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Sample records for abe reading instruction

  1. The ABE/AMH Manual. An Instructional Guide for ABE Programs Serving Mentally Handicapped Adults.

    ERIC Educational Resources Information Center

    Lehman, Scott C.; Edgar, S. Keith

    This handbook provides adult basic education teachers with instructional materials for working with adult mentally handicapped students. Section 1 examines planning programs for adult mentally retarded students (getting started, specific considerations, various kinds of program sites) and implementing instruction (staff selection and training).…

  2. The Teaching of Reading in ABE [Adult Basic Education]: Survey Report 1973.

    ERIC Educational Resources Information Center

    Nebraska Univ., Lincoln. Dept. of Adult and Continuing Education.

    The teaching of reading is an important aspect of the total Adult Basic Education (ABE) program. The basic problem was: How is the teaching of reading in Nebraska being carried out? In trying to answer this question the document lays the groundwork by opening with a review of related literature and then discusses in detail the type of data…

  3. ABE/ESL Reading Manual: A Guide for Lincoln County Instructors.

    ERIC Educational Resources Information Center

    Hubbard, Elizabeth; And Others

    Designed as a guide for instructors in Lincoln County, Oregon Adult Basic Education (ABE) and English as a Second Language (ESL) programs, this reading manual attempts to assist in the diagnosis and remediation of student reading problems. Introductory sections provide information on the development and use of the manual, and on the philosophy and…

  4. Philosophy of Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Reading teachers need to provide for individual differences so that each pupil might attain optimally. Methods of teaching reading should be varied and thus reflect diverse philosophies of instruction. These philosophies should be analyzed and used to guide optimal pupil achievement. A philosophy of phoneme/grapheme relationships should be…

  5. Analyzing Classroom Instruction in Reading.

    ERIC Educational Resources Information Center

    Rutherford, William L.

    A method for analyzing instructional techniques employed during reading group instruction is reported, and the characteristics of the effective reading teacher are discussed. Teaching effectiveness is divided into two categories: (1) how the teacher acts and interacts with children on a personal level and (2) how the teacher performs his…

  6. Redesigning Reading Instruction.

    ERIC Educational Resources Information Center

    Ivey, Gay

    2000-01-01

    All students, including struggling readers, need opportunities to make choices in their reading. Schools should shun round-robin oral reading and basal readers, prioritize reading time, allocate resources for varied reading materials keyed to student interests, and develop better reading teachers, not better reading programs. (Contains 20…

  7. Direct Instruction Reading. Third Edition.

    ERIC Educational Resources Information Center

    Carnine, Douglas W.; And Others

    Creating a learning and instructional environment for teaching students in a "humane and efficient" manner, this book is designed to empower teachers by providing them with specific suggestions for problems they will encounter as they provide students with direct, explicit instruction in reading. As in earlier editions, the book devotes…

  8. Criterion Reading Instructional Project (CRIP).

    ERIC Educational Resources Information Center

    Linden Board of Education, NJ.

    This booklet describes the Linden Title I Program between the years 1971-1974, with a focus on the Criterion Reading Instructional Project (CRIP). The program (in Linden, New Jersey) evolved from a supplemental reading and mathematics program to a structured developmental program of language arts designed to meet the needs of primary grade…

  9. Goals of Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    The reading teacher needs to choose students' reading goals carefully. This paper considers some of these possible goals, and states that, in the reading curriculum, the teacher needs to guide pupils to move upward on the cognitive level of objectives. The paper also states that pupils need to achieve well in the affective dimension of objectives,…

  10. The Psychology of Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Each clearly differentiated program of reading instruction is based on a selected psychological school of thought. Rather than emphasizing one traditional plan of teaching, the teacher needs to study and analyze the student's curricular achievement to see what fits into the learner's repertoire of skills and knowledge. The materials and methods of…

  11. Direct Reading Instruction and the NYS ELA

    ERIC Educational Resources Information Center

    Jones-Carey, Margaret H.

    2013-01-01

    This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

  12. Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction

    ERIC Educational Resources Information Center

    Lipp, Jamie R.; Helfrich, Sara R.

    2016-01-01

    Effective teachers are continuously striving to improve their instruction. Reading Recovery teachers have detailed and specific literacy training and expertise that can be of great value to classroom teachers, especially in the area of guided reading instruction. This article explores the ways in which key Reading Recovery strategies can be…

  13. Reading for Mastery: An Instructional Guide.

    ERIC Educational Resources Information Center

    Young, Savannah Miller

    This guide provides a description of a mastery learning reading program based on a language approach to teaching reading. All suggested activities stress the use of skills to obtain meaning from reading as the main goal of instruction. Sections include a discussion of the elements of this mastery learning instructional program that notes the need…

  14. Explicit Instruction in Core Reading Programs

    ERIC Educational Resources Information Center

    Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.

    2014-01-01

    The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

  15. Role of Reading Engagement in Mediating Effects of Reading Comprehension Instruction on Reading Outcomes

    ERIC Educational Resources Information Center

    Wigfield, Allan; Guthrie, John T.; Perencevich, Kathleen C.; Taboada, Ana; Klauda, Susan Lutz; McRae, Angela; Barbosa, Pedro

    2008-01-01

    The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for…

  16. The Use of Computer-Automated Reading in Reading Instruction.

    ERIC Educational Resources Information Center

    Leton, Donald A.; Pertz, Dorothy A.

    1984-01-01

    Evaluated the use of computer-automated reading in reading instruction for primary students. Results indicated that compared to controls, students in the experimental group experienced significant achievement gains. The resource role of the school psychologist is also discussed. (JAC)

  17. Improving Reading Instruction through Research-Based Instructional Strategies

    ERIC Educational Resources Information Center

    Nash, Vickie Lynn

    2010-01-01

    The diverse population of students in grades 1- 3 at a suburban elementary school has created a challenge for teachers when differentiating instruction in reading. The purpose of this doctoral project study was to explore the lived experiences of these teachers as they have acquired research-based instructional strategies in reading that support…

  18. Intensive Instruction in Reading Components: A Comparison of Instructional Focus in Two Early Reading Programs

    ERIC Educational Resources Information Center

    Cantrell, Susan Chambers; Powers, Sherry W.; Roth, Nathan P.

    2013-01-01

    Examined in this study was instruction in two reading intervention programs, Reading Recovery and Reading Mastery, in the context of a statewide early reading initiative's first year of implementation. Through observations of 15 teachers, investigated in this study was the instructional focus of the intervention lessons and the extent to which…

  19. Functional Color Components Used in Reading Instruction.

    ERIC Educational Resources Information Center

    Sassenrath, Julius M.; And Others

    1979-01-01

    A group of 190 third through sixth graders were given either 6, 16, or 26 months of reading instruction with functional color components (FCC) of parts of words. Another 160 children in the same schools did not recieve FCC instruction. FCC brought about improvement in reading scores. Nondisability children showed greater improvement. (Author)

  20. Effective Classroom Management in Reading Instruction.

    ERIC Educational Resources Information Center

    Rupley, William H.; And Others

    In light of the importance of a teacher's managerial ability and the use of small and large group instruction to increase direct instruction time, teachers should apply specific managerial skills in their reading classes to ensure student learning. Successful teachers get to know their students, set instructional goals, and make sure students know…

  1. Reading Fluency Instruction for Students at Risk for Reading Failure

    ERIC Educational Resources Information Center

    Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

    2013-01-01

    The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

  2. Scaffolding Instruction for Reading the Web

    ERIC Educational Resources Information Center

    Murray, Denise E.; McPherson, Pam

    2006-01-01

    Research has found that text reading and Web reading, while sharing some similarities, require a different balance of strategies. Adult language learners, especially those with limited previous experience with the Web, may therefore need explicit, scaffolded instruction in order to read the Web. This article reports on teacher action research and…

  3. Practicing What We Know: Informed Reading Instruction.

    ERIC Educational Resources Information Center

    Weaver, Constance, Ed.

    Offering 33 essays that represent the best in current reading instruction, this book offers detailed insight into key issues and topics in the teaching of reading, including phonics and word skills, reading strategies, miscue analysis, the use of literature, cultural and linguistic diversity, and the needs of special populations. After an…

  4. Children's Motivation for Reading: Domain Specificity and Instructional Influences.

    ERIC Educational Resources Information Center

    Wigfield, Allan; Guthrie, John T.; Tonks, Stephen; Perencevich, Kathleen C.

    2004-01-01

    The authors discuss the nature and domain specificity of reading motivation and present initial results that examined how 2 reading instructional programs, Concept Oriented Reading Instruction (CORI) and multiple Strategy Instruction (SI), influenced 3rd-grade children's intrinsic motivation to read and reading self-efficacy. Each reading program…

  5. Instructional Implications of Inquiry in Reading Comprehension.

    ERIC Educational Resources Information Center

    Snow, David

    A contract deliverable on the NIE Communication Skills Project, this report consists of three separate documents describing the instructional implications of the analytic and empirical work carried out for the "Classroom Instruction in Reading Comprehension" part of the project: (1) Guidelines for Phrasal Segmentation; (2) Parsing Tasks…

  6. Grouping and Organizing for Instruction in Reading.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Flexibility is a key term to emphasize when grouping students for instruction, since a student might be in a different group for one academic area as compared to another academic area. This paper describes grouping for different methods of reading instruction and other disciplines. The paper discusses the following: using basal readers, using…

  7. Project on Teaching Charts and Graphs to ABE Students. Part I: Teacher's Guide [and] Part II: Transparency Assembly Package.

    ERIC Educational Resources Information Center

    Renton Vocational Inst., WA.

    The teacher's guide and collection of transparency masters are designed for use in teaching adult basic education (ABE) students how to read and interpret graphs and charts. Covered in the individual lessons of the instructional unit are the reading and interpretation of charts as well as picture, line, bar, and circle graphs. Each unit contains a…

  8. Minimizing Reading Regression through a Direct Instruction Summer Reading Program

    ERIC Educational Resources Information Center

    Pechous, Donald J.

    2012-01-01

    The purpose of this study was to determine the effectiveness of a Direct Instruction summer reading intervention program designed to minimize summer reading regression. The summer intervention program targeted the lowest quartile of readers in grades kindergarten through third grade from a suburban school district over a three-week period before…

  9. Promising Practices for Urban Reading Instruction.

    ERIC Educational Resources Information Center

    Mason, Pamela A., Ed.; Schumm, Jeanne Shay, Ed.

    This collection of research-based articles is framed around the International Reading Association's 10 "literacy rights" of every child, outlining what children need to become competent readers and writers. Under Right 1--Children have a right to appropriate early reading instruction based on their individual needs--are the following…

  10. Intensive Reading Instruction in Juvenile Correctional Settings

    ERIC Educational Resources Information Center

    Williams, Jacob L.; Wexler, Jade; Roberts, Greg; Carpenter, Clint

    2011-01-01

    Despite 60 years of evidence linking juvenile illiteracy and delinquency, practitioners and policymakers have been painfully slow in the implementation of evidence-based reading interventions for incarcerated juveniles. We will present the Texas Juvenile Justice Tiered Instructional Model, an evidence-based reading program model created…

  11. Reading Instruction for the Primary Gifted Learner.

    ERIC Educational Resources Information Center

    Kingore, Bertie

    2002-01-01

    This article discusses differentiating reading instruction for gifted students in the primary grades. It discusses the need for pre-assessment to guide teachers' use of curriculum compacting, authentically assessing reading comprehension, asking metacognitive questions to challenge students, using rubrics for students' self-assessment, and using…

  12. Reading Instruction in the Accelerated School.

    ERIC Educational Resources Information Center

    Barton, Jim

    Disadvantaged elementary school students can be taught to think critically as part of the process of learning to read. The key to student change is teacher knowledge. The purpose of this paper is to inform the development of powerful teaching strategies for reading instruction as used in Accelerated Schools. The Accelerated School is a…

  13. Impacts of Instructional Time in Reading.

    ERIC Educational Resources Information Center

    Guthrie, John T.; And Others

    Questionnaires were sent to principals and teachers of second and sixth grade children who were part of an Educational Testing Service (ETS) study of compensatory reading programs; the data were combined and analyzed with the original ETS data to determine what effects instructional characteristics had on reading achievement. Within the…

  14. Scaffolding Experiences in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    This paper discusses the importance of scaffolding and other techniques in teaching reading. It details numerous ways to employ scaffolding, such as the following: a teacher may read aloud new passages while students follow along; a teacher may print new words on the chalkboard before students read a passage which uses the words; and teachers may…

  15. Basic Blueprint Reading. Instructional Guide.

    ERIC Educational Resources Information Center

    Lake County Coll., Grayslake, IL.

    This teacher's guide is designed to help teachers conduct a course in fundamental blueprint reading as part of a workplace literacy program. The course offers nine central topics necessary for initial exposure to blueprint reading. Each topic lists several learning objectives, specific terms or vocabulary, and a measurable outcome. The topics in…

  16. Reading & Writing Instruction in the United States: Historical Trends.

    ERIC Educational Resources Information Center

    Robinson, H. Alan, Ed.

    This book examines historical development of reading and writing research and instruction. Chapters discuss the following topics: spelling instruction in the United States; developments in composition research and instruction; reading instruction and research in historical perspective; eye movement and children's reading interests as two trends in…

  17. Individualizing Reading Instruction: A Reader.

    ERIC Educational Resources Information Center

    Harris, Larry A.; Smith, Carl B.

    The articles contained in this volume were selected to support and strengthen the concept of individualized instruction through diagnostic teaching. The book is divided into six major parts, each of which is preceded by a brief overview that emphasizes the main tenets advanced by the authors of the individual articles. The six major divisions of…

  18. New Directions in Reading Instruction.

    ERIC Educational Resources Information Center

    International Reading Association, Newark, DE.

    By providing definitions of key concepts, outlines of major models, and practical suggestions for classroom implementation, this pamphlet gives teachers access to current research on the interactive model of reading. The topics covered include: Vygotsky's learning theory, metacomprehension, prior knowledge, chapter mapping, cooperative learning,…

  19. Vocabulary Instruction through Storybook Reading

    ERIC Educational Resources Information Center

    Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

    2012-01-01

    This article summarizes a research study investigating the effects of asking preschool teachers to use a professional development tool to support their planning, implementation, and reflection of vocabulary-rich storybook reading. Findings suggested that not only could teachers use the tool in their planning and reflection but also that use of the…

  20. Issues and Technology Use in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Technology has been making rapid strides since its inception in the school curriculum. In 1970, four kinds of software were available for use in reading instruction, although they were criticized for deficiencies. Throughout the 1980s, the number of schools having computers and sufficient software increased. Advantages in using computers in…

  1. Instructional Approaches that Significantly Increase Reading Comprehension

    ERIC Educational Resources Information Center

    Block, Cathy Collins; Parris, Sheri R.; Reed, Kelly L.; Whiteley, Cinnamon S.; Cleveland, Maggie D.

    2009-01-01

    The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51% were Caucasian (n = 338), 23% were African American…

  2. Important Historical Events in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    This paper lists and dates important historical happenings related to reading instruction. John Locke (1632-1704) was an early advocate that school should be a pleasant place to learn. He believed in the "tabula rasa" theory whereby a student had a mind like a blank sheet with nothing printed initially. Starting from the conception that…

  3. Reading, Grade 1. TEAMS Instructional Strategies Guide.

    ERIC Educational Resources Information Center

    Texas Education Agency, Austin.

    The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…

  4. Reading Assessment and Instruction for All Learners

    ERIC Educational Resources Information Center

    Schumm, Jeanne Shay, Ed.

    2006-01-01

    Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead…

  5. The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.

    2014-01-01

    For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

  6. Ready Ready Exercises. "Ready-Set-ABE" To Ease Students' Transition into ABE Level Studies.

    ERIC Educational Resources Information Center

    Molek, Carol

    This booklet is intended to assist tutors in helping transitional and low-level adult basic education (ABE) students acquire the reading skills required to make a successful adjustment to regular ABE classes. The exercises provided are intended primarily for use in student-tutor learning teams, with students gradually completing greater portions…

  7. Children's Literature for Reading Strategy Instruction: Innovation or Interference?

    ERIC Educational Resources Information Center

    Cooper, Patricia M.

    2009-01-01

    This article explores how reading strategy instruction that targets children's literature can unwittingly interfere with the development of a reading life. It compares the use of story-based children's literature for reading strategy instruction with the "untaught" story. It asks: What, if any, role does a read aloud that is unfettered by formal…

  8. Program Evaluation of the Direct Instruction Reading Interventions: Reading Mastery and Corrective Reading

    ERIC Educational Resources Information Center

    Jarvis, Nita M.

    2016-01-01

    The purpose of this program evaluation was to evaluate the Direct Instruction programs, Reading Mastery and Corrective Reading, from SRA McGraw-Hill Publishing Company, which were being used as a school-wide reading intervention. These programs were implemented at a small elementary school in the Piedmont area of North Carolina beginning in the…

  9. The Relationship between a Silent Reading Fluency Instructional Protocol on Students' Reading Comprehension and Achievement in an Urban School Setting

    ERIC Educational Resources Information Center

    Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

    2011-01-01

    Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective…

  10. Professional Values from Reading: The Influence of Reading on the Instructional Methodology of Teachers.

    ERIC Educational Resources Information Center

    Shirley, Fehl L.

