hellen N.

    2007-01-01

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

  9. Teaching Comprehension Strategies during Reading Instruction: Using Drama Techniques

    ERIC Educational Resources Information Center

    Van Wyk, Retha

    2005-01-01

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

  10. Orthographic and Cognitive Factors in the Concurrent Development of Basic Reading Skills in English and Persian.

    ERIC Educational Resources Information Center

    Gholamain, Mitra; Geva, Esther

    1999-01-01

    Examined two hypotheses regarding reading skill development--the script-dependent hypothesis and the central processing hypothesis--by studying the linguistic, cognitive, and basic reading skills of 70 children in grades 1 through 5 learning to read in English (first language) and Persian (second language) concurrently. Findings supported both…

  11. 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…

  12. Exploration of Reading Interest and Emergent Literacy Skills of Children with Down Syndrome

    ERIC Educational Resources Information Center

    Ricci, Leila A.

    2011-01-01

    This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills.…

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

    ERIC Educational Resources Information Center

    Alexander, Michael L.; Henry, Michele L.

    2012-01-01

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

  14. Connecticut Basic Skills Proficiency Test, 1986-87. Mathematics, Basic Writing Skills in the Language Arts, Reading. Summary and Interpretations.

    ERIC Educational Resources Information Center

    Connecticut State Board of Education, Hartford.

    This booklet interprets and summarizes the results of the Connecticut Statewide Basic Skills Proficiency Test as administered to ninth graders in October, 1986. The test measures basic skills in reading and mathematics, and basic writing skills in the language arts. The test is used to identify students who require further remediation in order to…

  15. 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…

  16. Holistic Reading Strategies: Teaching Children Who Find Reading Difficult.

    ERIC Educational Resources Information Center

    Rasinski, Timothy; Padak, Nancy

    Offering instructional strategies in an informal, easy-to-read, yet scholarly approach, this book presents instructional strategies and activities for children who are having difficulty learning to read. In contrast to other books that offer highly analytic and prescriptive approaches, the activities in the book are arranged around general areas…

  17. Teaching engineering design: Can reading a textbook make a difference?

    Microsoft Academic Search

    Cynthia J. Atman; Karen M. Bursic

    1996-01-01

    Teaching design is an integral part of most engineering curricula. Often, students are introduced to the engineering design process through a chapter in a textbook. Does this passive approach to teaching an active process aid the students' learning? An experiment was conducted to assess what students learn about the design process when they read a text. Here, 10 students enrolled

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

    ERIC Educational Resources Information Center

    Develotte, Claire

    1994-01-01

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

  19. Teaching Students to Use Context Clues in Reading.

    ERIC Educational Resources Information Center

    Whisler, Nancy G.

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

  20. Teaching a robot manipulation skills through demonstration

    E-print Network

    Lieberman, Jeff I. (Jeff Ian), 1978-

    2004-01-01

    An automated software system has been developed to allow robots to learn a generalized motor skill from demonstrations given by a human operator. Data is captured using a teleoperation suit as a task is performed repeatedly ...

  1. Let Animals Teach Your Students to Read.

    ERIC Educational Resources Information Center

    Soltow, Willow

    1986-01-01

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

  2. A Case Study on the Impact of the READ 180 Reading Intervention Program on Affective and Cognitive Reading Skills for At-Risk Secondary Level Students

    ERIC Educational Resources Information Center

    Vogel, Jeffrey Todd

    2013-01-01

    The purpose of this qualitative case study was to investigate the impact of the READ 180 reading intervention program upon the affective and cognitive reading skills of 21 struggling ninth grade at-risk students at a Title I high school in Southern California. There was minimal qualitative analysis of the READ 180 program at the secondary level…

  3. 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

  4. Anatomy is strategy: Skilled reading differences associated with structural connectivity differences in the reading network

    PubMed Central

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

    2014-01-01

    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

  5. 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…

  6. 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

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

    PubMed

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

    2013-05-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Bolukbas, Fatma

    2013-01-01

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

  10. High Reading Skills Mask Dyslexia in Gifted Children.

    PubMed

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

    2014-06-16

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

  11. 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…

  12. 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)

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

    PubMed

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

    2009-01-01

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

  14. Peer-assisted teaching of basic surgical skills

    PubMed Central

    Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

    2015-01-01

    Background Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. Purpose We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Methods Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Results Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p<0.001), and the standard deviation of mean inter-suture distance halved from ±4.7 mm pre-teaching, to ±2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Discussion Peer-assisted learning suturing workshops can enhance medical students’ competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure. PMID:26044400

  15. 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…

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

    PubMed Central

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

    2012-01-01

    The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. PMID:23687406

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

    ERIC Educational Resources Information Center

    Santoro, Julie Kay

    2012-01-01

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

  18. Teaching Laundry Skills to Mentally Retarded Students.

    ERIC Educational Resources Information Center

    Cuvo, Anthony J.; And Others

    1981-01-01

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

  19. Teaching Job Interview Skills to Retarded Clients.

    ERIC Educational Resources Information Center

    Hall, Christine; And Others

    1980-01-01

    Six retarded adults were taught job application and interview skills, including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. (Author)

  20. 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

  1. 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…

  2. 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…

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

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

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

  4. 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

  5. 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.

  6. 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…

  7. 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

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

    ERIC Educational Resources Information Center

    Kolah, Debra; Fosmire, Michael

    2010-01-01

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

  9. 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…

  10. 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…

  11. 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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

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

    ERIC Educational Resources Information Center

    Downing, June E.

    2005-01-01

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

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

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Heflebower, Tammy

    2012-01-01

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

  15. Reflected Skills of the Science Student Teachers in Teaching Practices

    ERIC Educational Resources Information Center

    Karamustafaoglu, Orhan

    2008-01-01

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

  16. Teaching Social Skills in a Virtual Environment: An Exploratory Study

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  17. Reading Component Skills of Learners in Adult Basic Education

    PubMed Central

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

    2011-01-01

    The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners including both native and non-native English speakers and to describe the performance of those learners on the measures. Investigation of measures of reading components is needed because available measures were neither developed for nor normed on ABE populations or with non-native speakers of English. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. All students had scores on 11 measures covering five constructs: decoding, word recognition, spelling, fluency, and comprehension. Confirmatory factor analysis (CFA) was used to test 3 models: A 2-factor model with print and meaning factors; a 3-factor model that separated out a fluency factor; and a 5-factor model based on the hypothesized constructs. The 5-factor model fit best. In addition, the CFA model fit both native and non-native populations equally well without modification showing that the tests measure the same constructs with the same accuracy for both groups. Group comparisons found no difference between the native and non-native samples on word recognition, but the native sample scored higher on fluency and comprehension and lower on decoding than the non-native sample. Students with self-reported learning disabilities scored lower on all reading components. Differences by age and gender were also analyzed. PMID:20179306

  18. 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…

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

    ERIC Educational Resources Information Center

    Kewaza, Samuel; Welch, Myrtle I.