    The purposes of this study were to discover whether teachers can report the ways in which books, stories, poems, or articles have changed their concepts, attitudes, or behavior in relation to reading instruction, to learn the kinds of reading materials which have influenced their reading instruction, and to ascertain the instructional areas which…

  11. The Impact of Environmental Print Instruction on Early Reading Ability

    ERIC Educational Resources Information Center

    Kuby, Patricia; Aldridge, Jerry

    2004-01-01

    The purpose of this research was to ascertain if there were any significant differences in the ability to read logos and to make the transition to reading logos in manuscript forms of kindergarten children who received direct instruction with environmental print, those who received indirect instruction, and those who received no instruction with…

  12. Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling

    ERIC Educational Resources Information Center

    Costello, David

    2014-01-01

    When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decision-making, and instructional planning were recorded in a journal. This…

  13. The Long-Term Effects of Remedial Reading Instruction.

    ERIC Educational Resources Information Center

    Brightbill, Mary

    The long-term effects (after 3 to 5 years) of remedial reading instruction were examined. Comparison was made on reading achievement scores and on achievement ratios between a group of 16 former remedial reading clinic students, aged 12 to 20, and a matched group which did not receive remedial instruction. In addition, 45 former remedial readers…

  14. Guided Reading: A Research-Based Response to the Challenges of Early Reading Instruction

    ERIC Educational Resources Information Center

    Iaquinta, Anita

    2006-01-01

    The purpose of this article was to illuminate for early childhood teacher practitioners how guided reading, as a research-based approach to reading instruction, could address the challenges of early reading instruction. The early years are the focus for the prevention of reading difficulties and research conducted over the past two decades has…

  15. Associations between Inattention, Hyperactivity and Pre-Reading Skills before and after Formal Reading Instruction Begins

    ERIC Educational Resources Information Center

    Dittman, Cassandra K.

    2016-01-01

    Concurrent associations between teacher ratings of inattention, hyperactivity and pre-reading skills were examined in 64 pre-schoolers who had not commenced formal reading instruction and 136 school entrants who were in the first weeks of reading instruction. Both samples of children completed measures of pre-reading skills, namely phonological…

  16. Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Morrison, Frederick J.; Schatschneider, Christopher; Toste, Jessica R.; Lundblom, Erin; Crowe, Elizabeth C.; Fishman, Barry

    2011-01-01

    Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long-term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are Child Characteristic x Instruction (CXI) interactions. Here we…

  17. Problem Solving with Guided Repeated Oral Reading Instruction

    ERIC Educational Resources Information Center

    Conderman, Greg; Strobel, Debra

    2006-01-01

    Many students with disabilities require specialized instructional interventions and frequent progress monitoring in reading. The guided repeated oral reading technique promotes oral reading fluency while providing a reliable data-based monitoring system. This article emphasizes the importance of problem-solving when using this reading approach.

  18. Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks

    ERIC Educational Resources Information Center

    Liang, Lauren Aimonette; Dole, Janice A.

    2006-01-01

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

  19. Evidence-Based Reading Instruction: Putting the National Reading Panel Report into Practice.

    ERIC Educational Resources Information Center

    International Reading Association, Newark, DE.

    This collection of articles from "The Reading Teacher" provides examples of the instructional practices which improve reading achievement, according to Reading First legislation. Each section offers a summary and discussion of the National Reading Panel Report findings, and presents several articles from "The Reading Teacher"…

  20. Instruction, Student Engagement, and Reading Skill Growth in Reading First Classrooms

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Jakobsons, Lara J.; Crowe, Elizabeth C.; Meadows, Jane Granger

    2009-01-01

    This study explored first-, second-, and third-grade reading instruction and students' (n = 1,586) reading skill growth in Florida Reading First (RF) classrooms (n = 95). The goal of RF is to improve students' literacy outcomes through the use of research-based instruction, assessment, teacher training, and program evaluation. Whereas survey data…

  1. Reading in a Modern Foreign Language: Exploring the Potential Benefits of Reading Strategy Instruction

    ERIC Educational Resources Information Center

    Wright, Margaret; Brown, Pamela

    2006-01-01

    This paper reports the findings of a small-scale study which focused on reading strategy instruction for learners of French or Spanish as a modern foreign language. The objective of the study was to explore the potential of reading strategy instruction in raising the learner readers' awareness of reading strategies, in extending the range of…

  2. Children's Literature and Reading Instruction: Past, Present, and Future.

    ERIC Educational Resources Information Center

    Martinez, Miriam G.; McGee, Lea M.

    2000-01-01

    Examines the historical, political, and research roots which have shifted reading instruction from being basal dominated to more literature driven. Argues the future of children's literature in reading instruction depends on exploiting the potential of online and electronic texts, fine-tuning genres of literature, and constructing theories of why…

  3. American Reading Instruction: Pre-Revolutionary Religious Influences.

    ERIC Educational Resources Information Center

    Reutzel, Douglas Ray

    To provide some understanding of current reading methodology, this paper traces the history of reading instruction from ancient times to pre-Revolutionary America and examines the influences exerted upon that instruction by religion. The major portion of the paper discusses the cultures, religions, and educational systems of ancient Egypt;…

  4. Rethinking Middle School Reading Instruction: A Basic Literacy Activity

    ERIC Educational Resources Information Center

    Blanton, William E.; Wood, Karen D.; Taylor, D. Bruce

    2007-01-01

    Research on subject matter instruction across the 20th century (e.g., Stevens, 1912; Bellack, 1966; Hoetker & Ahlbrand; 1969; Gall, 1970; Langer, 1999; Mehan, 1979; Nystrand, 1997;) reveals a preponderance of teacher-directed lecture, recitation, and round-robin reading of text in place of instruction that focuses on reading-to-learn, thinking,…

  5. Effects of Differentiated Instruction on Student Achievement in Reading

    ERIC Educational Resources Information Center

    Gilbert, Darryl L.

    2011-01-01

    Reading teachers are faced with the challenge of providing instruction to a population of diverse students with various abilities and styles of learning within local and state school districts. In an effort to improve student performance on high-stake examinations in reading, teachers continue to seek the most effective instructional strategies.…

  6. Guest Editors' Introduction: Research on Direct Instruction in Reading.

    ERIC Educational Resources Information Center

    Mac Iver, Martha Abele; Kemper, Elizabeth

    2002-01-01

    Introduces a special issue devoted to recent studies of the direct instruction reading program, providing a history of direct instruction, examining research on the effects and outcomes of direct instruction, and reviewing the studies contained in this special issue. (Contains references.) (SM)

  7. A Multimedia Self-Instructional Systems Approach to Reading.

    ERIC Educational Resources Information Center

    Ast, Harley J.

    The multimedia self-instructional systems approach to reading instruction utilized at Wascana Institute in Canada has helped a growing number of adult learners succeed in their career training courses. The self-paced program involves sequential instruction in perception and conception, focusing on the minimum essential skills assessed by the…

  8. The Sixth Pillar of Reading Instruction: Knowledge Development

    ERIC Educational Resources Information Center

    Cervetti, Gina N.; Hiebert, Elfrieda H.

    2015-01-01

    The National Reading Panel (NRP) identified five pillars, or essential components, of reading instruction that lead to the highest chance of reading success--phonemic awareness, phonics, fluency, vocabulary, and comprehension. A decade after the NRP's report, the majority of US states adopted the Common Core State Standards/English Language Arts…

  9. Do Boys Need Different Remedial Reading Instruction from Girls?

    ERIC Educational Resources Information Center

    Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

    2012-01-01

    Recent inquiries into the underachievement of boys in reading have called into question whether they require different forms of reading instruction from girls. A number of reading programs and initiatives have been developed to address this issue, including programs based on increasing boys' motivation, improving behaviour, embracing the use of…

  10. Colorado Certificate of Accomplishment. Level 1 ABE Resource Guide.

    ERIC Educational Resources Information Center

    Williams, Kenya

    This resource guide contains learning activities designed to complement existing ABE curricula or become the cornerstone of an ABE curriculum integrating reading, writing, and math skills with practical life knowledge. The guide begins with an introduction, acknowledgments, and an overview of Colorado's Certificate of Accomplishment program, which…

  11. Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    McConnell, Bethany M.; Kubina, Rick

    2016-01-01

    Kindergarten students at-risk for reading difficulties were selected for participation in a parent implemented reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"; Engelmann, Haddox, & Bruner, 1983). Parents were expected to…

  12. A Different Kind of Reading Instruction: Using Visualizing to Bridge Reading Comprehension and Critical Literacy

    ERIC Educational Resources Information Center

    Park, Jie Y.

    2012-01-01

    Many literacy teachers are creating contexts for students to learn and use a range of reading comprehension strategies. As useful as reading strategy instruction is, relatively little has been documented on the ways in which reading strategies can become tools for critical literacy. In this paper, the author illustrates how a reading strategy can…

  13. Innovative Materials for High Risk ABE Students.

    ERIC Educational Resources Information Center

    Connett, Dian; Rathburn, Rene

    This resource book contains innovative group activities, units of instruction, writing packets, and math activities that were developed to serve high-risk adult basic education (ABE) students. Included in the first section are units of study dealing with the following topics: Oregon history, personal health issues, controversial issues in science,…

  14. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    ERIC Educational Resources Information Center

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

  15. Effective Classroom Instruction: Implications of Child Characteristics by Reading Instruction Interactions on First Graders' Word Reading Achievement.

    PubMed

    Connor, Carol McDonald; Morrison, Frederick J; Schatschneider, Christopher; Toste, Jessica; Lundblom, Erin; Crowe, Elizabeth C; Fishman, Barry

    2011-07-01

    Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes.

  16. Action Research and Differentiating Reading Instruction in Mississippi: Fourth-Grade Students' Reading Success

    ERIC Educational Resources Information Center

    Mims, Wyn, M.; Lockley, Jeannie

    2017-01-01

    A fourth-grade teacher utilized action research in order to make data-driven decisions about reading interventions with her students. The teacher decided on a broad intervention, which was differentiating reading instruction, implemented differentiated instruction, collected data and continuously adjusted interventions based on monitoring data.…

  17. Basic Processes and Instructional Practices in Teaching Reading. Reading Education Report No. 7.

    ERIC Educational Resources Information Center

    Pearson, P. David; Kamil, Michael L.

    Informal reading models, although more like metaphors than truly scientific models, may be just as useful in making instructional decisions as formal models are in physical science. Models are a vital part of the instructional process even when teachers are not consciously aware of their presence. Three classes of reading models are bottom-up…

  18. An Experimental Analysis of the Effects of Reading Interventions in a Small Group Reading Instruction Context

    ERIC Educational Resources Information Center

    Bonfiglio, Christine M.; Daly, Edward J., III; Persampieri, Michael; Andersen, Melissa

    2006-01-01

    The current study examined the effects of several combinations of instructional and motivational interventions on oral reading fluency in the context of small group reading instruction. A treatment package consisting of acquisition, fluency, and motivational components was examined and then dismantled. Results were evaluated individually for each…

  19. Linking Music Learning to Reading Instruction.

    ERIC Educational Resources Information Center

    Hansen, Dee; Bernstorf, Elaine

    2002-01-01

    Focuses on the connections between music reading and text reading to explore the influences of music education on children's reading skills. Addresses topics, such as phonological and phonemic awareness, sight identification, orthographic awareness, and fluency. Discusses research that addresses the influence of music on reading. (CMK)

  20. Psychology of Reading: Foundations of Instruction.

    ERIC Educational Resources Information Center

    Robeck, Mildred Coen; Wilson, John A. R.

    This book focuses on how individuals learn to read, how motivations for reading or avoiding reading are built, how the cognitive characteristics of the learner can be used to select the most promising beginning approach, and how self-directed reading extends the cognitive and the affective world of the reader. The book covers the interaction of…

  1. Reading Instructional Intervention Supplement, K-3.

    ERIC Educational Resources Information Center

    Mississippi State Dept. of Education, Jackson.

    This supplement is designed as a resource for helping students read and respond to literature and other forms of print. It notes that kindergarten through third graders are expected to: develop an ability to read with increasing fluency and understanding by using writing and a variety of other reading strategies; and read, interpret, and respond…

  2. Elementary School Math Instruction: Can Reading Specialists Assist?

    ERIC Educational Resources Information Center

    Heinrichs, Audrey S.

    1987-01-01

    Discusses the contradictions found in recommendations for direction instruction or informal math language development, and some suggestions for practical resolution of disagreements, to enable school reading specialists to provide both background and practical help to classroom instructors teaching math. (HTH)

  3. Rethinking Strategy Instruction: Direct Reading Strategy Instruction versus Computer-Based Guided Practice

    ERIC Educational Resources Information Center

    Lenhard, Wolfgang; Baier, Herbert; Endlich, Darius; Schneider, Wolfgang; Hoffmann, Joachim

    2013-01-01

    There are many established reading strategy training programmes, which explicitly teach strategic and meta-cognitive knowledge to improve reading comprehension. Although instruction in strategy knowledge leads to improvements in meta-cognitive skills, the effects do not always transfer to reading comprehension. Therefore, to investigate…

  4. Effectiveness of Guided Co-Construction versus Direct Instruction for Beginning Reading Instruction

    ERIC Educational Resources Information Center

    Snel, M. J.; Terwel, J.; Aarnoutse, C. A. J.; van Leeuwe, J. F. J.

    2012-01-01

    In a field experiment with 178 first-grade pupils, the effects of an experimental beginning reading programme were investigated. Both an experimental and a control group worked with the most frequently used Dutch beginning reading programme, "Learning to Read Safely." The instructional approach implemented in the experimental group was…

  5. EFL Reading Instruction: Communicative Task-Based Approach

    ERIC Educational Resources Information Center

    Sidek, Harison Mohd

    2012-01-01

    The purpose of this study was to examine the overarching framework of EFL (English as a Foreign Language) reading instructional approach reflected in an EFL secondary school curriculum in Malaysia. Based on such analysis, a comparison was made if Communicative Task-Based Language is the overarching instructional approach for the Malaysian EFL…

  6. Effective Reading and Writing Instruction: A Focus on Modeling

    ERIC Educational Resources Information Center

    Regan, Kelley; Berkeley, Sheri

    2012-01-01

    When providing effective reading and writing instruction, teachers need to provide explicit modeling. Modeling is particularly important when teaching students to use cognitive learning strategies. Examples of how teachers can provide specific, explicit, and flexible instructional modeling is presented in the context of two evidence-based…

  7. Assessment-Based Instructional Coaching Provided to Reading Intervention Teachers

    ERIC Educational Resources Information Center

    Denton, Carolyn A.; Swanson, Elizabeth A.; Mathes, Patricia G.

    2007-01-01

    The use of student assessment data is a key component of a model of instructional coaching, Student-Focused Coaching (Hasbrouck & Denton, 2005), designed to support student achievement by engaging reading teachers in a collaborative problem-solving process to modify instructional strategies with the goal of enhanced student outcomes. In this…

  8. Reading Fluency Instruction with Students Who Have Physical Disabilities

    ERIC Educational Resources Information Center

    Heller, Kathryn Wolff; Rupert, Jenny Hayes; Coleman-Martin, Mari Beth; Mezei, Peter J.; Calhoon, Mary Beth

    2007-01-01

    Although fluency instruction is an essential part of teaching reading, there is limited information on providing this type of instruction with students who have physical disabilities. This article examines three case studies across two students, one with cerebral palsy and the other with both arthrogryposis and spina bifida. In the first study,…

  9. Using the CIPP Model to Evaluate Reading Instruction.

    ERIC Educational Resources Information Center

    Nicholson, Tom

    1989-01-01

    Presents an approach to evaluation of reading instruction called CIPP (context, input, process, product), including: methods for discovering the needs of each student, getting input from students and colleagues concerning possible action, implementing evaluation in the process of instruction, and then carrying out an evaluation of the final…

  10. CLASSROOM ORGANIZATION FOR READING INSTRUCTION--AN ANNOTATED BIBLIOGRAPHY.

    ERIC Educational Resources Information Center

    SPACHE, GEORGE D.

    THIS ANNOTATED BIBLIOGRAPHY ON CLASSROOM ORGANIZATION FOR READING INSTRUCTION IS COMPOSED OF 112 CITATIONS RANGING IN DATE FROM 1948 TO 1964. ITS DIVISIONS INCLUDE GENERAL SOURCES, GROUP DYNAMICS, HOMOGENEOUS VERSUS HETEROGENEOUS, CROSS-CLASS GROUPING, NONGRADED SCHOOLS AND THE UPGRADED PRIMARY, PROGRAMED INSTRUCTION, TEAM TEACHING AND EDUCATIONAL…

  11. English Reading Instruction in China: Chinese Teachers' Perspectives and Comments

    ERIC Educational Resources Information Center

    Hu, Ran; Baumann, James F.