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Reid, Lorene

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

  1. Letter Training and Its Effect on the Development of Beginning Reading Skills.

    ERIC Educational Resources Information Center

    Fugate, Mark H.

    1997-01-01

    Evaluated the effect of training to improve letter-naming speed on beginning reading skills with 39 first graders. Results show that trained students demonstrated significantly faster letter-naming speed as compared to untrained peers. However, this difference did not lead to a significant difference in overall measured reading skill. (RJM)

  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. 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…

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

    Microsoft Academic Search

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

    2008-01-01

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

  5. Teaching safety skills to children to prevent gun play.

    PubMed

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

    2004-01-01

    Research has shown that children often engage in gun play when they find a firearm and that this behavior is often involved in unintentional firearm injuries. Previous research has shown existing programs to be ineffective for teaching children safety skills to reduce gun play. This study examined the effectiveness of a behavioral skills training (BST) program supplemented with in situ training for teaching children safety skills to use when they find a gun (i.e., don't touch, leave the area, tell an adult). Eight 4- to 5-year-old children were trained and assessed in a naturalistic setting and in a generalized setting in a multiple baseline across subjects design. Results showed that 3 of the children performed the skills after receiving BST, whereas 5 of the children required supplemental in situ training. All children in the study learned to perform the skills when assessed in a naturalistic setting and when assessed in a generalization setting. Performance was maintained at 2- to 8-week follow-up assessments. PMID:15154211

  6. Applying the Theory of Variation in Teaching Reading

    ERIC Educational Resources Information Center

    Tong, Siu Yin Annie

    2012-01-01

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

  7. Teach Intellectual Abilities: A Fundamental and Innovative Approach to Teaching Reading.

    ERIC Educational Resources Information Center

    Meeker, Mary

    This paper reports on an innovative approach to the teaching of reading. The thrust of the approach lies in application of findings from Meeker's research which since 1963 had identified certain clusters of Guilford's Structure of Intellect and intellectual abilities found to be necessary in the process of learning to read. Several programs are…

  8. 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

  9. Reading for Meaning: A Guided Reading Approach.

    ERIC Educational Resources Information Center

    Malik, Stephanie

    1996-01-01

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

  10. Phonics in the Teaching of Reading.

    ERIC Educational Resources Information Center

    Ediger, Marlow

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

  11. One type of skilled reading that has drawn the interest of educators, professionals, and students is speed reading, a form of rapid reading that is reputed to increase reading speed

    E-print Network

    #12;One type of skilled reading that has drawn the interest of educators, professionals, and students is speed reading, a form of rapid reading that is reputed to increase reading speed by a factor of three to ten without much, if any, loss in comprehension. Speed reading came to public attention when

  12. The Impact of Phonological-Awareness and Rapid-Reading Training on the Reading Skills of Adolescent and Adult Neoliterates

    NASA Astrophysics Data System (ADS)

    Royer, James M.; Abadzi, Helen; Kinda, Jules

    2004-01-01

    This study compares the reading performance of adolescent and adult neoliterates in Burkina Faso who participated in one of three experimental educational programs with the reading performance of neoliterates who took part in a standard (control) educational program. The experimental programs involved training in phonological awareness, training in the rapid identification of reading material and an approach that involved both phonological-awareness and rapid-reading training. Results show that students enrolled in the experimental programs made greater gains in reading skills than did students enrolled in the standard educational programs.

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  14. 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…

  15. 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…

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

    PubMed Central

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

    2012-01-01

    Purpose To examine the efficacy of Fast For-Word Language (FFW-L) and 2 other interventions for improving the phonemic awareness and reading skills of children with specific language impairment with concurrent poor reading skills. Method A total of 103 children (age 6;0 to 8;11 [years;months]) with language impairment and poor reading skills participated. The children received either FFW-L computerized intervention, a computer-assisted language intervention (CALI), an individualized language intervention (ILI), or an attention control (AC) computer program. Results The children in the FFW-L, CALI, and ILI conditions made significantly greater gains in blending sounds in words compared with the AC group at immediate posttest. Long-term gains 6 months after treatment were not significant but yielded a medium effect size for blending sounds in words. None of the interventions led to significant changes in reading skills. Conclusion The improvement in phonemic awareness, but not reading, in the FFW-L, CALI, and ILI interventions limits their use with children who have language impairment and poor reading skills. Similar results across treatment conditions suggest that acoustically modified speech was not a necessary component for improving phonemic awareness. PMID:19564439

  17. 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…

  18. 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…

  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. Mass Media Can Teach Reading and Writing Too.

    ERIC Educational Resources Information Center

    Pomainville, Martha

    As a part of the language arts curriculum, a mass media course can be structured so that it teaches reading and writing along with information about media. Young people should understand that media have the power to inform, entertain, persuade, and propagandize. A sample course can be based on current books and articles written about the media and…

  1. Using Good Literature to Teach Reading: Prostitution or Promise?

    ERIC Educational Resources Information Center

    Earle, Richard A.

    The use of good literature in teaching reading can mean the relegation of literature to the role of a vehicle for instruction rather than a process of encountering human experiences. Four principles underlying a quality literature instruction program help determine whether good literature is being used or abused: (1) wide exposure to many levels,…

  2. The Neurological-Impress Method of Teaching Reading.

    ERIC Educational Resources Information Center

    Partridge, Susan

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

  3. Analysis of Reading Skills in Individuals with Asperger Syndrome.

    ERIC Educational Resources Information Center

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

    2002-01-01

    A study examined the reading performance of 16 individuals (ages 6-16) with Asperger syndrome. The Classroom Reading Inventory found students exhibited reading levels commensurate with their grade levels on Instructional, Frustration, and Listening Capacity. Silent Reading and Independent Reading levels, however, were below grade level. (Contains…

  4. A Componential Theory of Reading Skills and Their Interactions. Final Report.

    ERIC Educational Resources Information Center

    Frederiksen, John R.

    A project was organized to understand and identify basic variations in reading ability by its information processing components. Focusing on three major processing levels in reading--word analysis, discourse analysis, and integration of word/discourse analysis--preliminary research identified perceptual and cognitive skill components of reading

  5. 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

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

    ERIC Educational Resources Information Center

    Watson, G.; And Others

    1990-01-01

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

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Eme, Elsa; Lambert, Eric; Alamargot, Denis

    2014-01-01

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

  9. Genetic and Environmental Influences on the Growth of Early Reading Skills

    ERIC Educational Resources Information Center

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

    2010-01-01

    Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate…

  10. 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…

  11. Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth

    ERIC Educational Resources Information Center

    Shippen, Margaret E.; Morton, Rhonda Collins; Flynt, Samuel W.; Houchins, David E.; Smitherman, Tracy

    2012-01-01

    Despite the importance of literacy skill training for incarcerated youth, a very limited number of empirically based research studies have examined reading instruction in correctional facilities. The purpose of this study was to determine whether the Fast ForWord computer-assisted reading program improved the reading and spelling abilities of…

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

    PubMed Central

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

    2006-01-01

    We report on a case of a girl with Down syndrome (DS), K.S., whose reading accuracy is exceptional. This ability is associated with robust phonological skills and relative strengths in visual and verbal short-term memory, articulation, and speech fluency. Although her reading comprehension is age appropriate when it comes to the retention of literal information, K.S. has some difficulties in using knowledge-based inferences in reading comprehension. Reading comprehension in that sense is at a level commensurate with her oral language skills. Her reading performance parallels that of children with reading comprehension difficulties who do not have DS. This reading profile is in contrast with claims that individuals with DS mainly use sight-word strategies in reading and shows that the phonological pathway can be highly proficient in a child with DS. However, even in a case such as K.S. where reading accuracy is good, functional literacy is constrained by limited comprehension skills. PMID:21049374

  13. 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

  14. 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

  15. Learning to Read Words in Albanian: A Skill Easily Acquired

    ERIC Educational Resources Information Center

    Hoxhallari, Lorenc; van Daal, Victor H. P.; Ellis, Nick C.

    2004-01-01

    Effects of orthographic transparency were examined by comparing children learning to read in Albanian, Welsh, and English. Twenty Year 1 Albanian children were given a reading test consisting of a 100-word stratified sample of decreasing written frequency. They were able to read accurately 80% of the words; reading latency was a direct effect of…

  16. 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…

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

    ERIC Educational Resources Information Center

    Brand, Manny

    1982-01-01

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

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

    ERIC Educational Resources Information Center

    Mockovak, William P.

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

  19. 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

  20. Teaching office-based couples counseling skills: enhancing residents professional and personal relationship skills.

    PubMed

    Stern, Patricia J; Carlton, Janice C

    2014-01-01

    Effective communication skills are essential for: 1) developing therapeutic physician-patient relationships; 2) negotiating within healthcare teams; and 3) maintaining meaningful personal relationships. This article describes a behavioral science seminar designed to teach residents the fundamentals of couple dynamics and familiarize them with a variety of tools for enhancing communication skills. The seminar consists of a didactic portion, a review of learning materials and instructional DVD, and group discussion. Learning objectives include: a) recognizing the developmental stages of relationships; b) identifying potential communication barriers; and c) use of communication skills tools in three contexts including patient care, healthcare teams, and personal relationships. The seminar is conducted for third-year residents on an annual basis; concepts and materials are reinforced throughout all 3 years of training. PMID:25084857

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

    PubMed Central

    Williams, Gareth J.; Wood, Clare

    2012-01-01

    The role of suprasegmental information in reading processes is a growing area of interest, and sensitivity to lexical stress has been shown to explain unique variance in reading development. However, less is known about its role in skilled reading. This study aimed to investigate the acoustic features of suprasegmental information using a same/different cross-modal matching task. Sixty-four adult participants completed standardized measures of reading accuracy, reading speed, and comprehension and performed an experimental task. The experimental task required the participants to identify whether non-speech acoustic sequences matched the characteristics of written words. The findings indicated differences in responses depending on where the lexical stress was required for the word. Moreover, evidence was found to support the view that amplitude information is part of the word knowledge retrieval process in skilled reading. The findings are discussed relative to models of reading and the role of lexical stress in lexical access. PMID:23704860

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

    PubMed

    Omori, Mikimasa; Yamamoto, Jun-ichi

    2013-04-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    E-print Network

    Activation Patterns In The Brain's Reading Network Kaja Jasiska1, Peter Molfese1, W. Einar Mencl1, Kenneth and language skills and the underlying developing brain's network for reading and language? The BDNF (BrainThe BDNF Val/Met Polymorphism Is Linked With Children's Reading And Language Skills And Neural

  5. 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. PMID:25504986

  6. The Role of Inhibitory Functioning in Children's Reading Skills

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  7. 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…

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

    ERIC Educational Resources Information Center

    Patton, Patricia L.

    1985-01-01

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

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

    ERIC Educational Resources Information Center

    Woolverton, Christopher J.

    1999-01-01

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

  10. "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…

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

    ERIC Educational Resources Information Center

    Clinton, Virginia

    2015-01-01

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

  12. 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;

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

    ERIC Educational Resources Information Center

    Chang, Wan-Chen; Ku, Yu-Min

    2015-01-01

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

  14. 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…

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. Increasing Reading Skills in Rural Areas: An Analysis of Three School Districts

    ERIC Educational Resources Information Center

    Stockard, Jean

    2011-01-01

    Reviews of research on rural education suggest that identifying ways to help rural schools improve teachers' pedagogical skills should be a high priority. This article addresses this issue by examining changes in reading skills through the primary grades of students in three rural, Midwestern districts that occurred after the implementation of a…

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

    ERIC Educational Resources Information Center

    Urlaub, Per

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Crumpley-Fisk, Janine S.

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Jordan, Stacie L.

    2012-01-01

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

  20. 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…

  1. PATHWAYS: An Adult Pre-GED Reading Skills Workbook. Level III.

    ERIC Educational Resources Information Center

    Lovett, Ollie M.

    Utilizing Southwestern Indian myths, legends, poems, history, and information on religious beliefs, architecture, fine arts, music, dance, and social practices, this Pre-GED (General Educational Development) Level III reading skills workbook, part of the PATHWAYS Curriculum, provides a culture-based GED preparatory reading and writing curriculum…

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

    ERIC Educational Resources Information Center

    Gibbs, Simon

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Zwolan, Teresa A.