    2014-01-01

    The purpose of this study was to describe teachers' perspectives and comments about their reading curriculum and instruction at different school levels. A brief historical examination of the English instruction and the contemporary education policies in China was provided. Twelve Chinese teachers of English at different schools levels participated…

  12. Instructional Technology and Reading: Progress, Problems, and Promise.

    ERIC Educational Resources Information Center

    Smith, Nila Banton

    As the invention of the wheel played a large role in the technological advancement of transportation, so many new teaching devices have played an important role in the technological advancement of reading instruction. Though the spread of technology was initially slow, it now offers many instructional aids (e.g., tapes, records, television,…

  13. Reading Research Anthology: The Why? of Reading Instruction.

    ERIC Educational Resources Information Center

    Consortium on Reading Excellence, Inc., Emeryville, CA.

    This collection of articles provides background information about reading and includes the research base that has defined best practices in teaching reading. Section 1 of the collection, "The Big Picture," contains the following articles: "Reading the Right Way" (Bill Honig); "Statement of Dr. G. Reid Lyon, April 28,…

  14. Reading Electronic and Printed Books with and without Adult Instruction: Effects on Emergent Reading

    ERIC Educational Resources Information Center

    Segal-Drori, Ora; Korat, Ofra; Shamir, Adina; Klein, Pnina S.

    2010-01-01

    The effects of electronic book (e-book) and printed book reading on children's emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5- to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each): (1) independently reading the e-book (EB); (2)…

  15. An Interactive, Instructor-Supported Reading Approach vs. Traditional Reading Instruction in Spanish

    ERIC Educational Resources Information Center

    Gladwin, Ransom F., IV; Stepp-Greany, Jonita

    2008-01-01

    This study analyzes the effects of the Interactive Reading with Instructor Support (IRIS) model on reading comprehension, as compared to a traditional (direct-teaching/lecture format) instructional model. The IRIS model combines reading strategies and social mediation together in the Spanish as a second language environment. In the IRIS model,…

  16. Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

    NASA Astrophysics Data System (ADS)

    Morales, Christina M.

    The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence

  17. Successful Reading Instruction. A Volume in Research in Educational Productivity.

    ERIC Educational Resources Information Center

    Kamil, Michael L., Ed.; Manning, JoAnn B., Ed.; Walberg, Herbert J., Ed.

    This book and the conference that gave rise to its chapters were conceived as a means of investigating how to translate important sets of research findings in reading and reading instruction into practice. Topics for inclusion were selected for their high priority in terms of practice or policy; for their potential for making a substantial…

  18. Systematic Phonics Instruction: Findings of the National Reading Panel.

    ERIC Educational Resources Information Center

    Ehri, Linnea C.

    Instruction for beginning readers is thought to be needed on several fronts, including phonemic awareness, phonics, fluency, reading comprehension, and vocabulary. The National Reading Panel reviewed the findings of many experiments to determine whether there was sufficient scientific evidence to indicate the effectiveness of these forms of…

  19. Facilitative Reading Instruction: Preservice Teachers' Voices and Perceptions

    ERIC Educational Resources Information Center

    Cheek, Earl H., Jr.; Steward, Frances A.; Launey, Byron L.; Borgia, Laurel G.

    2004-01-01

    The purpose of the study was to explore measurement of preservice teachers' reading beliefs, perceptions, and teaching styles, implementing The Teachers' Reading Aptitude "Voice" Scale (TRAVS). An educational problem exists of effectively linking beliefs, qualities, and actions that affect instructional decision-making, collaboration,…

  20. Elementary School Children Reading Scientific Texts: Effects of Metacognitive Instruction

    ERIC Educational Resources Information Center

    Michalsky, Tova; Mevarech, Zemira R.; Haibi, Liora

    2009-01-01

    The authors investigated effects of metacognitive instruction at different phases of reading scientific texts on elementary school students' scientific literacy and metacognitive awareness. In all, 108 Israeli 4th-grade students in 4 science classrooms read the same scientific texts and completed the same scientific tasks. From them, 3 treatment…

  1. Rx Prescription for Teacher Preparation in Reading Instruction.

    ERIC Educational Resources Information Center

    Office of Education (DHEW), Washington, DC. Right to Read Program.

    The papers and other materials in this volume are an outgrowth of a conference held in Philadelphia in April 1975. Directors of Reading from six major Eastern urban centers presented information on exemplary reading practices and programs within their cities. The first paper discusses the Comprehensive Instruction Program and the Atlanta…

  2. What Research Has To Say about Reading Instruction. Second Edition.

    ERIC Educational Resources Information Center

    Samuels, S. Jay, Ed.; Farstrup, Alan E., Ed.

    Maintaining the balance between theory and application of the 1978 edition, this book's second edition keeps up with changes in the reading curriculum by adding chapters on text structure, metacognition, and home background not found in the first edition. Chapter titles are: (1) "The Role of Research in Reading Instruction" (Wayne Otto); (2) "Home…

  3. The Great Debate in Reading Instruction

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2012-01-01

    The reading curriculum receives more attention than any other academic discipline. It is true that individuals engage in much reading in school subjects such as word problems in mathematics as well as reading numerals and symbols, science content in doing experiments and demonstrations, social studies with its emphasis upon diverse social science…

  4. News Book in Reading Instruction: Series I.

    ERIC Educational Resources Information Center

    Brown, Sandra M., Ed.

    The "Right to Read" goal set by James E. Allen, Jr., former United States Commissioner of Education, is evaluated through a series of interviews with 25 leading authorities in reading. Allen's address is included in its entirety. The comments of the reading authorities, who often disagree among themselves, reflect the impact that the…

  5. Teachers' Concepts of Reading, Reading Concepts Communicated during Instruction, and Students' Concepts of Reading. Research Series No. 190.

    ERIC Educational Resources Information Center

    Book, Cassandra; And Others

    As part of the Teacher Explanation Project (TEP), a study examined the relationships among third-grade teachers' concepts of reading, the concepts of reading they communicated during instruction to low-level readers, and the students' concepts of reading. Subjects, 20 third-grade teachers, participated in the yearlong TEP study conducted in an…

  6. Factoring AAVE into Reading Assessment and Instruction

    ERIC Educational Resources Information Center

    Wheeler, Rebecca; Cartwright, Kelly B.; Swords, Rachel

    2012-01-01

    In our increasingly diverse schools, students bring diverse ways of speaking to the classroom. In turn, as features from students' home language varieties transfer into their readings of texts, teachers' assessment and intervention plans may be directly affected. If teachers conflate dialect influence with reading error in Standard English, they…

  7. Special Focus: Effective Instruction in Reading. Strategies for Vocabulary Instruction.

    ERIC Educational Resources Information Center

    Peters, Ellen, Ed.; Dixon, Robert

    1987-01-01

    Research based suggestions are presented for effective vocabulary instruction strategies, including: learning new labels; learning concepts; and learning to learn meanings. Regardless of the method chosen, it is crucial that students: demonstrate generalization abilities; be given time to learn new material; periodically review what they learn;…

  8. Oral Reading Instruction: Retiring the Bird in the Round (Research into Practice).

    ERIC Educational Resources Information Center

    Beach, Sara Ann

    1993-01-01

    Reviews research from 1981 to 1992 on oral reading instruction. Concludes that oral reading instruction is a legitimate part of a developmental reading program. Suggests that oral reading can offer benefits of increased fluency, comprehension, and vocabulary if instruction is purposeful, based on making meaning out of print, and engages all…

  9. Reading Suggestions on 1945 for Classroom Instruction

    ERIC Educational Resources Information Center

    Critchfield, James W.

    1970-01-01

    Readings are organized for teachers by these topics: World War II; The Atomic Bomb; The Cold War; American Political Personalities; and, General Events in the United States. A 7-item list is presented for high school students. (DB)

  10. Comprehensive Reading Instruction across the Grade Levels: A Collection of Papers from the Reading Research 2001 Conference.

    ERIC Educational Resources Information Center

    Roller, Cathy M., Ed.

    This collection of 9 papers from the International Reading Association's Reading Research 2001 Conference (RR2001) addresses comprehensive reading instruction across the grade levels. The introduction, "How Will We Develop the Concept of Comprehensive Reading Instruction Across Grade Levels?," notes that five quandaries arose in the discussion of…

  11. Predictors of Reading Achievement: Time on Reading Instruction and Approaches to Learning

    ERIC Educational Resources Information Center

    Puccioni, Jaime

    2015-01-01

    Policies increasing the amount of time allocated to reading instruction are popular initiatives to meet the demands of accountability testing. Research suggests that time on instruction and children's approaches to learning (ATL), which generally includes measures of attention, persistence, motivation, and flexibility, are positively associated…

  12. 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…

  13. Professional Development in Scientifically Based Reading Instruction: Teacher Knowledge and Reading Outcomes

    ERIC Educational Resources Information Center

    Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice

    2009-01-01

    This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and…

  14. Within-Year Changes in Chinese Secondary School Students' Perceived Reading Instruction and Intrinsic Reading Motivation

    ERIC Educational Resources Information Center

    Lau, Kit-ling

    2016-01-01

    This study aimed to expand on existing research about motivational change by investigating within-year changes of adolescents' intrinsic reading motivation and perceived reading instruction among students from different grades and achievement levels. Six hundred and ninety five students from 10 secondary schools in Hong Kong voluntarily completed…

  15. Reading Comprehension Instruction in Five Basal Reader Series. Reading Education Report No. 26.

    ERIC Educational Resources Information Center

    Durkin, Dolores

    A study examined the teachers' manuals for five basal reader programs, kindergarten through grade six, to discover their recommendations for comprehension instruction. The series analyzed were "Pathfinder," published by Allyn and Bacon; "Reading 720," by Ginn and Company; "Bookmark Reading Program," by Harcourt, Brace, Jovanovich; "Houghton…

  16. The Validity of the Instructional Reading Level.

    ERIC Educational Resources Information Center

    Powell, William R.

    Presented is a critical inquiry about the product of the informal reading inventory (IRI) and about some of the elements used in the process of determining that product. Recent developments on this topic are briefly reviewed. Questions are raised concerning what is a suitable criterion level for word recognition. The original criterion of 95…

  17. Imagery: A Neglected Correlate of Reading Instruction.

    ERIC Educational Resources Information Center

    Fillmer, H. T.; Parkay, Forrest W.

    Imagery has a significant role in cognitive development. Reading research has established the fact that good readers image spontaneously and that there is a high interrelationship between overall preference for a story, the amount of text-related imagery in the story, comprehension, and recall. Imagery researchers agree that everyone is capable of…

  18. Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate

    PubMed Central

    Breznitz, Zvia; Berninger, Virginia

    2013-01-01

    Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment (n=7) or wait-listed (n=7) control groups. Following nine sessions combining computerized rapid accelerated-reading program (RAP), which individually tailors rate of written text presentation to comprehension criterion (80%), and self-regulated strategies for attending and engaging, the treated group significantly outperformed the wait-listed group before treatment on (a) a grade-normed, silent sentence reading rate task requiring lexical- and syntactic level processing to decide which of three sentences makes sense; and (b) RAP presentation rates yoked to comprehension accuracy level. Each group improved significantly on these same outcomes from before to after instruction. Attention ratings and working memory for written words predicted post-treatment accuracy, which correlated significantly with the silent sentence reading rate score. Implications are discussed for (a) preventing silent reading disabilities during the transition to increasing emphasis on silent reading, (b) evidence-based approaches for making accommodation of extra time on timed tests requiring silent reading, and (c) combining computerized instruction with strategies for self-regulation during silent reading. PMID:24914248

  19. Flexibles Grouping, Explicit Reading Instruction in Elementary School

    ERIC Educational Resources Information Center

    Dubé, France; Dorval, Catherine; Bessette, Lyne

    2013-01-01

    The objective of this collaborative research is to evaluate the impact of a pedagogical intervention that combines flexible grouping and explicit instruction of reading comprehension strategies. The development of competencies is spread over a two years interval. However, despite this quite long implementation period, several Quebec students still…

  20. Looking for Evidence-Based Practice in Reading Comprehension Instruction

    ERIC Educational Resources Information Center

    Ehren, Barbara J.

    2005-01-01

    The inaugural issue of "Topics in Language Disorders" included articles by Roth and Perfetti and Pearson and Spiro that reflected the thinking of the time on reading comprehension instruction. In this article, the author reviews the general direction of those contributions in light of current thinking and offers a model for organizing the…

  1. When Readers Ask Questions: Inquiry-Based Reading Instruction

    ERIC Educational Resources Information Center

    Ness, Molly

    2016-01-01

    When literacy instruction is driven by student-generated questions, students are able to dive deeper into text. This article explores the cognitive and motivational benefits of question generation to foster reading comprehension. The author presents classroom vignettes where students become inquisitive readers by posing their own questions. As…

  2. Producing Slide and Tape Presentations: Readings from "Audiovisual Instruction"--4.

    ERIC Educational Resources Information Center

    Hitchens, Howard, Ed.

    Designed to serve as a reference and source of ideas on the use of slides in combination with audiocassettes for presentation design, this book of readings from Audiovisual Instruction magazine includes three papers providing basic tips on putting together a presentation, five articles describing techniques for improving the visual images, five…

  3. Early Career Teachers' Self-Efficacy for Balanced Reading Instruction

    ERIC Educational Resources Information Center

    Hastings, Petra

    2012-01-01

    According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an…

  4. Teacher Conceptions of Reading and the Impact on Instructional Behavior.

    ERIC Educational Resources Information Center

    Bawden, Robert; Duffy, Gerald G.

    Focusing on the way teachers conceptualize reading and on whether these conceptions influence instructional practice, a study was undertaken utilizing a propositional inventory and a naturalistic field study. The propositional inventory was used in two teacher surveys: the first included 602 teachers and sought to determine their conceptions of…

  5. Innovative Approaches to Reading & Writing Instruction. Anthology #46

    ERIC Educational Resources Information Center

    Poedjosoedarmo, Gloria, Ed.

    2005-01-01

    The 18 papers in this anthology have been grouped into four sections, arranged partially by topic. These papers have been selected to represent the ideas and views put forward at the 2004 RELC International Seminar on "Innovative Approaches to Reading & Writing Instruction" held April 19-21, 2004. Of the 18 papers contained in…

  6. Connecting Practice and Research: Integrated Reading and Writing Instruction Assessment

    ERIC Educational Resources Information Center

    Caverly, David C.; Taylor, Judi Salsburg; Dimino, Renee K.; Lampi, Jodi P.

    2016-01-01

    The first "Connecting Practice and Research" column (Lampi, Dimino, & Salsburg Taylor, 2015), introduced a Research-to-Practice partnership (Coburn & Penuel, 2016) between two faculty from a community college and a university professor who were aiming to develop effective integrated reading and writing (IRW) instruction through a…

  7. Kids Come in All Languages: Reading Instruction for ESL Students.

    ERIC Educational Resources Information Center

    Spangenberg-Urbschat, Karen, Ed.; Pritchard, Robert, Ed.

    Intended to help students from language-minority backgrounds develop literacy in English, this book identifies and answers the major questions surrounding reading instruction for English as a second language (ESL) students. Specifically, the book reviews and synthesizes what is known about background issues related to the education of ESL…

  8. Monitoring Reading Comprehension by Thinking Aloud. Instructional Resource No. 1.

    ERIC Educational Resources Information Center

    Baumann, James F.; And Others

    A think-aloud instructional program was developed to help students acquire the ability to monitor their reading comprehension and to employ various strategies to deal with comprehension breakdowns. Several research studies indicate that comprehension monitoring abilities discriminate successful readers from less successful ones and that…

  9. Instruction of Reading Comprehension Strategies in Literature Textbooks

    ERIC Educational Resources Information Center

    Falknor, Joletta Crooks

    2010-01-01

    The textbook holds the potential to serve as an instructional resource, to provide directives on how to effectively teach reading comprehension strategies. In this capacity, the textbook becomes a tool in the teacher's toolkit. With this tool in hand, teachers may be better prepared to face their mission--to improve adolescents' literacy. This…

  10. The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students At-Risk for Reading Difficulties.

    PubMed

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C

    2014-08-01

    For many students at risk for reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a learning disability. The purpose of this study was to examine the amount of time kindergarten students at risk for reading difficulties actively engaged in reading print during Tier I reading instruction, and the extent to which time in reading print was related to end-of-year reading achievement. Findings revealed the amount of time students were engaged in reading print predicted end-of-year reading achievement, although time engaged in reading print during Tier I was limited overall. Student and teacher level factors and their relationship to the amount of time students engage in reading print is also examined.

  11. Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory.

    PubMed

    Burns, Matthew K; Pulles, Sandra M; Maki, Kathrin E; Kanive, Rebecca; Hodgson, Jennifer; Helman, Lori A; McComas, Jennifer J; Preast, June L

    2015-12-01

    Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1 min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading.

  12. Phonemic Awareness Instruction Helps Children Learn To Read: Evidence from the National Reading Panel's Meta-Analysis.