    2004-01-01

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

  4. 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",…

  5. 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;…

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

    PubMed Central

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

    2006-01-01

    Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in a small-group format to schoolchildren. Results showed that both programs were effective in teaching abduction-prevention skills. In addition, the scores for the group that received in situ training were significantly higher than scores for the group that received BST alone at the 3-month follow-up assessment. PMID:16602383

  7. A preliminary evaluation of two behavioral skills training procedures for teaching abduction-prevention skills to schoolchildren.

    PubMed

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

    2006-01-01

    Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in a small-group format to schoolchildren. Results showed that both programs were effective in teaching abduction-prevention skills. In addition, the scores for the group that received in situ training were significantly higher than scores for the group that received BST alone at the 3-month follow-up assessment. PMID:16602383

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

    ERIC Educational Resources Information Center

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

    2014-01-01

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

  9. 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…

  10. Module Cluster: RTE-002.00 (GSC) Advanced Teaching of Reading Laboratory Manual.

    ERIC Educational Resources Information Center

    Brown, Estelle

    The following modules are contained in this module cluster on the advanced teaching of reading developed for the Camden Teacher Corps project: a) Examining Readiness Materials, Observation of Readiness Programs and Practices, b) Teaching a Reading Readiness Lesson, c) Examining Materials for Beginning Reading Instruction, d) Observation of…

  11. Predictors of reading skills for kindergartners and first grade students in Spanish: a longitudinal study

    Microsoft Academic Search

    Young-Suk Kim; Daniel Pallante

    This study investigated predictors of word reading and reading comprehension skills using longitudinal data from Spanish-speaking\\u000a 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,\\u000a but not vocabulary, were positive predictors of word reading, over time, for kindergartners. Furthermore, kindergartners with\\u000a higher letter-naming fluency and phonemic segmentation

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

    PubMed

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

    2011-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

    Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not…

  15. 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

  16. Reading Skills in Children with Multichannel Cochlear-Implant Experience.

    ERIC Educational Resources Information Center

    Spencer, Linda; Tomblin, J. Bruce; Gantz, Bruce J.

    1997-01-01

    A study compared reading-achievement level of 40 children with deafness who received the Nucleus multichannel cochlear implants between ages 2 and 13 with that of children with deafness without cochlear implants. Nearly one half of children with cochlear implants were reading at or within 8 months of grade level. (Author/CR)

  17. Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis

    ERIC Educational Resources Information Center

    Schatschneider, Christopher; Fletcher, Jack M.; Francis, David J.; Carlson, Coleen D.; Foorman, Barbara R.

    2004-01-01

    There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction…

  18. Sharing Skills. Recipe for a Great Read Across America Day

    ERIC Educational Resources Information Center

    Rothberg, Marilyn

    2005-01-01

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

  19. Improving the Reading Skills of Third Grade Students When Using a Peer-Tutoring Program Involving Sixth Grade Students.

    ERIC Educational Resources Information Center

    Sperb, Linda; Waller, Cindi

    This report describes a program for improving the reading skills of third grade students using sixth grade tutors. The target population consisted of third and sixth grade students located in northeastern Illinois. The problems of low reading skills upon entering third grade were documented through the use of several reading tests and lists.…

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

    ERIC Educational Resources Information Center

    Wolff, Ulrika

    2014-01-01

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

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

    PubMed Central

    Miltenberger, Raymond G

    2008-01-01

    The focus of this paper is on teaching safety skills to children with an emphasis on recent research on behavioral skills training for the prevention of firearm injury. Following a discussion of safety skills and methods for assessing these skills, the paper reviews recent research on behavioral skills training and in situ training for teaching safety skills to prevent firearm injury. Strategies for promoting generalization and increasing the efficiency of training are then discussed, along with a summary of conclusions that can be drawn from the research and guidelines for best practices in teaching safety skills to children. PMID:22477677

  2. Teaching safety skills to children: prevention of firearm injury as an exemplar of best practice in assessment, training, and generalization of safety skills.

    PubMed

    Miltenberger, Raymond G

    2008-01-01

    The focus of this paper is on teaching safety skills to children with an emphasis on recent research on behavioral skills training for the prevention of firearm injury. Following a discussion of safety skills and methods for assessing these skills, the paper reviews recent research on behavioral skills training and in situ training for teaching safety skills to prevent firearm injury. Strategies for promoting generalization and increasing the efficiency of training are then discussed, along with a summary of conclusions that can be drawn from the research and guidelines for best practices in teaching safety skills to children. PMID:22477677

  3. 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…

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

    ERIC Educational Resources Information Center

    Compton, Lily K. L.

    2009-01-01

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

  5. 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…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Langer, Philip

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

  9. 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,…

  10. 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…

  11. A Correlational Analysis of Study Skills and Attitudes, Library Skills, and Reading Skills with the Academic Success of Education Students at the University of Portland.

    ERIC Educational Resources Information Center

    Corlett, Donna Jean

    A doctoral study was conducted on the relationship of study skills, educational specialization, sex, and class membership to the academic standing achieved by 57 education students at the University of Portland during the fall semester of 1968. The Brown-Holtzman Study Habits and Attitudes test, the Nelson-Denny Reading Test, and the Library…

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

    ERIC Educational Resources Information Center

    Swanson, Charles H.

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

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

    ERIC Educational Resources Information Center

    Doughty, Adam H.; Kane, Lindsey M.

    2010-01-01

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

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  15. A PBL Approach for Teaching Complex Information and Communication Technology (ICT) Skills in Higher Education

    ERIC Educational Resources Information Center

    Macklin, Alexis Smith

    2008-01-01

    This study explored the use of a problem-based learning (PBL) approach for teaching information and communication technology (ICT) skills to first-year students. Two questions were posed. The first addressed the ICT skill needs of 20 students enrolled in a first-year composition course. The second focused on the use of PBL to facilitate ICT skill

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

    ERIC Educational Resources Information Center

    Zipp, Genevieve Pinto; Gentile, A. M.

    2010-01-01

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

  17. 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…

  18. 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…

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

    ERIC Educational Resources Information Center

    Harp, Bill

    1988-01-01

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

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

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

    ERIC Educational Resources Information Center

    Ari, Omer

    2009-01-01

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

  2. 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. This paper describes our experience in teaching software engineering to second year students in computer, · systematically test software units and modules, At Lafayette college, a software engineering course that teaches

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

    ERIC Educational Resources Information Center

    Hong, Soo-Young; Diamond, Karen E.

    2012-01-01

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

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

    Microsoft Academic Search

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

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

  5. Effects of the Higher Order Thinking Skills Program on At-Risk Young Adolescents' Self-Concept, Reading Achievement, and Thinking Skills.

    ERIC Educational Resources Information Center

    Eisenman, Gordon; Payne, Beverly D.

    1997-01-01

    Contrasted effects of Higher Order Thinking Skills (HOTS) program to those of Chapter 1 programs on fourth and fifth graders' reading achievement, self-concept, and higher-order thinking skills. Found that HOTS is more effective in raising self-concept and some higher-order thinking skills in fifth grade and after two years of treatment, with…

  6. Effect of intensive training on auditory processing and reading skills

    Microsoft Academic Search

    John A. Agnew; Courtney Dorn; Guinevere F. Eden

    2004-01-01

    This study assessed the ability of seven children to accurately judge relative durations of auditory and visual stimuli before and after participation in a language remediation program. The goal of the intervention program is to improve the children’s ability to detect and identify rapidly changing auditory stimuli, and thereby improve their language-related skills. Children showed improved accuracy on a test

  7. An Examination of the Basic Reading Skills of Incarcerated Males

    ERIC Educational Resources Information Center

    Shippen, Margaret E.; Houchins, David E.; Crites, Steven A.; Derzis, Nicholas C.; Patterson, Dashaunda

    2010-01-01

    One of the most common characteristics prison inmates typically share is unsuccessful educational experiences including dropping out of school, repeating grades, and not gaining basic literacy skills. The most recent National Assessment of Adult Prison Literacy Survey (NAAPLS) by the U.S. Department of Education indicates that large disparities in…

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

    ERIC Educational Resources Information Center

    Sullivan, Emilie Paul

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

  9. Reading Skills--What School Librarians Need to Know

    ERIC Educational Resources Information Center

    Rojtas-Milliner, Mary Cay

    2010-01-01

    Since teachers lack a certified reading specialist to guide their high school literacy efforts, they have never had a well-reasoned, research-based plan for addressing the growing needs of adolescent readers. According to a June 2009 National Center for Education Statistics (NCES) report, most U. S. secondary schools do have personnel who are…

  10. Reading Skills, Creativity, and Insight: Exploring the Connections.

    PubMed

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

    2014-01-01

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

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

    ERIC Educational Resources Information Center

    Oganian, Yulia; Ahissar, Merav

    2012-01-01

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

  12. Parafoveal Lexical Activation Depends on Skilled Reading Proficiency

    ERIC Educational Resources Information Center

    Veldre, Aaron; Andrews, Sally

    2015-01-01

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

  13. 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. Developing Sight-Reading Skills on Mallet Percussion Instruments

    ERIC Educational Resources Information Center

    Fidyk, Steve

    2009-01-01

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

  15. Consultation on a Basic Reading Skill: Hookena, 1975-76.

    ERIC Educational Resources Information Center

    Hao, Ramona H.; Sloat, Kim C.M.

    A small-group procedure for teaching consonant sounds was tested in two studies with rural kindergarten and first-grade students whose teachers had been trained to use the procedure by means of a videotape model and a live demonstration. In the first study, done at the end of the 1974-1975 school year, the kindergarten and first-grade participants…

  16. Achievement in reading and language development among English language learners: A comparative study

    Microsoft Academic Search

    Linda Lee Parker

    2002-01-01

    The purpose of this study was to determine whether a predictable relationship existed between achievement in reading skills and the development of language skills. A study that could demonstrate a high positive correlation between reading skill levels and language skill levels might provide educators with the possibility of an approach to second language instruction that uses reading instruction to teach

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

    ERIC Educational Resources Information Center

    Griffin, Claire P.; Murtagh, Lelia

    2015-01-01

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

  18. Reciprocal Teaching and Transenvironmental Programming: A Program to Facilitate the Reading Comprehension of Students with Reading Difficulties.

    ERIC Educational Resources Information Center

    Bruce, Merle E.; Chan, Lorna K. S.

    1991-01-01

    Seven poor readers (ages 11-12) were trained in reading comprehension strategies using reciprocal teaching procedures in resource rooms and were instructed to employ the strategies in their homeroom classes. The combination of reciprocal teaching and transenvironmental programing was effective in facilitating subjects' unprompted use of relevant…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  20. Teaching safety skills to children to prevent gun play: an evaluation of in situ training.

    PubMed

    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 the gun, get away, and tell an adult). All children acquired and maintained the safety skills at a 3-month follow-up. In addition, of the 7 children assessed in a dyad situation, all exhibited the correct skills in the presence of another child. PMID:16270848

  1. Teaching Safety Skills to Children to Prevent Gun Play: an Evaluation of in Situ Training

    PubMed Central

    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 the gun, get away, and tell an adult). All children acquired and maintained the safety skills at a 3-month follow-up. In addition, of the 7 children assessed in a dyad situation, all exhibited the correct skills in the presence of another child. PMID:16270848

  2. 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

  3. 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

  4. Why What We Teach Depends on when: Grade and Reading Intervention Modality Moderate Effect Size

    ERIC Educational Resources Information Center

    Suggate, Sebastian Paul

    2010-01-01

    Despite impressive advances in the science of reading intervention, how to best help at-risk readers remains a point of contention. Because reading represents the synthesis of background factors and language and reading skills--all of which develop with age and experience--this meta-analysis investigated whether development (as approximated by…

  5. 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…

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

    ERIC Educational Resources Information Center

    Ziegler, Johannes C.; Goswami, Usha

    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…

  7. Effects of instruction on beginning reading skills in children at risk for reading disability

    Microsoft Academic Search

    Idalyn S. Brown; Rebecca H. Felton

    1990-01-01

    Children identified in kindergarten as being at risk for reading disability were taught in grades one and two using one of two methods of reading instruction, a structured phonics code-emphasis approach or an approach emphasizing use of context. At the end of first and second grade, children were tested on measures of achievement in word identification, word attack, passage comprehension

  8. 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

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

    ERIC Educational Resources Information Center

    Miniscalco, Carmela; Sandberg, Annika Dahlgren

    2010-01-01

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

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

    PubMed Central

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

    2011-01-01

    This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n?=?1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

  11. 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…

  12. Helping Primary Students Increase in Reading Skills through Parent Literacy Training.

    ERIC Educational Resources Information Center

    Wagner, Patricia A.