    ERIC Educational Resources Information Center

    Ehri, Linnea C.; Nunes, Simone R.; Willows, Dale M.; Schuster, Barbara Valeska; Yaghoub-Zadeh, Zohreh; Shanahan, Timothy

    2001-01-01

    Examines the scientific evidence supporting claims about phonemic awareness (PA) instruction. Presents a quantitative meta-analysis evaluating the effects of PA instruction on learning to read and spell. Concludes that PA instruction was found to make a statistically significant contribution to reading acquisition. (SG)

  13. The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

    PubMed Central

    Rasinski, Timothy; Samuels, S. Jay; Hiebert, Elfrieda; Petscher, Yaacov; Feller, Karen

    2015-01-01

    Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we examine the effects of a computer-based silent reading fluency instructional system called Reading Plus (Taylor Associates, Winooski, Vermont, USA) on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting. Findings indicate that the program resulted in positive, substantial, and significant improvements in reading comprehension and overall reading achievement on a criterion referenced reading test for Grades 5, 6, 7, 8, and 9 and on a norm-referenced test of reading achievement for Grades 4, 5, 6, 7, 8 and 10. Moreover, mean gains made by students in the Reading Plus intervention were greater than mean gains for all students at the state and district level. The findings were generally positive for all subpopulations studied, including special education and regular education students. Qualitative reports from teachers who participated in the study were also supportive of the program. Implications for the study are explored for particular subgroups of students and for the role of fluency instruction with struggling adolescent readers. PMID:26347186

  14. Reading and reading instruction for children from low-income and non-English-speaking households.

    PubMed

    Lesaux, Nonie K

    2012-01-01

    Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is known about reading development and instruction, homing in on research conducted with children from low-income and non-English-speaking homes. Using key insights from this research base, she offers two explanations. The first is that reading is a dynamic and multifaceted process that requires continued development if students are to keep pace with the increasing demands of school texts and tasks. The second lies in the role of reading assessment and instruction in U.S. schools. Lesaux draws a distinction between the "skills-based competencies" that readers need to sound out and recognize words and the "knowledge-based competencies" that include the conceptual and vocabulary knowledge necessary to comprehend a text's meaning. Although U.S. schools have made considerable progress in teaching skills-based reading competencies that are the focus of the early grades, most have made much less progress in teaching the knowledge-based competencies students need to support reading comprehension in middle and high school. These knowledge-based competencies are key sources of lasting individual differences in reading outcomes, particularly among children growing up in low-income and non-English-speaking households. Augmenting literacy rates, Lesaux explains, will require considerable shifts in the way reading is assessed and taught in elementary and secondary schools. First, schools must conduct comprehensive reading assessments that discern learners' (potential) sources of reading difficulties--in both skills-based and knowledge-based competencies. Second, educators must implement instructional approaches that offer promise for

  15. Early reading instruction for children with reading difficulties: meeting the needs of diverse learners.

    PubMed

    Jitendra, Asha K; Edwards, Lana L; Starosta, Kristin; Sacks, Gabriell; Jacobson, Lisa A; Choutka, Claire M

    2004-01-01

    Several multiple-probe-across-participants design studies were employed to evaluate the effectiveness of a supplemental tutoring intervention using Read Well (Sprick, Howard, & Fidanque, 1998-2000). In Year 1, we conducted two studies with 7 first-, second-, and third-grade children (1 girl and 6 boys), who were classified as having learning disabilities, having attention-deficit disorder, or being English language learners and were identified by their teachers as poor readers. The results of the two studies indicated that 3 of the 5 children who received Read Well instruction showed improvement in passage fluency. Student performance on other measures of reading and comprehension was varied. Differences in student characteristics and in the amount of Read Well instruction received (2 to 7 weeks) seemed to account for the differences in performance. In Year 2, we implemented the same tutoring intervention for a longer duration (up to 16 weeks) and included 5 children in second and third grades (2 girls and 3 boys) with reading difficulties. Two of these children had previously participated in the Year 1 studies. The results indicated growth in reading, spelling, and comprehension for most children. Overall, the findings from Year 1 and 2 studies indicate the benefits of increased instructional intensity and duration for children who struggle with emerging reading skills.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  17. Online versus Paper-Based Instruction: Comparing Two Strategy Training Modules for Improving Reading Comprehension

    ERIC Educational Resources Information Center

    Huang, Hsin-chou

    2014-01-01

    This study investigates the effectiveness of online versus paper-based reading strategy instruction on EFL learners' reading comprehension. Fifty-seven university students from two intact reading classes with comparable proficiency levels were assigned to participate in either a paper-based or an online reading instructional module. Both groups…

  18. Responsive Guided Reading in Grades K-5: Simplifying Small-Group Instruction

    ERIC Educational Resources Information Center

    Berne, Jennifer; Degener, Sophie C.

    2010-01-01

    Guided reading is a staple of elementary literacy instruction, yet planning and conducting reading groups can be time consuming and challenging. This hands-on book presents an innovative approach to guided reading that is manageable even for teachers who are new to small-group, differentiated reading instruction. Numerous classroom examples…

  19. Individualizing Student Literacy Instruction: Implications of Child Characteristics by Instruction Interactions on Students' Reading Skill Growth

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Morrison, Frederick J.; Fishman, Barry; Schatschneider, Christopher; Underwood, Phyllis; Crowe, Elizabeth

    2009-01-01

    Many children fail to reach proficient levels in reading only because they do not receive the amount and type of instruction they need (Foorman, Francis, Fletcher, Schatschneider, & Mehta, 1998; Morrison, Bachman, & Connor, 2005 2005; Vellutino, Scanlon, Sipay, Small, Pratt, Chen, & Denckla, 1996). However, providing effective…

  20. The Effect of Repeated Reading Instruction on Oral Reading Fluency and Its Impact on Reading Comprehension of Grade 5 English Language Learners

    ERIC Educational Resources Information Center

    Wang, W. Maria

    2011-01-01

    The Problem. In its meta-analysis on teaching children to read, U.S. National Reading Panel (NICHD & NIH, 2000) found repeated reading to be an effective technique for reading instruction. Specifically, the report determined that repeated reading procedures had a positive impact on word recognition, fluency, and comprehension across a range of…

  1. Understanding the Misunderstanding: An Analysis of the Relationships between Reading Fluency Constructs, Reading Fluency Instruction and Oral Reading Fluency Assessment in the Elementary Grades

    ERIC Educational Resources Information Center

    Cribbs, Aimee M.

    2013-01-01

    This study focused on the relationships between educator reading fluency constructs, reading fluency instruction and oral reading fluency assessment. Survey responses from sixty-six elementary educators in rural and urban north Georgia were analyzed to reach an understanding of why educators are likely to equate reading fluency with reading fast…

  2. In-Service Training Model for TESOL/ABE Teacher-Aides. Vol. 2.

    ERIC Educational Resources Information Center

    Southwestern Cooperative Educational Lab., Albuquerque, NM.

    This document contains discussion of each of the 10 objectives of the inservice program to prepare teachers and aides for the TESOL/ABE (Teaching English as a Second Language/Adult Basic Education) class. The objectives are to instruct participants in 1) the component parts of an ABE/TESOL class; 2) construction and design of visual aides such as…

  3. The Salem Cable Television Project: A Demonstration of the Use of Cable Television and Paraprofessional Tutors as an Alternative to Traditional ABE Classroom Instruction.

    ERIC Educational Resources Information Center

    Wiesner, Peter

    Adult education opportunities can be increased through cable television technology, which provides home-based instruction as an alternative to the strictures of the classroom or learning center. The 18-month Salem project used television for primary instruction together with the services of paraprofessional tutors as a personal contact for…

  4. Impact of Animal Assisted Therapy Reading Instruction on Reading Performance of Homeschooled Students

    ERIC Educational Resources Information Center

    Smith, Kelly A.

    2010-01-01

    While animal assisted therapy (AAT) has been a successful part of treatment plans within the medical field for several decades, AAT has not been quantitatively researched as a viable instructional tool that can be used in conjunction with other reading intervention strategies. With over one-third of elementary school aged children experiencing…

  5. Is What's Hot in Reading What Should Be Important for Reading Instruction?

    ERIC Educational Resources Information Center

    Rasinski, Timothy

    2016-01-01

    For years one of the most anticipated events in reading instruction has been Jack Cassidy and his colleagues' annual publication of the "What's Hot, What's Not" survey. In their present study, using longitudinal data from the What's Hot survey, Cassidy, Ortlieb, and Grote-Garcia (2016) make the case that because the Common Core Standards…

  6. The Child, the Text and the Teacher: Reading Primers and Reading Instruction

    ERIC Educational Resources Information Center

    Patterson, Annette Joyce; Cormack, Phillip Anton; Green, William Charles

    2012-01-01

    From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the…

  7. Professional development in scientifically based reading instruction: teacher knowledge and reading outcomes.

    PubMed

    Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice

    2009-01-01

    This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.

  8. Co-Teaching Students with Mild to Moderate Disabilities Using Literature-Based Reading Instruction

    ERIC Educational Resources Information Center

    Swicegood, Philip; Miller, Melinda

    2015-01-01

    Literacy instruction for students with mild to moderate special needs should include authentic literature. Literature-based reading instruction provides time for students to develop new knowledge and strategies in a supportive context. When reading instruction occurs in an inclusion classroom, it also allows time for general education and special…

  9. Concept-Oriented Reading Instruction: Engaging Classrooms, Lifelong Learners. Solving Problems in the Teaching of Literacy.

    ERIC Educational Resources Information Center

    Swan, Emily Anderson

    This book presents Concept-Oriented Reading Instruction (CORI), a research-supported framework for integrating curriculum with instruction and fostering long-term engagement in reading. According to the book, CORI is a practical model that helps K-6 teachers plan integrated units of instruction based on their own interests and strengths as well as…

  10. Intervention to Change Parent-Child Reading Style: A Comparison of Instructional Methods

    ERIC Educational Resources Information Center

    Huebner, C.E.; Meltzoff, A.N.

    2005-01-01

    Dialogic reading is an evidence-based intervention to promote the language skills of 2- and 3-year-old children. This study examined conditions under which dialogic reading could be implemented in a community setting. Three methods of instruction were compared: (a) in-person with video instruction in small groups, (b) self-instruction by video…

  11. Building Word Knowledge: Opportunities for Direct Vocabulary Instruction in General Education for Students with Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne

    2014-01-01

    Direct vocabulary instruction is 1 critical component of reading instruction. Although most students in the elementary grades need to continue building their vocabulary knowledge, students with reading difficulties are at the greatest risk of falling further behind each year in vocabulary and concept knowledge without effective instruction. This…

  12. ESL Elementary Teachers' Use of Children's Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Al Khaiyali, Al Tiyb S.

    2014-01-01

    Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought…

  13. A Cognitive Reading Guide: Equalizing Instruction for "Where the Red Fern Grows."

    ERIC Educational Resources Information Center

    Giannuzzi, Michelle L.; Hudson, Floyd

    1998-01-01

    Provides a cognitive reading guide for the first four chapters of the novel, "Where the Red Fern Grows" (Rawls, 1961), that incorporates teacher-directed whole-class instruction with a student reading guide to equalize instruction for various levels of learners. Ideas for whole-class instruction are contained within the lesson plans. (CR)

  14. The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills

    ERIC Educational Resources Information Center

    Huang, Jiuhuan; Newbern, Claudia

    2012-01-01

    This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an…

  15. Kindergarten Instruction and Early Reading Achievement. Technical Report No. L-4.

    ERIC Educational Resources Information Center

    Linn, Robert L.; Meyer, Linda A.

    The relationship of the amount of classroom time devoted to reading instruction, the number of reading related activities, and teacher instruction feedback to reading achievement at the end of kindergarten was investigated for a sample of approximately 300 children in 14 kindergarten classrooms at three schools. Based on nine rounds of full-day…

  16. Insights into Fluency Instruction: Short- and Long-Term Effects of Two Reading Programs

    ERIC Educational Resources Information Center

    Schwanenflugel, Paula J.; Kuhn, Melanie R.; Morris, Robin D.; Morrow, Lesley Mandel; Meisinger, Elizabeth B.; Woo, Deborah Gee; Quirk, Matthew; Sevcik, Rose

    2009-01-01

    The purpose of the study was to examine short- and long-term effects of two instructional approaches designed to improve the reading fluency of second-grade children: Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading…

  17. Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

    ERIC Educational Resources Information Center

    Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

    2012-01-01

    We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

  18. When Guided Reading Isn't Working: Strategies for Effective Instruction

    ERIC Educational Resources Information Center

    Wall, Heather

    2014-01-01

    Guided reading is widespread as a small group reading instructional approach, and yet in some cases the original intent of guided reading as a method for encouraging readers' independent strategic thinking has been lost. This article describes one group of teachers' discoveries as they searched for a way to improve their instruction by…

  19. Issues in Second-Language Reading: Implications for Acquisition and Instruction

    ERIC Educational Resources Information Center

    Nassaji, Hossein

    2011-01-01

    The study of second-language (L2) reading comprehension and instruction has become the focus of increasing attention in the past few decades. Two recent publications, "Reading in a Second Language: Moving From Theory to Practice" by William Grabe and "Second Language Reading Research and Instruction: Crossing the Boundaries" edited by ZhaoHong Han…

  20. The First "R": Evidence-Based Reading Instruction for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.

    2011-01-01

    Students with learning disabilities (LD) represent a significant proportion of students enrolled in U.S. schools. Research suggests that students with LD in reading benefit from specialized reading instruction, and effective reading instruction can be characterized as explicit, intensive, and systematic. Examples of evidence-based interventions…

  1. The BEST Blueprint. Quality ABE in the Workplace.

    ERIC Educational Resources Information Center

    Westberry, Susan

    The Basic Educational Skills Training (BEST) workplace literacy demonstration model was designed to provide adult basic education (ABE) services simultaneously for multiple employers in Maury County, Tennessee. The BEST model focused on job-related instruction. The goal of the program was to achieve increased safety, productivity, and employee…

  2. Systematic Phonics Instruction Helps Students Learn To Read: Evidence from the National Reading Panel's Meta-Analysis.

    ERIC Educational Resources Information Center

    Ehri, Linnea C.; Nunes, Simone R.; Stahl, Steven A.; Willows, Dale M.

    2001-01-01

    Conducted a quantitative meta-analysis evaluating the effects of systematic phonics instruction compared to unsystematic or no phonics instruction on learning to read using 66 treatment-control comparisons derived from 38 experiments. Results show that systematic phonics instruction is effective and should be implemented as part of literacy…

  3. "Read It. Say It Fast!" The Use of Distar Instructional Systems with Visually Impaired Children

    ERIC Educational Resources Information Center

    Miller, William H.; Porter, Jeffrey E.

    1973-01-01

    Described is an adaptation of the Distar Instructional System, a program based on instruction in precise behavioral objectives, to teach language and reading skills to both partially sighted and totally blind children. (DB)

  4. Using Question Answer Relationships in Science Instruction to Increase the Reading Achievement of Struggling Readers and Students with Reading Disabilities

    ERIC Educational Resources Information Center

    Kinniburgh, Leah H.; Baxter, Abigail

    2012-01-01

    The Question Answer Relationship (QAR) literacy strategy was integrated into science instruction in a fourth grade classroom. Ten students who struggled with reading, including some who were diagnosed with a reading disability, participated in this study. Significant gains were made in reading by the 10 student participants in comprehending…

  5. Integrating Environmental Education With Beginning Reading and Phonics Instruction

    NASA Astrophysics Data System (ADS)

    Bolsem, Anne M.

    The practice of integrating methods of instruction shows signs of promise as teachers seek new ways to raise student achievement. Although researchers have focused on the efficacy of environment-based education, little research has been done to investigate a framework for integration. The research question that guided this case study was designed to explore the instructional practices teachers employ to integrate environmental education with beginning reading and phonics instruction. The conceptual framework is based on the seminal idea of using the environment as an integrating context, which postulates that the natural world becomes the overarching theme for teaching and learning. Data were obtained through interviews and lesson observations using a purposeful sample of 4 kindergarten and first grade teacher participants. A focus group interview also included the on-site naturalist. Inductive data analysis was used to discover categories and themes. Findings indicated that teachers integrate instruction primarily in the areas of vocabulary and writing after purposeful planning, collaboration, and a deep understanding of broader student goals. Findings also specified that teachers' integration strategies represent a combination of who the teachers are, what they believe, and what action they take in the classroom. Site-specific recommendations for action include ongoing professional development for teachers and support staff, time for collaboration, and review of teacher personal beliefs. Implications for social change include reflection and improvement of practice by teachers at the study site, as well as continued evaluation and discussion about teaching practices and teacher roles leading to more cohesive, enriching integrated instruction rooted in authentic, place-based experiences.

  6. Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers.

    PubMed

    Guthrie, John T; McRae, Angela; Coddington, Cassandra S; Lutz Klauda, Susan; Wigfield, Allan; Barbosa, Pedro

    2009-01-01

    Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes.

  7. A New Approach to Teaching Reading Comprehension: Using Cloze and Computer-Assisted Instruction.

    ERIC Educational Resources Information Center

    Wells, Bethany J.; Bell, D. Scott

    1980-01-01

    Discusses the Computer-Assisted Instruction Project, under the auspices of the All Indian Pueblo Project, designed to help elementary Pueblo students to develop better reading skills through culturally relevant reading and the cloze technique. (RAO)

  8. Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Whalon, Kelly J.; Al Otaiba, Stephanie; Delano, Monica E.