    A project was designed to increase reading skills of a target group of kindergarten through second-grade students in a primary continuous progress (CP) house in central Florida. The original target group included 15 kindergarten students, 34 first graders, and 54 second graders. Strategies included 4 parent language arts inservices, developing…

  13. The Improvement of Reading Comprehension Skills in At Risk Second Graders.

    ERIC Educational Resources Information Center

    Quigley, Mary Ann V.

    The improvement of reading comprehension skills in a target group of at-risk students in the second grade of a North Florida school was achieved through the implementation strategies of parental involvement and collaborative learning. At-home parent-child literacy interactions increased and parents became active role models in a Parent as Readers…

  14. 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…

  15. Lexical and Nonlexical Processes in the Skilled Reading and Spelling of Persian

    ERIC Educational Resources Information Center

    Rahbari, Noriyeh; Senechal, Monique

    2009-01-01

    The objective of the present study was to examine the contribution of lexical and nonlexical processes to skilled reading and spelling in Persian. Persian is a mixed orthography that allows one to study within one language characteristics typically found in shallow orthographies as well as those found in deeper orthographies. 61 senior high-school…

  16. 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…

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

    ERIC Educational Resources Information Center

    Kopiez, Reinhard; Lee, Ji In

    2008-01-01

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

  18. Reading-Related Skills in Earlier- and Later-Schooled Children

    ERIC Educational Resources Information Center

    Cunningham, Anna J.; Carroll, Julia M.

    2011-01-01

    We investigate the effects of age-related factors and formal instruction on the development of reading-related skills in children aged 4 and 7 years. Age effects were determined by comparing two groups of children at the onset of formal schooling; one aged 7 (later-schooled) and one aged 4 (earlier-schooled). Schooling effects were measured by…

  19. 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

  20. 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,…

  1. 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…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  4. Skilled and Unskilled Reading among Taiwanese Fifth Graders: A Cross-Cultural Perspective.

    ERIC Educational Resources Information Center

    Wang, Huei-yu; Guthrie, John T.

    A study conducted three experiments focusing on understanding the information processes children use in learning to read Chinese, evaluating the learning differences between skilled and unskilled readers. To understand the strategies of character identification children use, participants in experiment 1, 10 Taiwanese elementary students (five…

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

    ERIC Educational Resources Information Center

    Prinz, Philip M.; Nelson, Keith E.

    1985-01-01

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

  6. 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…

  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. 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…

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

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; McCarthy, Mary Jean

    2012-01-01

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

  10. 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

  11. The Assessment of Student Groups: Individualized Inservice Packet Number II. Teaching Teen Reading Series.

    ERIC Educational Resources Information Center

    Eberhart, Nancy A.; Lloyd, Margaret V.

    Consisting of nine individualized inservice packets, the Teaching Teen Reading Series describes reading procedures applicable to instruction in all subjects in the elementary, middle, and secondary school. The second packet assists the teacher in analyzing the reading competencies of students in order to differentiate instruction and utilize…

  12. 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…

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

    Gün, Mesut

    2015-01-01

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

  15. 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

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

    ERIC Educational Resources Information Center

    Salyer, David

    2015-01-01

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

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

    Microsoft Academic Search

    Deborah A. Goff; Chris Pratt; Ben Ong

    2005-01-01

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

  18. 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.

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

    ERIC Educational Resources Information Center

    Silva, Macarena; Cain, Kate

    2015-01-01

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

  20. 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

  1. 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.

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

    ERIC Educational Resources Information Center

    Clayman, Deborah P. Goldweber

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

  3. 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…

  4. 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

  5. Really Reading: What Does Accelerated Reader Teach Adults and Children?

    ERIC Educational Resources Information Center

    Schmidt, Renita

    2008-01-01

    This qualitative work analyzes what parents, teachers, and children say about reading when Accelerated Reader and Reading Renaissance are used for reading instruction. Critical discourse analysis offered a glimpse at beliefs about reading and how power relations were embedded in what teachers, parents, and children said about AR and reading.…

  6. Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs

    ERIC Educational Resources Information Center

    Stephens, Derk; Jain, Sachin; Kim, Kioh

    2010-01-01

    This paper examines literature that supports the use of group counseling techniques in the school setting to teach social skills to children and adolescents with special needs. From the review of this literature it was found that group counseling is a very effective way of addressing a variety of social skills problems that can be displayed by…

  7. Using Simultaneous Prompting to Teach Independent Living and Leisure Skills to Adults with Severe Intellectual Disabilities

    ERIC Educational Resources Information Center

    Dollar, Chad A.; Fredrick, Laura D.; Alberto, Paul A.; Luke, Jaye K.

    2012-01-01

    The acquisition of independent living and leisure skills enables adults to experience an enhanced quality of life by increasing competence, self-reliance, and the development of autonomy. This study examined the effectiveness of simultaneous prompting to teach behavior chains (i.e., independent living and leisure skills) to adults with SID…

  8. 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

  9. Re-introducing skills teaching to nurse education: an action research project

    Microsoft Academic Search

    Michael Pfeil

    2001-01-01

    A skills teaching programme for first year nursing students is being developed as an action research project with the participation of lecturers, practitioners of three NHS trusts and first year students. All branches of nursing are equally represented. During the first part of the action research cycle the skills to be taught were decided upon using anonymous questionnaires and branch

  10. A Proposal for Overcoming Problems in Teaching Interviewing Skills to Medical Students

    ERIC Educational Resources Information Center

    Benbassat, Jochanan; Baumal, Reuben

    2009-01-01

    The objective of this paper is to draw attention to four features that distinguish the pedagogy of patient interviewing from the teaching of other clinical skills: (a) students are not naive to the skill to be learned, (b) they encounter role models with a wide variability in interviewing styles, (c) clinical teachers are not usually specialists…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  12. A Parent-Delivered Intervention to Teach Purchasing Skills to Young Adults with Disabilities

    ERIC Educational Resources Information Center

    DiPipi-Hoy, Caroline; Jitendra, Asha

    2004-01-01

    The present study investigated the effects of training parents of young adults with disabilities to use constant time delay to teach their children purchasing skills in the community. The parent intervention involved target skill selection and instructional planning (e.g., identifying prompts and reinforcers), parent training on constant time…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Evaluation and Training Inst., Los Angeles, CA.

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

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

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. Teaching First-Aid Skills to Students with Moderate Handicaps in Small Group Instruction.

    ERIC Educational Resources Information Center

    Gast, David L.; And Others

    1992-01-01

    Task analysis and backward chaining were used to teach four young adults with moderate mental disabilities basic first aid skills for simulated cuts, burns, and insect bites. Following training, students were able to apply skills to a nonhandicapped peer. Maintenance probes at 1 to 18 weeks posttraining indicated mixed results. Social validation…

  17. 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…

  18. Define and Teach Employability Skills to Guarantee Student Success.

    ERIC Educational Resources Information Center

    Poole, Vicki A.; Zahn, Donald K.

    1993-01-01

    Studies and identifies characteristics and attitudes most desired by employers. Provides a rationale for educators to take an aggressive role in adding employability skills instruction to their school's curriculum. Includes four brief sample employability skills activities. (HB)

  19. Using Literature To Teach Social Skills to Adolescents with LD.

    ERIC Educational Resources Information Center

    Anderson, Peggy L.

    2000-01-01

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

  20. Teaching Decision-Making Skills to a Sixth Grade Population.

    ERIC Educational Resources Information Center

    Hammes, Michael; Petersen, Dan

    1986-01-01

    Attempted to determine whether sixth-grade students (N=95) could learn resistance to persuasion skills (RPS) and to identify those skills. Findings suggest that resistance to persuasion skills can be taught and successfully learned in a school health education environment and that a child's self-concept and social status is not associated with…

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

    Microsoft Academic Search

    Rupert Wegerif

    2005-01-01

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

  2. Grammar Works! 15 Reproducible Skills Lessons That Teach Essential Grammar Rules.

    ERIC Educational Resources Information Center

    Halverson, Jim

    Drawing on a program used successfully in the classroom for 20 years, this book presents 15 reproducible skills lessons that teach students in grades 4 through 8 essential grammar rules in an engaging, meaningful way. The book uses games, puzzles, mazes, and model sentences that tell amusing stories while teaching rules. Units in the book cover…

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

    ERIC Educational Resources Information Center

    le Roux, Cheryl; Ferreira, Johanna G.

    2005-01-01

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

  4. 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…

  5. 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.…

  6. 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…

  7. 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…

  8. Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

    ERIC Educational Resources Information Center

    Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan

    2008-01-01

    Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A…

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

    ERIC Educational Resources Information Center

    Pying, How Shwu; Rashid, Abdullah Mat

    2014-01-01

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

  10. Teaching Selected Concepts and Skills in Coin Equivalence and Summation to Handicapped Students.

    ERIC Educational Resources Information Center

    Frank, Alan R.; And Others

    1980-01-01

    The article presents two teaching strategies for use with elementary age educable mentally retarded students. The first introduces the concept of the equivalence of a nickel and five pennies in terms of buying power. The second strategy involves teaching students the skill of adding various combinations of nickels and pennies. (PHR)

  11. 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)

  12. 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…

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

    PubMed Central

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

    2011-01-01

    The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and construct validity of measures of reading component skills (MacArthur, Konold, Glutting, & Alamprese, 2010). In that investigation, confirmatory factor analysis found that a model with those 5 factors fit the data best and fit equally well for native and non-native English speakers. The study included 486 students, 334 born or educated in the United States (native) and 152 not born nor educated in the US (non-native) but who spoke English well enough to participate in English reading classes. The cluster analysis found an 8-cluster solution with good internal cohesion, external isolation, and replicability across subsamples. Of the 8 subgroups, 4 had relatively flat profiles (range of mean scores across factors < 0.5 SD), 2 had higher comprehension than decoding, and 2 had higher decoding than comprehension. Profiles were consistent with expectations regarding demographic factors. Non-native speakers were overrepresented in subgroups with relatively higher decoding and underrepresented in subgroups with relatively higher comprehension. Adults with self-reported learning disabilities were overrepresented in the lowest performing subgroup. Older adults and men were overrepresented in subgroups with lower performance. The study adds to the limited research on the reading skills of ABE learners and, from the perspective of practice, supports the importance of assessing component skills to plan instruction. PMID:22518070

  14. Individual differences in reading skill and language lateralisation: a cluster analysis.

    PubMed

    Chiarello, Christine; Welcome, Suzanne E; Leonard, Christiana M

    2012-01-01

    Individual differences in reading and cerebral lateralisation were investigated in 200 college students who completed reading assessments and divided visual field word recognition tasks, and received a structural MRI scan. Prior studies on this data set indicated that little variance in brain-behaviour correlations could be attributed to the effects of sex and handedness variables (Chiarello, Welcome, Halderman, & Leonard, 2009; Chiarello, Welcome, Halderman, Towler, et al., 2009; Welcome et al., 2009). Here a more bottom-up approach to behavioural classification (cluster analysis) was used to explore individual differences that need not depend on a priori decisions about relevant subgroups. The cluster solution identified four subgroups of college age readers with differing reading skill and visual field lateralisation profiles. These findings generalised to measures that were not included in the cluster analysis. Poorer reading skill was associated with somewhat reduced VF asymmetry, while average readers demonstrated exaggerated RVF/left hemisphere advantages. Skilled readers had either reduced asymmetries, or asymmetries that varied by task. The clusters did not differ by sex or handedness, suggesting that there are identifiable sources of variance among individuals that are not captured by these standard participant variables. All clusters had typical leftward asymmetry of the planum temporale. However, the size of areas in the posterior corpus callosum distinguished the two subgroups with high reading skill. A total of 17 participants, identified as multivariate outliers, had unusual behavioural profiles and differed from the remainder of the sample in not having significant leftward asymmetry of the planum temporale. A less buffered type of neurodevelopment that is more open to the effects of random genetic and environmental influences may characterise such individuals. PMID:22385144

  15. 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…

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

    ERIC Educational Resources Information Center

    Lectura y Vida: Revista Latinoamericana de Lectura, 2001

    2001-01-01

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

  17. Teaching Number Skills and Concepts with Stern Structural Arithmetic Materials

    ERIC Educational Resources Information Center

    Horner, Vikki

    2007-01-01

    This paper discusses the use of Stern teaching materials with children with Down syndrome. The theory underlying the design of the materials is discussed, the teaching approach and methodology are described and evidence supporting effectiveness is outlined. (Contains 2 figures.)