    2009-01-01

    Legislation mandates that all children, including children with autism spectrum disorders (ASD), be taught to read in ways that are consistent with reading research and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary, and comprehension strategies. This review synthesized…

  9. Click, Clack, Moo: Designing Effective Reading Instruction for Children in Preschool and Early Primary Grades

    ERIC Educational Resources Information Center

    Barclay, Kathy

    2009-01-01

    As teachers have struggled to implement scientifically based instructional practices in reading, some researchers have begun to focus on ways to "boost the value of reading aloud to young children". Such studies seek ways to promote oral language as well as comprehension and vocabulary through read-aloud experiences. Interactive read-alouds…

  10. Successful Reading Instruction: Reports and Recommendations from a National Invitational Conference.

    ERIC Educational Resources Information Center

    Rohland, Mark, Ed.

    2002-01-01

    Within the context of President Bush's Reading First and Early Reading First initiatives to improve early literacy skills for preschool children and reading literacy skills for primary children, a national invitational conference on successful reading instruction was held in Washington, DC, on November 12-13, 2001. It focused on determining how…

  11. Programming for Generalization of Oral Reading Fluency Using Computer-Assisted Instruction and Changing Fluency Criteria

    ERIC Educational Resources Information Center

    Keyes, Starr E.; Cartledge, Gwendolyn; Gibson, Lenwood, Jr.; Robinson-Ervin, Porsha

    2016-01-01

    This study examined the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF), comprehension, and generalization of second graders who were at risk for reading failure. Six students received the Read Naturally Software Edition (RNSE) treatment…

  12. The Impact of Functional Reading Instruction on Individual and Social Life

    ERIC Educational Resources Information Center

    Bulut, Mesut

    2015-01-01

    The functional importance of reading instruction with regard to society and individual is an undeniable fact. One of the essential goals of education is to actualize reading instruction which has a very important role in adopting the values of the contemporary civilization. Considering teaching, these educational goals which are based on a solid…

  13. Elementary School Principals' Knowledge of Literacy Development and Instruction and Students' Reading Achievement

    ERIC Educational Resources Information Center

    Sherrill, Carol A.

    2009-01-01

    The purpose of this dissertation was to determine if the knowledge of literacy development and reading instruction practices an elementary school principal possesses impacts the level of reading achievement of his/her students. Principals' scores on an assessment of knowledge of literacy development and instruction were compared to students'…

  14. Reading Instruction in Secondary Day Treatment and Residential Schools for Youth with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Wilkerson, Kimber L.; Gagnon, Joseph Calvin; Melekoglu, Macid Ayhan; Cakiroglu, Orhan

    2012-01-01

    This study was designed to obtain the first national picture of the characteristics of special educators who provide reading or English instruction in secondary day treatment and residential schools for youth with emotional or behavioral disorders (EBD) as well as their approach to reading instruction. Also, information was collected concerning…

  15. Integrating Reading Instruction into Vocational Agriculture Classes. Miscellaneous Publication 586. Contribution Number 3813.

    ERIC Educational Resources Information Center

    Sullivan, Dorothy D.; Cardozier, V.R.

    An experiment was conducted to determine whether special reading instruction integrated with agricultural instruction would result in improved reading ability and increased achievement in subject matter. random assignment was made of vocational agriculture classes in 12 Maryland schools to experimental and control groups. Units on soil sampling…

  16. Capitalizing on Curriculum-Based Measurement for Reading: Collaboration within a Response to Instruction Framework

    ERIC Educational Resources Information Center

    Weiss, Stacy L.; Friesen, Amber

    2014-01-01

    Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions…

  17. Select Novice Elementary Teachers' Perceived Knowledge and Implementation of High-Quality Reading Instruction

    ERIC Educational Resources Information Center

    Bumstead, Stacey

    2012-01-01

    The purpose of this mixed methods study was to examine select novice teachers' perceived knowledge of high-quality reading instruction, explore the extent that select novice teachers implemented high-quality reading instruction into their own classrooms, and to investigate any factors that explain the similarities and differences between…

  18. Methodology in Reading Instruction as a Controlling Variable in the Constructive or Destructive Channeling of Aggression.

    ERIC Educational Resources Information Center

    Grobler, C. van Eyk

    Fourth grade students (half of whom received reading instruction through the Language Experience Approach and the other half through the Basal Reader Approach since the first grade) were observed to determine the behavioral channeling of aggression when influenced by method of instruction. The methods were: (1) a Directed Reading-Thinking Activity…

  19. Teachers' and Students' Perceptions of Gender-Differentiated Reading Instruction at the High School Level

    ERIC Educational Resources Information Center

    Taylor, Luke N., III

    2014-01-01

    In a rural Alabama school district, 38.46% of the students failed the reading portion of the high school graduation examination. While the teachers in the school district were trained to differentiate instruction according to ability and gender, the impact of gender-differentiated reading instruction was unknown. The purpose of this case study was…

  20. The Effect of Oralographic Instruction on the Reading Achievement of Disabled Learners. Final Report.

    ERIC Educational Resources Information Center

    Ratekin, Ned

    The effectiveness of Oralographic reading instruction was investigated with a sample of 89 disabled readers in second to fifth grade from five cities; children in each city were randomly assigned to experimental or control groups. All children in the experimental group received reading instruction using the materials and procedures of the…

  1. Modeling the Relationships among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

    ERIC Educational Resources Information Center

    Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.

    2013-01-01

    This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample…

  2. Development and Validation of an Assessment of Adult Educators' Reading Instructional Knowledge

    ERIC Educational Resources Information Center

    Bell, Sherry Mee; McCallum, R. Steve; Ziegler, Mary; Davis, C. A.; Coleman, MariBeth

    2013-01-01

    The purpose of this paper is to describe briefly the development and utility of the "Assessment of Reading Instructional Knowledge-Adults" ("ARIK-A"), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data…

  3. Increasing Oral Reading Fluency in Upper Elementary Students through Direct Phonics Instruction

    ERIC Educational Resources Information Center

    Benton, Turrah S.

    2016-01-01

    Over the years, teachers have looked for the best way to teach their students to read. There are those who believe that teaching sight words is the best way to teach while others believe that a foundation in phonics instruction is a must. The purpose of this study is to determine the effect that phonics instruction has on the oral reading fluency…

  4. A Critical Review of Randall Ryder's Report of Direct Instruction Reading in Two Wisconsin School Districts

    ERIC Educational Resources Information Center

    Adams, Gary L.; Slocum, Timothy A.

    2004-01-01

    A recent report by Dr. Randall Ryder evaluated the use of Direct Instruction (DI) reading programs in 2 school districts in Wisconsin. In the report, Ryder claimed that students in 1st, 2nd, and 3rd grade who received Direct Instruction scored significantly lower on several standardized tests of reading than students who received more traditional…

  5. 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…

  6. An Examination of the Use of Cloze Tasks During Primary Grade Reading Instruction.

    ERIC Educational Resources Information Center

    Paradis, Edward; Bayne, Mina

    The purpose of this study was to examine the effect of systematic instruction with cloze tasks on the reading achievement of primary grade children. The cloze procedure was selected as an instructional strategy because of the close relationship of the cloze procedure to the psycholinguistic model of the reading process. Twenty-two first and nine…

  7. Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

    PubMed

    Torgesen, J K; Alexander, A W; Wagner, R K; Rashotte, C A; Voeller, K K; Conway, T

    2001-01-01

    Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skills that were stable over a 2-year follow-up period. When compared to the growth in broad reading ability that the participants made during their previous 16 months in learning disabilities resource rooms, their growth during the intervention produced effect sizes of 4.4 for one of the interventions and 3.9 for the other. Although the children's average scores on reading accuracy and comprehension were in the average range at the end of the follow-up period, measures of reading rate showed continued severe impairment for most of the children. Within 1 year following the intervention, 40% of the children were found to be no longer in need of special education services. The two methods of instruction were not differentially effective for children who entered the study with different levels of phonological ability, and the best overall predictors of long-term growth were resource room teacher ratings of attention/behavior, general verbal ability, and prior levels of component reading skills.

  8. Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

    PubMed Central

    Whalon, Kelly J.; Al Otaiba, Stephanie; Delano, Monica E.

    2009-01-01

    Legislation mandates that all children, including children with autism spectrum disorders (ASD) be taught to read in ways that are consistent with reading research, and target the five components of evidence-based reading instruction: phonemic awareness, phonics, reading fluency, vocabulary and comprehension strategies. The purpose of this review is to synthesize the literature on reading instruction for children with ASD that encompasses one or more of the five components of reading. The review yielded 11 studies with 61 participants ages 4 to 17. Results indicate that children with ASD can benefit from reading instruction consistent with reading research. Research in this area is still preliminary, and more research is needed to guide practice. Possible directions for future research are provided. PMID:20161582

  9. Teaching Written Expression; Directed Reading and Writing; Self-Instructional Strategy Training; and Computers and Writing Instruction.

    ERIC Educational Resources Information Center

    Isaacson, Stephen; And Others

    1988-01-01

    Principles for effectively teaching writing skills to mildly handicapped and learning-disabled students are outlined, and then three varying approaches are presented: (1) Direct Reading and Writing program, integrating regular class content with writing instruction; (2) self-instructional control strategies to reduce the complexity of writing…

  10. Testing the Impact of Child Characteristics x Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; Schatschneider, Christopher

    2011-01-01

    There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics x instruction (CxI) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether CxI…

  11. Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students

    ERIC Educational Resources Information Center

    Maddox, Krissy; Feng, Jay

    2013-01-01

    The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher's general education classroom of a non-Title I school. Stratified sampling was used to randomly divide…

  12. Direct versus Indirect Environmental Print Instruction and Early Reading Ability in Kindergarten Children.

    ERIC Educational Resources Information Center

    Kuby, Patricia; Aldridge, Jerry

    1997-01-01

    Ascertains whether there were any significant differences in the early reading ability of kindergarten children who received direct instruction with environmental print, those who received indirect instruction, and those who received no instruction. Uses analysis of covariance to ascertain differences. Reveals that the control group and the…

  13. Evaluating Reading and Mathematics Instruction for Students with Learning Disabilities: A Synthesis of Observation Research

    ERIC Educational Resources Information Center

    McKenna, John William; Shin, Mikyung; Ciullo, Stephen

    2015-01-01

    Systematically observing instruction for students with learning disabilities (LD) provides information regarding the quality of school-based interventions, allocation of instructional time, and other implementation variables associated with student outcomes. In this synthesis, observation studies of reading and mathematics instruction from 2000 to…

  14. Examing the Effect of a Learning-Centered Reading Instruction on Iranian Students' Reading Comprehension: An Action Research

    ERIC Educational Resources Information Center

    Kashef, Seyyed Hossein; Viyani, Azizollah; Ghabool, Neda; Damavand, Ayoob

    2012-01-01

    This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters' learning-centered approach, some useful techniques were applied to develop a specific English…

  15. Using Technology to Compare the Instructional Effectiveness of Read Aloud and Read Along Materials in an Elementary Classroom

    ERIC Educational Resources Information Center

    Black, Narda; Brill, Ann; Eber, Debra; Suomala, Lisa

    2005-01-01

    Background: The options for technology in an educational setting is growing exponentially. But the question remains, how can technology be used to improve reading instruction in an elementary classroom? It has been proposed that using an LCD projector to enable all students to see the text and pictures could increase reading comprehension.…

  16. Changing Perspectives on Research in Reading/Language Processing and Instruction. Thirty-Third Yearbook of the National Reading Conference.

    ERIC Educational Resources Information Center

    Niles, Jerome A., Ed.; Harris, Larry A., Ed.

    Reflecting current themes that researchers, by their selective attention, have indicated are important in the field of reading/language processing and instruction, this yearbook presents a collection of 51 selected research articles from the National Reading Conference for 1983. Included are the following articles, listed with their authors: (1)…

  17. Supplementary Reading Instruction in Alternative High Schools: A Statewide Survey of Educator Reported Practices and Barriers

    ERIC Educational Resources Information Center

    Wilkerson, Kimber L.; Yan, Min-Chi; Perzigian, Aaron B.; Cakiroglu, Orhan

    2016-01-01

    Recent data suggest that a majority of secondary students read below the level considered proficient on state standardized tests of reading. Alternative high schools, in particular, serve a high proportion of struggling readers. This survey study investigated reading instruction provided to struggling readers in alternative schools in one state by…

  18. AN ANALYSIS OF EIGHT DIFFERENT READING INSTRUCTIONAL METHODS USED WITH FIRST GRADE STUDENTS.

    ERIC Educational Resources Information Center

    CAMPBELL, PAUL B.; AND OTHERS

    DURING THE SCHOOL YEAR 1965-66, GROUPS OF FIRST-GRADE PUPILS IN THE LIVONIA SCHOOL SYSTEM, MICHIGAN, WERE PROVIDED WITH READING INSTRUCTION MATERIALS FROM EIGHT PUBLISHERS REPRESENTING EIGHT APPROACHES AS PART ONE OF A 2-YEAR STUDY. THE MATERIALS WERE THE LIPPINCOTT BASIC READING SERIES, THE SCIENCE RESEARCH ASSOCIATES BASIC READING SERIES, THE…

  19. Comprehension Considerations in SWRL Reading Instruction. Technical Note No. 2-72-35.

    ERIC Educational Resources Information Center

    Bessemer, David W.; Jenkins, Charles M.

    Conceptualizations of the reading process and the nature of comprehension are discussed in relation to the Southwest Regional Laboratory (SWRL) Beginning Reading Program. A method of syntactic analysis is proposed to help identify segments of meaning in reading materials. Components for comprehension assessment and instruction based on auch an…

  20. Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers

    ERIC Educational Resources Information Center

    Guthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro

    2009-01-01

    Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

  1. Achieving science, math and reading literacy for all: The role of inquiry-based science instruction

    NASA Astrophysics Data System (ADS)

    Hung, Man

    With the enactment of the No Child Left Behind Act of 2001, educators and policy makers have been seeking effective strategies to improve students' science, mathematics and reading achievement. One of the primary teaching strategies recommended by reform-oriented organizations, such as the National Research Council (1996), is to utilize inquiry-based science instruction. In this study, I examined the effects of inquiry-based science instruction and traditional science instruction on student achievement across science, mathematics and reading. I also compared the effects of inquiry-based science instruction and traditional science instruction on student achievement. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999---a large, national data sample---a series of structural equation modeling analyses were performed. Results indicated that inquiry-based science instruction was associated with significant, positive gains not only in science achievement, but also in mathematics and reading achievement. The positive relationship between inquiry instruction and student achievement was found above and beyond the contributions of traditional science instruction, which generally showed no significant relationship to student achievement. Findings support the theoretical position that inquiry-based science instruction can have robust benefits across the curriculum. This study contributes to the dialogue on effective instructional methods to achieve science, mathematics and reading literacy for all. Overall, this study provides cautious support for the idea that student achievement can be promoted by supporting and encouraging teachers to implement inquiry-based science instruction.

  2. Reading Fluency Assessment and Instruction: What, Why, and How?

    ERIC Educational Resources Information Center

    Hudson, Roxanne F.; Lane, Holly B.; Pullen, Paige C.

    2005-01-01

    This article explains the elements of reading fluency and ways to assess and teach them. Fluent reading has three elements: accurate reading of connected text, at a conversational rate with appropriate prosody. Word reading accuracy refers to the ability to recognize or decode words correctly. Reading rate refers to both word-level automaticity…

  3. Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders’ Reading Comprehension by Differentiating Literacy Instruction

    PubMed Central

    Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; Schatschneider, Christopher

    2016-01-01

    There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children’s initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students’ varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students’ profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade. PMID:27867226

  4. Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction.

    PubMed

    Connor, Carol McDonald; Morrison, Fredrick J; Fishman, Barry; Giuliani, Sarah; Luck, Melissa; Underwood, Phyllis S; Bayraktar, Aysegul; Crowe, Elizabeth C; Schatschneider, Christopher

    2011-01-01

    There is accumulating correlational evidence that the effect of specific types of reading instruction depends on children's initial language and literacy skills, called child characteristics × instruction (C×I) interactions. There is, however, no experimental evidence beyond first grade. This randomized control study examined whether C×I interactions might present an underlying and predictable mechanism for explaining individual differences in how students respond to third-grade classroom literacy instruction. To this end, we designed and tested an instructional intervention (Individualizing Student Instruction [ISI]). Teachers (n = 33) and their students (n = 448) were randomly assigned to the ISI intervention or a vocabulary intervention, which was not individualized. Teachers in both conditions received professional development. Videotaped classroom observations conducted in the fall, winter, and spring documented the instruction that each student in the classroom received. Teachers in the ISI group were more likely to provide differentiated literacy instruction that considered C×I interactions than were the teachers in the vocabulary group. Students in the ISI intervention made greater gains on a standardized assessment of reading comprehension than did students in the vocabulary intervention. Results indicate that C×I interactions likely contribute to students' varying response to literacy instruction with regard to their reading comprehension achievement and that the association between students' profile of language and literacy skills and recommended instruction is nonlinear and dependent on a number of factors. Hence, dynamic and complex theories about classroom instruction and environment impacts on student learning appear to be warranted and should inform more effective literacy instruction in third grade.

  5. Match the Style of Instruction to the Style of Reading

    ERIC Educational Resources Information Center

    Carbo, Marie

    2009-01-01

    Many reading problems are caused by using the wrong teaching methods. This article advocates using a reading style inventory and matching the teaching method to the student's reading style. The author holds copyright to this article. (Contains 3 figures.)

  6. Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.

    PubMed

    Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A; Herron, Jeannine; Lindamood, Patricia

    2010-06-01

    The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.

  7. Increasing the Quality of Tier 1 Reading Instruction: Using Performance Feedback to Increase Opportunities to Respond during Implementation of a Core Reading Program

    ERIC Educational Resources Information Center

    Cuticelli, Mari; Collier-Meek, Melissa; Coyne, Michael

    2016-01-01

    Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research-based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to…

  8. Assessing Motivation To Read. Instructional Resource No. 14.

    ERIC Educational Resources Information Center

    Gambrell, Linda B.; And Others

    The Motivation to Read Profile (MRP) is a public-domain instrument designed to provide teachers with an efficient and reliable way to assess reading motivation qualitatively and quantitatively by evaluating students' self-concept as readers and the value they place on reading. The MRP consists of two basic instruments: the Reading Survey (a…

  9. Reading Comprehension Instruction in Grades 4-8.

    ERIC Educational Resources Information Center

    North Central Regional Educational Lab., Oak Brook, IL.

    Researchers have found that readers they described as "strategic" had a purpose for reading, that they monitored their comprehension as they read, and they reflected on their reading. Although most readers have grasped fundamental reading processes by age 12, they still do not have well-articulated concepts about effective strategies to…

  10. Comparison of Phonic Analysis and Whole Word-Reading on First Graders' Cumulative Words Read and Cumulative Reading Rate: An Extension in Examining Instructional Effectiveness and Efficiency

    ERIC Educational Resources Information Center

    Schmidgall, Melissa; Joseph, Laurice M.

    2007-01-01

    This study compared the instructional effectiveness and efficiency of three word-reading interventions on cumulative number of words read accurately and cumulative learning rate. Participants were six first graders who needed intensive intervention services. Alternating treatment designs were used to compare the effects of interspersal drill, a…

  11. Three Adult Education Projects: Local History Sparks ABE Class; Teleteacher; Project TARA: An Approach to AE.

    ERIC Educational Resources Information Center

    Ringley, Ray; And Others

    1979-01-01

    Describes three instructional approaches in adult basic education: a class in which retired coal miners recorded their experiences in early coal mining camps; a telephone-based instructional system using "Teleteacher" specially designed and built machines; and an approach to ABE in New York emphasizing adult functional literacy, Project…

  12. Intensity in Vocabulary Instruction and Effects on Reading Comprehension

    ERIC Educational Resources Information Center

    Baumann, James F.

    2009-01-01

    Prior research has shown that vocabulary instruction can enhance the comprehension of passages when instruction includes definitional and contextual information, provides multiple instructional encounters with the words, and requires learners to engage actively in processing of word meanings (M. F. Graves, 1986; S. A. Stahl & M. M. Fairbanks,…

  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. The Effect of Flipped Model of Instruction on EFL Learners' Reading Comprehension: Learners' Attitudes in Focus

    ERIC Educational Resources Information Center

    Karimi, Mehrnoosh; Hamzavi, Raouf

    2017-01-01

    The present study aimed at investigating the effect of flipped model of instruction on EFL learners' reading comprehension ability. Moreover, this study aimed at identifying EFL students' attitudes toward flipped model of instruction. To this end, 60 EFL learners studying at an accredited private language institute in Isfahan were first…

  15. Bridging Two Worlds: Reading Comprehension, Figurative Language Instruction, and the English-Language Learner

    ERIC Educational Resources Information Center

    Palmer, Barbara C.; Shackelford, Vikki S.; Miller, Sharmane C.; Leclere, Judith T.

    2006-01-01

    The authors discuss the challenges encountered by English-language learners (ELLs) as they attempt to interpret the figurative language of their new cultures. Providing ELL students with explicit instruction in interpreting figurative language--a bridge to reading comprehension--is a significant goal for teachers who design instruction for…

  16. Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers.

    ERIC Educational Resources Information Center

    Tyner, Beverly

    As many schools are adapting to an ever-increasing broad range of learners, it becomes more important than ever to develop instruction to respond to these academically diverse students. Without differentiated reading instruction, some children will fall further behind, while others will be left unchallenged. This book presents the Small-Group…

  17. Effect of Music-Integrated Instruction on First Graders' Reading Fluency

    ERIC Educational Resources Information Center

    Bryant, Kerry G.

    2012-01-01

    The study examined music-integrated (MI) instruction, framed by automatic information processing theory and elements of prosody. A quasi-experimental, pre- and posttest design was utilized to ascertain the effect of MI instruction on reading fluency among first grade students. Subjects were students in two public elementary schools in Georgia. To…

  18. How Can We Assess Computer-Assisted Reading and Writing Instruction?

    ERIC Educational Resources Information Center

    Krauthamer, Helene

    This paper addresses the lack of evaluative resources for computer-assisted reading and writing instruction (CARWI). It begins by discussing the benefits, drawbacks, and effectiveness of computer-based instruction. It then describes types of CARWI packages, including: (1) writing process software; (2) electronic handbooks; (3) interactive…

  19. Comprehension Questioning Small Group Reading Instruction for Urban Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Jones, Valerie

    2012-01-01

    It is evident from reading research that students with learning disabilities (LD) greatly benefit from teacher-student interactions during small group comprehension instruction (e.g., Berkeley, Scruggs, & Mastropieri, 2010). Given that questioning takes up the vast majority of instructional interactions between teachers and students (Chin,…

  20. Teachers' First Year of Transactional Strategies Instruction. Reading Research Report No. 5.

    ERIC Educational Resources Information Center

    El-Dinary, Pamela Beard; Schuder, Ted

    Two studies examined seven teachers' acceptance of a strategies-based approach to reading instruction during their first year of using the intervention. Interviews and observations revealed that the intervention, a long-term transactional strategies instruction program called SAIL (Students Achieving Independent Learning), was fully acceptable to…

  1. Comparing the Use of Computers with Traditional Print in Reading Instruction: What the Research Says.

    ERIC Educational Resources Information Center

    Tzung-yu, Cheng

    Studies comparing computer-assisted instruction with traditional print were reviewed in order to determine what researchers have discovered about using computers in reading. The research findings were then compared and integrated through using the following five categories: interaction, attitude, instructional control, time on task, and…

  2. The Effect of Instructing Critical Thinking through Debate on Male and Female EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Tous, Maryam Danaye; Tahriri, Abdorreza; Haghighi, Sara

    2015-01-01

    The purpose of the present study was to examine the effect of instruction through debate on male and female EFL learners' reading comprehension. Also, their perception of critical thinking (CT) instruction was investigated. A quantitative research method with experimental pre-and post-tests design was conducted to collect the data. Eighty-eight…

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

  4. The Effects of Instruction on Students' Generation of Self-Questions When Reading Multiple Documents

    ERIC Educational Resources Information Center

    Cameron, Chelsea; Van Meter, Peggy; Long, Valerie A.

    2017-01-01

    The purpose of this research was to examine the effects of instruction on students' generation of questions when reading multiple documents. Participants were 151 undergraduate students who were randomly assigned to one of two conditions: a treatment condition that received question generation instruction and a control condition that did not…

  5. Supplemental Literacy Instruction in High School: What Students Say Matters for Reading Engagement

    ERIC Educational Resources Information Center

    Cantrell, Susan Chambers; Pennington, Jessica; Rintamaa, Margaret; Osborne, Monica; Parker, Cindy; Rudd, Mary

    2017-01-01

    In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors,…

  6. Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction

    ERIC Educational Resources Information Center

    Roehrig, Alysia D.; Guidry, Lisa O.; Bodur, Yasar; Guan, Qun; Guo, Ying; Pop, Margareta

    2008-01-01

    Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student…

  7. The Effects of Text Structure Instruction on Expository Reading Comprehension: A Meta-Analysis

    ERIC Educational Resources Information Center

    Hebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Brown, Jessica

    2016-01-01

    In this meta-analysis of 45 studies involving students in Grades 2-12, the authors present evidence on the effects of text structure instruction on the expository reading comprehension of students. The meta-analysis was deigned to answer 2 sets of questions. The first set of questions examined the effectiveness of text structure instruction on…

  8. Moving beyond Legislation to Create and Sustain Intentionality in Reading Instruction

    ERIC Educational Resources Information Center

    Putman, S. Michael; Smith, Lawrence L.; Cassady, Jerrell C.

    2009-01-01

    Current legislation has exerted tremendous influence on the instructional methods used by reading teachers. Historically, however, neither mandated curriculum nor forced change has proven consistently successful in helping sustain long-term change in teachers' instructional practices or student achievement gains. Using theories of motivation and…

  9. Crossing the Borders Again: Challenges in Comparing Quality Instruction in Mathematics and Reading

    ERIC Educational Resources Information Center

    Graeber, Anna O.; Newton, Kristie J.; Chambliss, Marylin J.

    2012-01-01

    Context: Although many studies have looked at the teaching of mathematics or at the teaching of reading, few have looked at teaching in both subjects and attempted to discuss characteristics of quality instruction across these two domains. In this article, we reflect on our attempts to do so. We focus on one aspect of instruction, the extent of…

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

    NASA Astrophysics Data System (ADS)

    Beaver, Melanie S.

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

  11. Long-Term Effects of Strategic Reading Instruction in the Intermediate Elementary Grades

    ERIC Educational Resources Information Center

    Droop, Mienke; van Elsäcker, Willy; Voeten, Marinus J. M.; Verhoeven, Ludo

    2016-01-01

    The purpose of the present study was to examine the effects of a program that offered sustained strategic reading instruction on reading abilities of third and fourth graders. The study was conducted among 1,469 children from 40 schools in the Netherlands. Schools were randomly assigned to either the experimental or control group. Multilevel…

  12. Improving Reading Comprehension and Vocabulary Development through Multiple Instructional Strategies and Technology.

    ERIC Educational Resources Information Center

    Iddings, Scott M.; Ortmann, Tammy L.; Pride, Buddy; Pride, Heidi L.

    This report describes a program for enhancing reading comprehension and vocabulary development through the use of multiple instructional strategies and technology. The targeted elementary population exhibits both poor reading comprehension and poor vocabulary acquisition and understanding, which interfere with academic achievement. Evidence for…

  13. The Influences of Inductive Instruction and Resources on Students' Attitudes toward Reading: Evidence from PISA 2009

    ERIC Educational Resources Information Center

    Jhang, Fang-Hua

    2014-01-01

    The declining trend in the positive reading attitude of students' has concerned scholars. This paper aims to apply a 3-level hierarchical linear model to analyse how inductive instruction and resources influence both students' positive and negative attitudes towards reading. Approximately 470,000 15-year-old students, and their school principals,…

  14. Study of Teacher Preparation in Early Reading Instruction. NCEE 2010-4036

    ERIC Educational Resources Information Center

    Salinger, Terry; Mueller, Lorin; Song, Mengli; Jin, Ying; Zmach, Courtney; Toplitz, Michele; Partridge, Mark; Bickford, Adam

    2010-01-01

    A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education…

  15. Distinguished Educators on Reading: Contributions That Have Shaped Effective Literacy Instruction.

    ERIC Educational Resources Information Center

    Padak, Nancy D., Ed.; Rasinski, Timothy V., Ed.; Peck, Jacqueline K., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith M., Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.; Baumann, James F., Ed.; Dillon, Deborah R., Ed.; Hopkins, Carol J., Ed.; Humphrey, Jack W., Ed.; O'Brien, David G., Ed.

    Drawing from the popular "Distinguished Educator" series of articles in the journal "The Reading Teacher," this book presents 33 essays by respected scholars in nearly every field of reading research and instruction. In addition to the original articles, almost all featured educators have included a professional biography written especially for…

  16. An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance

    ERIC Educational Resources Information Center

    Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

    2012-01-01

    Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…

  17. Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context

    ERIC Educational Resources Information Center

    Coyne, Michael D.; Little, Mary; Rawlinson, D'Ann; Simmons, Deborah; Kwok, Oi-man; Kim, Minjun; Simmons, Leslie; Hagan-Burke, Shanna; Civetelli, Christina

    2013-01-01

    The purpose of this varied replication study was to evaluate the effects of a supplemental reading intervention on the beginning reading performance of kindergarten students in a different geographical location and in a different instructional context from the initial randomized trial. A second purpose was to investigate whether students who…

  18. EFL Teachers' Beliefs/Practices Correspondence in Reading Instruction: Does Language Teacher Education Make a Difference?

    ERIC Educational Resources Information Center

    Karimi, Mohammad Nabi; Dehghani, Asieh

    2016-01-01

    The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were…

  19. Effects of Targeted Reading Instruction on Phonological Awareness and Phonic Decoding in Children with Down Syndrome

    ERIC Educational Resources Information Center

    Cologon, Kathy; Cupples, Linda; Wyver, Shirley

    2011-01-01

    This research evaluated the effectiveness of reading instruction targeting oral reading and phonological awareness for children with Down syndrome (affecting chromosome 21). The participants were 7 children ranging in age from 2 years, 11 months to 10 years, 8 months. Each child acted as his/her own control, with assessments of language,…

  20. EFL Learners' Incidental Acquisition of English Prepositions through Enhanced Extensive Reading Instruction

    ERIC Educational Resources Information Center

    Song, Jayoung; Sardegna, Veronica Gabriela

    2014-01-01

    This study investigated whether enhanced extensive reading contributed to significant gains on the incidental acquisition of English prepositions. English as a Foreign Language (EFL) secondary school students in Korea ("N" = 12) received enhanced extensive reading instruction for one semester in an after-school program. Pre-and…

  1. Preservice Childhood Education Teachers' Perceptions of Instructional Practices for Developing Young Children's Interest in Reading

    ERIC Educational Resources Information Center

    Al-Barakat, Ali Ahmad; Bataineh, Ruba Fahmi

    2011-01-01

    Within the context of the increasing attention to reading in educational contexts around the globe, this study uses a semistructured interview to explore 93 Jordanian preservice teachers' perceptions of instructional practices for developing young children's interest in reading. The participants reported on 7 major teacher practices they perceive…

  2. Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice

    ERIC Educational Resources Information Center

    McIntyre, Ellen; Hulan, Nancy; Layne, Vicky

    2010-01-01

    This practical, teacher-friendly book provides indispensable guidance for implementing research-based reading instruction that is responsive to students' diverse cultural and linguistic backgrounds. Structured around the "big five" core topics of an effective reading program--phonemic awareness, phonics, fluency, vocabulary, and comprehension--the…

  3. Optacon Instructional Materials: Primary Level; A Whole-Word Approach to Beginning Reading.

    ERIC Educational Resources Information Center

    Canfield, Marion; And Others

    Presented are teacher's instructions and materials designed to teach the reading of ink print materials with the Optacon to blind children on the primary level. The teacher's manual includes an introduction to the beginning reading materials, suggestions for adapting Optacon materials to individual student programs, and guidelines for five…

  4. The Effect of Explicit Instruction on Strategic Reading in a Literacy Methods Course

    ERIC Educational Resources Information Center

    Iwai, Yuko

    2016-01-01

    This study examined the impact of explicit instruction on metacognitive reading strategies among 18 K-8 teacher candidates in a literacy methods course. They received weekly explicit intervention about these strategies over one semester. Collected data included pre- and post-scores of the Metacognitive Awareness of Reading Strategies Inventory…

  5. Lessons Learned from Research about Informal Reading Inventories: Keys to Data-Driven Instructional Recommendations

    ERIC Educational Resources Information Center

    L'Allier, Susan K.

    2013-01-01

    This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of…

  6. Comprehension from the Ground Up: Simplified, Sensible Instruction for the K-3 Reading Workshop

    ERIC Educational Resources Information Center

    Taberski, Sharon

    2010-01-01

    The author cuts through the pressurized, strategy-overloaded, fluency-crazed atmosphere surrounding reading instruction to lay out the reading and writing workshop practices that are most effective in developing readers in the primary grades. She shares the daily how-tos needed to sustain a literacy block that engages children in authentic reading…

  7. Supplemental Reading Strategy Instruction for Adolescents: A Randomized Trial and Follow-up Study

    ERIC Educational Resources Information Center

    Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.