  18. 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

  19. Phonological processes as predictors of specific reading skills in children at risk for reading failure

    Microsoft Academic Search

    Rebecca H. Felton; Idalyn S. Brown

    1990-01-01

    Children at risk for reading disability were evaluated as kindergartners and again as first graders to determine (1) intercorrelations among phonological processing tasks and (2) the relationship of such tasks to word identification and word attack. With IQ controlled, there were no intercorrelations among measures of phonological awareness, phonetic recoding in working memory, and phonological recoding in lexical access. Thus,

  20. Asynchronous teaching of psychomotor skills through VR annotations: evaluation in digital rectal examination.

    PubMed

    Rissanen, Mikko J; Kume, Naoto; Kuroda, Yoshihiro; Kuroda, Tomohiro; Yoshimura, Koji; Yoshihara, Hiroyuki

    2008-01-01

    Many VR technology based training systems use expert's motion data as the training aid, but would not provide any short-cut to teaching medical skills that do not depend on exact motions. Earlier we presented Annotated Simulation Records (ASRs), which can be used to encapsulate experts' insight on psychomotor skills. Annotations made to behavioural parameters in training simulators enable asynchronous teaching instead of just motion training in a proactive way to the learner. We evaluated ASRs for asynchronous teaching of Digital Rectal Examination (DRE) with 3 urologists and 8 medical students. The ASRs were found more effective than motion-based training with verbal feedback. PMID:18391332

  1. 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

  2. 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

  3. An Exploratory Case Study Comparing the Teaching Practices of Reading Endorsed vs. Non-Reading Endorsed Secondary English Language Arts Teachers

    ERIC Educational Resources Information Center

    Greenwell, Sabrina Marie

    2009-01-01

    This comparative case study investigated the teaching practices of secondary English language arts teachers who are reading endorsed versus secondary English language arts teachers who are not reading endorsed. Florida Department of Education mandated that all reading teachers, and strongly encouraged all English language arts teachers be reading

  4. Making Reading Important in Kids' Lives.

    ERIC Educational Resources Information Center

    Marshall, Kristine E.

    1984-01-01

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

  5. The Professional Preparation of College Reading and Study-Skills Specialists. College Reading and Learning Assistance Technical Report 84-05.

    ERIC Educational Resources Information Center

    Stahl, Norman A.; And Others

    Skills needed by college reading specialists are discussed, based on a review of the literature. Training begins at the undergraduate level, with a scholarly academic foundation, rather than with an abundance of methods and materials courses. Knowledge of the theoretical base of both the reading and the learning process is stressed, with…

  6. 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

  7. 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 ...

  8. 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…

  9. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    ERIC Educational Resources Information Center

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  10. Teaching Students to Learn and to Work Well with 21st Century Skills: Unpacking the Career and Life Skills Domain of the New Learning Paradigm

    ERIC Educational Resources Information Center

    Kivunja, Charles

    2015-01-01

    In "Do You Want Your Students to Be Job-Ready With 21st Century Skills?" Kivunja (2014a) draws on the work by the Partnership For Teaching 21st Century Skills (P21) reported by Trilling and Fadel (2009), to articulate that the skills that young people need to succeed as individuals, citizens and workers in the 21st century fall into four…

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

    PubMed

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

    2014-01-01

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

  12. 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

  13. 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…

  14. 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.

  15. Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures.

    PubMed

    Hoeft, Fumiko; Ueno, Takefumi; Reiss, Allan L; Meyler, Ann; Whitfield-Gabrieli, Susan; Glover, Gary H; Keller, Timothy A; Kobayashi, Nobuhisa; Mazaika, Paul; Jo, Booil; Just, Marcel Adam; Gabrieli, John D E

    2007-06-01

    The ability to decode letters into language sounds is essential for reading success, and accurate identification of children at high risk for decoding impairment is critical for reducing the frequency and severity of reading impairment. We examined the utility of behavioral (standardized tests), and functional and structural neuroimaging measures taken with children at the beginning of a school year for predicting their decoding ability at the end of that school year. Specific patterns of brain activation during phonological processing and morphology, as revealed by voxel-based morphometry (VBM) of gray and white matter densities, predicted later decoding ability. Further, a model combining behavioral and neuroimaging measures predicted decoding outcome significantly better than either behavioral or neuroimaging models alone. Results were validated using cross-validation methods. These findings suggest that neuroimaging methods may be useful in enhancing the early identification of children at risk for poor decoding and reading skills. PMID:17592952

  16. Teaching Social and Leisure Skills to Youth with Autism.

    ERIC Educational Resources Information Center

    Henning, Joyce; And Others

    The curriculum is designed to foster social skills in autistic youth 10 to 15 years old who already possess basic social readiness skills. A chapter on effective programming methods considers the learning characteristics of autistic children and describes the importance of success, routine and structure, consistency, motivation, and a planned…

  17. Teaching Comments: Intercultural Communication Skills in the Digital Age

    ERIC Educational Resources Information Center

    Ware, Paige

    2013-01-01

    This paper explores the pedagogical and conceptual issues that accompany the integration of intercultural communication skills into the secondary curriculum by analyzing the interactions of 102 adolescents in Spain and the USA during a 15-week, classroom-based, international online exchange. Focusing on the skills of discovery and interaction…

  18. Skill Development: How Brain Research Can Inform Music Teaching

    ERIC Educational Resources Information Center

    Walter, Donald J.; Walter, Jennifer S.

    2015-01-01

    Practice is a major element in cultivating musical skill. Some psychologists have proposed that deliberate practice, a specific framework for structuring practice activities, creates the kind of practice necessary to increase skill and develop expertise. While psychologists have been observing behavior, neurologists have studied how the brain…

  19. Effects of Play Practice on Teaching Table Tennis Skills

    ERIC Educational Resources Information Center

    Zhang, Peng; Ward, Phillip; Li, Weidong; Sutherland, Sue; Goodway, Jackie

    2012-01-01

    The purpose of this study was to examine the effects of Play Practice (PP) instruction on the performance of table tennis skills. Fifty-six college students in four intact classes were taught by two instructors using PP and Skill-focused Instruction (SI). A nonequivalent control/comparison group experimental design with pre and post measures was…

  20. Teaching Coin Skills to EMR Children: A Curriculum Study.

    ERIC Educational Resources Information Center

    Frank, Alan R.; McFarland, Thomas D.

    1980-01-01

    The purpose of the study was twofold: to determine the kinds of money skills attained by a sample of 100 educable mentally retarded (EMR) children and to construct and field-test a portion of a coin skills curriculum which was judged to be at an appropriate level for elementary age EMR students. (Author/SB)