    2016-01-01

    In this study, the authors examine the impact of a yearlong supplemental reading course involving daily instruction in the learning strategies curriculum on lower achieving adolescent students' reading achievement and motivation. Using a multiple-cohort randomized treatment-control group design over 4 years, they compared achievement and…

  8. The Effect of Integrated Instructions on Reading Comprehension, Motivation, and Cognitive Variables

    ERIC Educational Resources Information Center

    Alhabahba, Mohammad Madallh; Pandian, Ambigapathy; Mahfoodh, Omer Hassan Ali

    2016-01-01

    This quasi-experimental study examined the contribution of concept-oriented reading instruction (CORI) on fifth grade students' reading comprehension, motivation and metacognition. Participants were sixty-six fifth grade female Jordanian students who matched in gender, socioeconomic status, number of years learning English, and school attended.…

  9. Toward Practical Theory: A State of Practice Assessment of Reading Comprehension Instruction. Final Report. Volume II.

    ERIC Educational Resources Information Center

    Harste, Jerome C., Ed.; Stephens, Diane, Ed.

    Written for language educators, this volume about reading and research suggests that the theory-practice and research-teaching gaps are dysfunctional and calls for a collaborative pedagogy between colleges and schools to develop a practical theory of reading instruction. In the opening article, Jerome Harste discusses issues that emerged from…

  10. Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students with Learning and Other Mild Disabilities

    ERIC Educational Resources Information Center

    Berkeley, Sheri; Mastropieri, Margo A.; Scruggs, Thomas E.

    2011-01-01

    A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three…

  11. An Evaluation of Two Forms of Oral Reading as a Means of Intermediate Social Studies Instruction.

    ERIC Educational Resources Information Center

    Hill, Charles H.

    A study examined the effects of "round robin reading" (RRR) as an instructional procedure in social studies. Specifically, the study asked whether an oral textbook presentation had a significant effect on learning social studies material and if grade level, reading level, social studies knowledge, and gender significantly affected the…

  12. Small-Group Reading Instruction: A Differentiated Teaching Model for Intermediate Readers, Grades 3-8

    ERIC Educational Resources Information Center

    Tyner, Beverly; Green, Sharon E.

    2005-01-01

    Teachers at the intermediate level can now take advantage of the small-group differentiated reading model introduced to the early learning community in Beverly Tyner's bestseller of 2004. This classroom-tested, research-based model supports reading, writing, and spelling as integrated processes. Differentiated instruction can help the reader meet…

  13. Intensive Reading Instructional Teams, 1973-1974. Hartford Moves Ahead: An Evaluation Report.

    ERIC Educational Resources Information Center

    Hartford Public Schools, CT.

    Hartford's "Intensive Reading Instructional Team" Program has been a demonstration model for teachers, school systems, and college faculties, nationwide. The general objectives of the program were as follows: (1) to raise the level of achievement of pupils who are deficient in the basic skills of language and reading; (2) to improve the…

  14. Introducing Intertextuality-Aware Instruction as a Novel Approach of Teaching Reading Passages in EFL Context

    ERIC Educational Resources Information Center

    Khaghaninejad, Mohammad Saber

    2014-01-01

    This study was an attempt to investigate the possible effect of intertextuality-aware instruction of reading passages on a sample of intermediate EFL learners of both genders. First, the intertextuality deployed through the reading passages of the study's course-book was focused inspired by Fairclough's (192) framework in terms of genre, text…

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

    ERIC Educational Resources Information Center

    Yang, Yu-Fen

    2010-01-01

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

  16. The Relations among Summarizing Instruction, Support for Student Choice, Reading Engagement and Expository Text Comprehension

    ERIC Educational Resources Information Center

    Littlefield, Amy Root

    2011-01-01

    Research on early adolescence reveals significant declines in intrinsic motivation for reading and points out the need for metacognitive strategy use among middle school students. Research indicates that explicit instruction involving motivation and metacognitive support for reading strategy use in the context of a discipline is an efficient and…

  17. Learning-Related Behaviors: Small Group Reading Instruction in the General Education Classroom

    ERIC Educational Resources Information Center

    Weiss, Stacy L.

    2013-01-01

    Supplemental small group reading instruction is frequently provided in the general education setting to struggling students at elementary schools that use response to intervention frameworks. Although building reading proficiency is the main focus of the intervention, students' learning-related behaviors should also be addressed to improve…

  18. Independent Activities for Accelerated Students: Individualized Reading Instruction for Students.

    ERIC Educational Resources Information Center

    Rapides Parish School Board, Alexandria, LAa.

    The teaching guide for use with accelerated elementary school students contains suggestions for independent reading activities, a list of independent reading books for beginning readers, and suggestions for creative activities. Stressed is the value of sharing enthusiasm about books to spur independent reading. Suggestions are given for talking…

  19. Writing Instruction and Standardized Reading Scores among Secondary Students

    ERIC Educational Resources Information Center

    Feldman, Donna

    2010-01-01

    The reading scores on the "Nation's Report Card for 2007" indicate that not all children share the same proficiency in literacy. Reading and writing require the use of similar cognitive processes, yet few studies focus on this relationship or how writing can be a tool for reading remediation. The research questions in this study addressed the…

  20. Is Computer-Aided Instruction an Effective Tier-One Intervention for Kindergarten Students at Risk for Reading Failure in an Applied Setting?

    ERIC Educational Resources Information Center

    Kreskey, Donna DeVaughn; Truscott, Stephen D.

    2016-01-01

    This study investigated the use of computer-aided instruction (CAI) as an intervention for kindergarten students at risk for reading failure. Headsprout Early Reading (Headsprout 2005), a type of CAI, provides internet-based, reading instruction incorporating the critical components of reading instruction cited by the National Reading Panel (NRP…

  1. Rubric for Evaluating Reading/Language Arts Instructional Materials for Kindergarten to Grade 5. REL 2017-219

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Smith, Kevin G.; Kosanovich, Marcia L.

    2017-01-01

    The implementation of effective instructional materials, such as a core reading program, by a qualified teacher is an important part of improving students' reading achievement. But selecting those instructional materials can be time-consuming. Regional Educational Laboratory (REL) Southeast created this rubric for evaluating reading/language arts…

  2. Manipulating Instructions Strategically Affects Reliance on the Ventral-Lexical Reading Stream: Converging Evidence from Neuroimaging and Reaction Time

    ERIC Educational Resources Information Center

    Cummine, Jacqueline; Gould, Layla; Zhou, Crystal; Hrybouski, Stan; Siddiqi, Zohaib; Chouinard, Brea; Borowsky, Ron

    2013-01-01

    Neurobiology of reading research has yet to explore whether reliance on the ventral-lexical stream during word reading can be enhanced by the instructed reading strategy, or whether it is impervious to such strategies. We examined Instructions: "name all" vs. "name words" (based on spelling), Word Type: "regular words" vs. "exception words", and…

  3. Where We Live: A Curriculum Guide. ABE Materials that Address Housing Issues.

    ERIC Educational Resources Information Center

    Ellowitch, Azi

    This curriculum was developed to give adult basic education (ABE) teachers starting points for developing their own units around housing-related issues. The texts have been chosen thematically, rather than by skill level. The materials are designed for group work--oral reading and discussion. Readings focus on housing repairs, court procedures,…

  4. The Effects of Meta-Cognitive Instruction on Students' Reading Comprehension in Computerized Reading Contexts: A Quantitative Meta-Analysis

    ERIC Educational Resources Information Center

    Lan, Yi-Chin; Lo, Yu-Ling; Hsu, Ying-Shao

    2014-01-01

    Comprehension is the essence of reading. Finding appropriate and effective reading strategies to support students' reading comprehension has always been a critical issue for educators. This article presents findings from a meta-analysis of 17 studies of metacognitive strategy instruction on students' reading comprehension in computerized…

  5. The Effects of Explicit Reading Strategy Instruction and Cooperative Learning on Reading Comprehension in Fourth Grade Students

    ERIC Educational Resources Information Center

    Lencioni, Gina M.

    2013-01-01

    The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. Cognitive measures included California State Test scores,…

  6. Vocabulary Word Instruction for Students Who Read Braille

    ERIC Educational Resources Information Center

    Savaiano, Mackenzie E.; Compton, Donald L.; Hatton, Deborah D.; Lloyd, Blair P.

    2016-01-01

    The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors…

  7. Making Assessment Matter: Using Test Results to Differentiate Reading Instruction

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.; Marietta, Sky H.

    2011-01-01

    All too often, literacy assessments are given only for accountability purposes and fail to be seen as valuable resources for planning and differentiating instruction. This clear, concise book shows K-5 educators how to implement a comprehensive, balanced assessment battery that integrates accountability concerns with data-driven instruction.…

  8. Modeling the Relationships Among Reading Instruction, Motivation, Engagement, and Achievement for Adolescents

    PubMed Central

    Guthrie, John T.; Klauda, Susan Lutz; Ho, Amy N.

    2015-01-01

    This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement. PMID:26412903

  9. Using an Informal Reading Inventory to Differentiate Instruction: Case Studies of Three Deaf Learners.

    PubMed

    Trezek, Beverly J; Mayer, Connie

    2015-01-01

    The present study examined the efficacy of using an informal reading inventory to assess literacy levels in elementary-age deaf students, grades 3-5: the period when the gap between deaf and hearing learners often begins to widen, and the need to identify and remediate specific skill deficits becomes increasingly imperative. Emphasis was placed on exploring how results of a formative assessment can inform instruction across a variety of literacy skills (e.g., word identification, reading accuracy, reading fluency, reading comprehension, writing) and among a broad range of learners. A case study approach is used to present in-depth overviews of the performance profiles of three students; also, instructional implications of the findings are discussed. The results illustrate how an informal reading inventory can be used to design interventions that are differentiated and targeted based on identified needs in both the code- and language-related domains of literacy skill development.

  10. High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction

    NASA Astrophysics Data System (ADS)

    Williams, Theresa

    In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

  11. Reading Instructional Management System (RIMS), Citrus Heights, California.

    ERIC Educational Resources Information Center

    San Juan Unified School District, Carmichael, CA.

    This program, included in "Effective Reading Programs...," serves an unselected cross section fo 793 students in K-6. The program is designed to provide classroom teachers with information about the needs and progress of each student in order to enable teachers to diagnose reading problems and prescribe activities to correct them. The…

  12. Interdisciplinary Instructional Reading Strategies: An Applied Application for Business Education

    ERIC Educational Resources Information Center

    Polkinghorne, Frederick W.; Bland, Zinna L.

    2011-01-01

    The contemporary workforce requires technical and reading skills (Shanahan & Shanahan, 2008; The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, Society of Human Resource Management, 2006). Technical skills allow workers to perform specific workforce tasks, while reading skills are generally needed by…

  13. Reading Diagnosis for Teachers: An Instructional Approach. Third Edition.

    ERIC Educational Resources Information Center

    Barr, Rebecca; And Others

    Designed for courses on the diagnosis and remediation of reading, this book introduces readers to running records, informal reading inventories, miscue analysis, retellings, think-alouds, writing rubrics, portfolios, and student self-evaluation while offering theoretical background for decision making. The book emphasizes careful observation of…

  14. Strategy Instruction in a Literature-Based Reading Program.

    ERIC Educational Resources Information Center

    Block, Cathy Collins

    1993-01-01

    Describes a program that teaches reading and thinking strategies through a student-centered, literature-based curriculum designed to increase students' cognitive strategy use, reading achievement, self-esteem, and critical-thinking abilities. An experiment demonstrated that 178 elementary school students in the program outperformed 174 control…

  15. Online Reading Informs Classroom Instruction and Promotes Collaborative Learning

    ERIC Educational Resources Information Center

    Wright, L. Kate; Zyto, Sacha; Karger, David R.; Newman, Dina L.

    2013-01-01

    Web-based collaborative annotation tools can facilitate communication among students and their instructors through online reading and communication. Collaborative reading fosters peer interaction and is an innovative way to facilitate discussion and participation in larger enrollment courses. It can be especially powerful as it creates an…

  16. Studying Reading Instruction with Teacher Logs: Lessons from the Study of Instructional Improvement

    ERIC Educational Resources Information Center

    Rowan, Brian; Correnti, Richard

    2009-01-01

    This article describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement, which used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms. Over…

  17. Computerized Silent Reading Rate and Strategy Instruction for Fourth Graders at Risk in Silent Reading Rate

    ERIC Educational Resources Information Center

    Niedo, Jasmin; Lee, Yen-Ling; Breznitz, Zvia; Berninger, Virginia W.

    2014-01-01

    Fourth graders whose silent word reading and/or sentence reading rate was, on average, two-thirds standard deviation below their oral reading of real and pseudowords and reading comprehension accuracy were randomly assigned to treatment ("n" = 7) or wait-listed ("n" = 7) control groups. Following nine sessions combining…

  18. A Mixed Methods Study of Special Education Teachers' Knowledge of Reading Instruction and Perceptions Concerning Their Preparation to Teach Reading

    ERIC Educational Resources Information Center

    Blakeslee, Cynthia Darden

    2012-01-01

    Significant changes in requirements for reading instruction and special education teacher preparation have occurred in recent years due to provisions found in the No Child Left Behind legislation of 2001 and the 2004 Individuals with Disabilities Education Improvement Act. This study examined the preparation for reading instruction that…

  19. Secondary School Contexts of Reading and Writing Instruction.

    ERIC Educational Resources Information Center

    Knott, Gladys

    1986-01-01

    The scope and complexity of literacy problems in secondary schools has received much attention. This article presents a way communication research can be used to identify and examine instructional strategies to extend students' literacy development and overall communicative competence. (MT)

  20. Read buffer optimizations to support compiler-assisted multiple instruction retry

    NASA Technical Reports Server (NTRS)

    Alewine, N. J.; Fuchs, W. K.; Hwu, W. M.

    1993-01-01

    Multiple instruction retry is a recovery mechanism for transient processor faults. We previously developed a compiler-assisted approach to multiple instruction ferry in which a read buffer of size 2N (where N represents the maximum instruction rollback distance) was used to resolve some data hazards while the compiler resolved the remaining hazards. The compiler-assisted scheme was shown to reduce the performance overhead and/or hardware complexity normally associated with hardware-only retry schemes. This paper examines the size and design of the read buffer. We establish a practical lower bound and average size requirement for the read buffer by modifying the scheme to save only the data required for rollback. The study measures the effect on the performance of a DECstation 3100 running ten application programs using six read buffer configurations with varying read buffer sizes. Two alternative configurations are shown to be the most efficient and differed depending on whether split-cycle-saves are assumed. Up to a 55 percent read buffer size reduction is achievable with an average reduction of 39 percent given the most efficient read buffer configuration and a variety of applications.

  1. Use of Library Readings to Augment Conventional Geology Instruction.

    ERIC Educational Resources Information Center

    Nold, John Lloyd

    1989-01-01

    Examples of sets of questions on library readings designed to lead students into articles and emphasize important information and associated literature are presented for introductory geology courses, historical geology, structural geology, mineralogy, and petrology. (Author/CW)

  2. Matching Literacy Profiles with Instruction for Students on the Spectrum: Making Reading Instruction Meaningful

    ERIC Educational Resources Information Center

    Carnahan, Christina R.; Williamson, Pamela; Haydon, Todd

    2009-01-01

    The term "literacy" is often used synonymously with reading and writing. However, literacy entails more than reading and writing. Literacy involves communicating with others and includes listening, viewing, following, and reading directions and interacting with friends and colleagues. The literacy skills and abilities are essential for all…

  3. Reading comprehension strategy instruction and attribution retraining for secondary students with learning and other mild disabilities.

    PubMed

    Berkeley, Sheri; Mastropieri, Margo A; Scruggs, Thomas E

    2011-01-01

    A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three treatments: RCS+AR, RCS, or a Read Naturally (Ihnot, 1992) comparison condition. Results indicated that compared to the comparison group, both strategy instruction groups performed better on a summarization measure of comprehension after treatment producing large effect sizes. Both groups also performed better after a 6-week delay; however, only the RCS+AR group maintained a large effect size. In addition, RCS+AR students displayed higher attributions for reading success at post- and delayed posttesting. Implications for practice and future research are discussed.

  4. Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?

    PubMed

    Malatesha Joshi, R; Binks, Emily; Graham, Lori; Ocker-Dean, Emily; Smith, Dennie L; Boulware-Gooden, Regina

    2009-01-01

    Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

  5. Effects of Fit between Teachers' Instructional Beliefs and Didactical Principles of Reading Programs

    ERIC Educational Resources Information Center

    Behrmann, Lars; Souvignier, Elmar

    2015-01-01

    A strategy-based reading promotion program was implemented over a course of 8 months in 65 classes from grades 5 to 7 (student age M?=?11.2 years, SD?=?1.0). It was investigated whether teachers flexibly adapted their pedagogical content beliefs (PCBs) on the teaching of reading according to the instructional principles of the intervention.…

  6. STUDIES OF ORAL READING--XII. EFFECTS OF INSTRUCTIONS ON THE EYE-VOICE SPAN.

    ERIC Educational Resources Information Center

    COHN, JULIE A.; LEVIN, HARRY

    ONE MEASURE CURRENTLY USED TO DESCRIBE THE READING PROCESSES IS THE EYE-VOICE SPAN OR EVS. THE EVS IS DEFINED AS THE DISTANCE OR SPAN OF WORDS THAT THE EYE IS AHEAD OF THE VOICE IN ORAL READING. THE EFFECTS OF DIFFERENT INSTRUCTIONALLY-INDUCED SETS UPON THE EYE-VOICE SPANS OF READERS AT VARIOUS ELEMENTARY AND HIGH SCHOOL LEVELS WERE INVESTIGATED.…

  7. Changing Conceptions of Reading: Literacy Learning Instruction. Seventh Yearbook of the American Reading Forum.

    ERIC Educational Resources Information Center

    Lumpkin, Donavon, Ed.; And Others

    Articles in this yearbook contribute to a broad perspective of changing concepts of reading, each focusing attention on an area of major factors exercising current impact on reading and on the education of reading teachers. The articles and their authors are as follows: "Learning from Text" (T. Estes); "Untying the Gordian Knot" (W. Blanton and G.…

  8. Determining Effectiveness: Influences of Homeschool Instruction and Reading Curriculum on Reading Achievement of First Graders

    ERIC Educational Resources Information Center

    Kinney, Kristen J.

    2010-01-01

    This study examined influencing factors on the reading achievement of three first grade students from the Colorado Virtual Academy who were taught to read in a homeschool setting. The overarching research question asked, "How well do students perform when taught to read by parents given the tools that nationally accepted research has deemed…

  9. The Importance of Neurological and Cognitive Research for Reading Instruction.

    ERIC Educational Resources Information Center

    MacRae-Campbell, Linda

    New views of intelligence and cognitive learning styles highlight ways to increase educational effectiveness by improving instructional methods. Research shows that both hemispheres of the brain play a role in learning, but evidence indicates that one hemisphere may be more aroused than the other in the case of a particular child. Individuals with…

  10. Modern Foreign Languages in High School: Pre-Reading Instruction.

    ERIC Educational Resources Information Center

    O'Connor, Patricia

    This teaching guide presents some of the rationale behind an audiolingual approach to prereading language instruction and some planning suggestions and teaching techniques appropriate to beginning classes at the secondary level. Major attention is given to techniques for mimicry-memorization, dialog practice, pattern drill, nonverbal cues, and…

  11. What Research Has To Say about Reading Instruction. Third Edition.

    ERIC Educational Resources Information Center

    Farstrup, Alan E., Ed.; Samuels, S. Jay, Ed.

    Maintaining a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored, the 17 chapters in this book capture the best evidence-based thinking of experienced researchers…

  12. Effects of An Integrated Format for Reading Instruction on the Comprehension and Word-Recognition Performance of Fourth- and Fifth-Grade Students Who Exhibit Severe Reading Problems.

    ERIC Educational Resources Information Center

    Parmer, Lavada Jacumin; Thames, Dana G.; Kazelskis, Richard

    A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction…

  13. Improving Reading of Science Text for Secondary Students with Learning Disabilities: Effects of Text Reading, Vocabulary Learning, and Combined Approaches to Instruction

    ERIC Educational Resources Information Center

    Seifert, Kathleen; Espin, Christine

    2012-01-01

    This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning,…

  14. Changes in Reading Achievement, Perceptual Motor Ability, and Behavior Adjustment as a Function of Perceptual Motor Training and Individualized Remedial Reading Instruction. Final Report.

    ERIC Educational Resources Information Center

    Dietrich, Coralie

    Forty-four 7-11 year-old subjects with normal to high IQ's but who fell in the lower half of their respective age groups in reading were studied to determine the relative effectiveness of perceptual motor training (PMT) and individualized remedial reading instruction (IRRI) upon the reading achievement, perceptual motor development, and behavior…

  15. Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review.

    ERIC Educational Resources Information Center

    Blok, H.; Oostdam, R.; Otter, M. E.; Overmaat, M.

    2002-01-01

    Reviews 42 studies of computer-assisted instruction published from 1990 to the present, comprising 75 experimental comparisons. The corrected effect size estimate was 0.19. Two variables, effect size at the time of pretesting and language of instruction, accounted for 61% of the variability in effect sizes. Advises caution in interpreting results…

  16. A Pilot Program to Recruit, Orient, and Use Classroom Volunteers to Assist ABE/ESL Faculty.

    ERIC Educational Resources Information Center

    Simpson, William M.; Koehler, C. Russell

    The pilot project described and evaluated in this report was conducted at Olympic College to test the assignment of volunteer classroom assistants under the supervision of Adult Basic Education (ABE) and English as a Second Language (ESL) instructors to help individualize classroom instruction. Section I introduces the project, the college and its…

  17. Pre-Service Teachers' Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

    ERIC Educational Resources Information Center

    Karadag, Ruhan

    2015-01-01

    The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term…

  18. EVALUATION OF LEVELS-DESIGNED VISUAL-AUDITORY AND RELATED WRITING METHODS OF READING INSTRUCTION IN GRADE ONE.

    ERIC Educational Resources Information Center

    MANNING, JOHN C.

    THIS RESEARCH STUDY EVALUATED THE EFFECTIVENESS OF THREE METHODS OF FIRST-GRADE READING INSTRUCTION EMPLOYING SIMILAR BASAL READER STORY CONTENT. THE THREE METHODS WERE--(A) THE INSTRUCTIONAL PROCEDURES OUTLINED IN THE TEACHERS MANUAL ACCOMPANYING THE GINN BASIC READING SERIES, (B) A LEVELS-DESIGNED PROGRAM STRESSING EARLY INTENSIVE LETTER…

  19. Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial

    ERIC Educational Resources Information Center

    Al Otaiba, Stephanie; Connor, Carol M.; Folsom, Jessica S.; Greulich, Luana; Meadows, Jane; Li, Zhi

    2011-01-01

    The purpose of this cluster-randomized control field trial was to examine whether kindergarten teachers could learn to differentiate classroom reading instruction using Individualized Student Instruction for Kindergarten (ISI-K) and to test the efficacy of differentiation on reading outcomes. The study involved 14 schools, 23 ISI-K (n = 305…

  20. Teaching Phonological Awareness and Metacognitive Strategies to Children with Reading Difficulties: A Comparison of Two Instructional Methods.

    ERIC Educational Resources Information Center

    Wright, Judith; Jacobs, Barrie

    2003-01-01

    Describes an applied training study investigating the differential effect of two instructional methods on the reading performance of British primary school children with reading difficulties. Explains that children ages 7 to 10 (n=65) were separated into two groups: (1) based on different types of phonological awareness instruction, and (2) a…

  1. Visual Memory and Context Cues in Reading Instruction.

    ERIC Educational Resources Information Center

    Eisenwine, Marilyn J.; Fowler, Elaine Danielson; McKenzie, Gary R.

    2000-01-01

    Explored the progress of 15 first-graders as they learned about baling hay via a mnemonic visualization process. Using an integrated picture and a meaningful organized explanation of the hay-baling process produced superior learning, compared with a control group's progress using conventional guided reading techniques. (MLH)

  2. Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

    ERIC Educational Resources Information Center

    Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

    2012-01-01

    Preschool educators represent a unique population for which to design professional development; as a result, innovative professional development models are necessary. The purpose of this study was to examine the effects of training preschool teachers to use a Shared Reading Innovation Configuration (IC) tool on their planning, implementation, and…

  3. Reading in the Content Areas: Improving Classroom Instruction. Third Edition.

    ERIC Educational Resources Information Center

    Dishner, Ernest K.; And Others

    Providing varying viewpoints on the "state of the art" in content reading from a cadre of authors who have contributed to the expansion of the knowledge base, this book presents preservice and inservice teachers with practical suggestions to use in their classrooms as well as the theoretical bases for these suggestions. The book provides…

  4. Leading Your School to Excellence through Reading Instruction

    ERIC Educational Resources Information Center

    James, Salethia R.

    2014-01-01

    After decades of attempting to identify effective reading programs within the United States, in recent years, the emphasis on identifying these programs has made a dramatic shift. The continuous increase in federal involvement began the implementation of No Child Left Behind (NCLB). One of the primary goals for NCLB is to drastically improve…

  5. Self-Selection of Vocabulary in Reading Instruction

    ERIC Educational Resources Information Center

    Peterson, Candida C.

    1974-01-01

    The child's process of learning to read was simulated by teaching adults to associate Chinese characters with spoken words. When the students chose words to be learned, learning was more rapid than when words were selected by the examiner from a basal reader. (Author/JA)

  6. Meeting First-Year Challenges in Reading Instruction

    ERIC Educational Resources Information Center

    Noll, Brandi L.; Lenhart, Lisa A.

    2014-01-01

    The first year of teaching is often the hardest for most beginners as knowledge and skills gained from teacher preparation meet real world challenges. This article follows two teachers into their first year and describes how they adapt and align what they know about reading best practices to their local situations. Two all-too-common challenges…

  7. Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention

    ERIC Educational Resources Information Center

    Marinak, Barbara A.

    2013-01-01

    In an attempt to more clearly understand the erosion of engagement in some readers, a number of researchers (J. Brophy, 2008; J. Guthrie, 2010; K. Mohr, 2006) and organizations (Education Alliance, 2010) have called for the investigation of strategies to improve elementary reading motivation. Consequently this mixed-methods investigation focused…

  8. Linguistic Simplification of SL Reading Materials: Effective Instructional Practice?

    ERIC Educational Resources Information Center

    Young, Dolly J.

    1999-01-01

    Examined types of simplifications made in four authentic texts used in the second-language classroom, and investigated if there were differences in recall scores based on whether students read simplified or authentic versions. Findings indicated that a high percentage of modifications made were lexical in nature and that recall scores for…

  9. FOUR INSTRUCTIONAL APPROACHES TO BEGINNING READING--THREE YEARS LATER.

    ERIC Educational Resources Information Center

    HAYES, ROBERT B.; WUEST, RICHARD C.

    FOUR APPROACHES TO BEGINNING READING WERE EVALUATED IN A 3-YEAR STUDY OF ELEMENTARY PUBLIC SCHOOL STUDENTS IN NEW CASTLE, PENNSYLVANIA. THE FOUR APPROACHES USED WERE (1) A BASAL READER PROGRAM PUBLISHED BY SCOTT, FORESMAN AND CO. (1962), (2) A PHONIC PROGRAM UTILIZING CORRELATED FILMSTRIPS PUBLISHED BY J.B. LIPPINCOTT CO. (1963), (3) A COMBINATION…

  10. SMILE: Using Photography To Enhance Reading/Writing Instruction.

    ERIC Educational Resources Information Center

    Stratton, Beverly D.; Grindler, Martha C.

    The Apple/Polaroid Language Experience Approach is an extension of the language experience approach which combines photography (a form of communication) and word processing skills. It is considered a holistic approach because it is based on the whole language model of teaching literacy which develops reading skills naturally through the…

  11. Improving Reading Instruction for Junior College Students: Some Recommendations.

    ERIC Educational Resources Information Center

    Ewing, June

    Recommendations are discussed as a guide for the establishment and improvement of reading programs at the junior college level. These recommendations are (1) to determine program objectives, (2) to evaluate periodically the degree of attainment of the objectives, (3) to know what is needed for a program, (4) to become thoroughly familiar with…

  12. Instruction in metacognitive strategies to increase deaf and hard-of-hearing students' reading comprehension.

    PubMed

    Benedict, Kendra M; Rivera, Maria C; Antia, Shirin D

    2015-01-01

    The purpose of this intervention study was to examine the use of a metacognitive strategy--the Comprehension, Check, and Repair Strategy--on strategic reading behavior, nonstrategic reading behavior, and reading comprehension of students who are deaf or hard of hearing (D/HH). A multiple baseline design was used across 3 teacher-student dyads. Frequency data were collected on students' strategic reading behavior. Reading comprehension was assessed by counting the number of details the students retold after reading a content area passage. Results showed (a) an increase in strategic reading behavior for Students A, B, and C; and (b) an increase in reading comprehension for Student A, and possibly for Student B. Social validity data indicated high acceptability of the intervention. Teachers not only continued to use the strategy with their students after the study ended but also introduced it to other students with whom they worked. Instruction in metacognitive strategies to increase strategic reading behavior may be an effective means by which to increase reading comprehension for D/HH students.

  13. A Review of the Literature concerning Grouping Plans for Elementary Reading Instruction, 1965-1979.

    ERIC Educational Resources Information Center

    Flor, Romaine A.

    Twenty-one studies of the effectiveness of various grouping plans for elementary reading instruction are reviewed in this paper. Following the review, the studies are summarized according to the grade level with which they dealt, and conclusions are drawn regarding the most effective grouping plans. Among the conclusions reported are: (1) no one…

  14. Evaluating the Effects of a Systemic Intervention on First-Grade Teachers' Explicit Reading Instruction

    ERIC Educational Resources Information Center

    Nelson-Walker, Nancy J.; Fien, Hank; Kosty, Derek B.; Smolkowski, Keith; Smith, Jean Louise M.; Baker, Scott K.

    2013-01-01

    This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ("j" = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ("i" = 42)…

  15. Instructional Engineering Principles to Frame the Future of Reading Intervention Research and Practice

    ERIC Educational Resources Information Center

    Simmons, Deborah

    2015-01-01

    In this article, I outline thoughts regarding the complexities and possibilities of the next generation of reading intervention for students who do not benefit from typical instructional practices. I ground my recommendations in school-based research and observations conducted primarily in kindergarten through third grade and more recently in…

  16. Helping Students with Dyslexia and Dysgraphia Make Connections: Differentiated Instruction Lesson Plans in Reading and Writing

    ERIC Educational Resources Information Center

    Berninger, Virginia W.; Wolf, Beverly

    2009-01-01

    Students in Ginger Berninger's research studies "showed significant improvement in their reading and writing" after using these lessons--now available to teachers for the first time ever in one convenient book! A state-of-the-art set of lesson plans that can be used for differentiated instruction of students with dysgraphia, dyslexia, and OWL LD,…

  17. Is Scientifically Based Reading Instruction Effective for Students with Below-Average IQs?

    ERIC Educational Resources Information Center

    Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Cheatham, Jennifer P.; Al Otaiba, Stephanie

    2014-01-01

    This longitudinal randomized-control trial investigated the effectiveness of scientifically based reading instruction for students with IQs ranging from 40 to 80, including students with intellectual disability (ID). Students were randomly assigned into treatment (n = 76) and contrast (n = 65) groups. Students in the treatment group received…

  18. Preschool Reading Instruction: A Literature Search, Evaluation, and Interpretation. Final Report.

    ERIC Educational Resources Information Center

    Blanton, William E.

    This report answers questions that parents are likely to ask about preschool reading instruction. It discusses the origins, curriculum change, new concepts of intelligence and the various teaching methods such as Montessori and the British Infant School. Unlike previous generations, today's child is exposed to visual and auditory stimulation, and…

  19. Archimedes, Reading, and the Sustenance of Academic Research Culture in Library Instruction.

    ERIC Educational Resources Information Center

    Cain, Amanda

    2002-01-01

    Discusses the history of academic research, library instruction, and the role of leisure, reflection, and creativity. Suggests that these cultural elements should be introduced to undergraduates and contends that deep reading, rather than information literacy competency, cultivates these elements. Examines productivity and the faculty research…

  20. The Role of Metacognition in Reading Comprehension: Implications for Instruction. Literacy Research Report No. 19.

    ERIC Educational Resources Information Center

    Abromitis, Barbara

    Metacognition has received recent attention by researchers and teachers alike because of the possibilities for successful instruction and intervention for readers at all levels. This paper explores the area of metacognition as it relates specifically to reading comprehension. The paper addresses six areas: (1) the definitions of metacognition,…

  1. Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight

    ERIC Educational Resources Information Center

    Poggio, Jennifer M.

    2012-01-01

    This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the…

  2. The Space Between: The Relationship between Instructional Time, Recess, and Reading

    ERIC Educational Resources Information Center

    Hill, Dawne Beck

    2014-01-01

    The purpose of this two-phase mixed-methods study was to describe the relationship of the ratio of the number of minutes of instructional classroom time to the number of minutes of scheduled unstructured recess time and the reading scores of fourth- and fifth-grade students in Title I schools in the state of Texas. Further, the beliefs of teachers…

  3. Subsyllabic Units in Computerized Reading Instruction: Onset-Rime vs. Postvowel Segmentation.

    ERIC Educational Resources Information Center

    Wise, Barbara W.; And Others

    1990-01-01

    Three experiments with 20 first grade students concerned possible benefits of onset-rime segmentation for reading instruction of children. In all experiments, onset-rime segmentation proved more helpful than postvowel segmentation in short-term learning of single words composed of 4 letters representing 3 and 4 phonemes. (RH)

  4. The Effect of Instruction in the Paraphrasing Strategy on Reading Fluency and Comprehension.

    ERIC Educational Resources Information Center

    Lee, Steven W.; Von Colln, Theresa

    Cognitive strategy instruction is currently garnering much attention in the literature as an effective means of teaching children who display learning difficulties in a wide variety of academic areas. In reading, the Paraphrasing Strategy, which is one of an array of strategies used in the Strategies Intervention Model (SIM) (Schumaker, Deshler, &…

  5. Motivating Children to Read and Write: Using Informal Learning Environments as Contexts for Literacy Instruction

    ERIC Educational Resources Information Center

    Putman, Michael; Walker, Carolyn

    2010-01-01

    The current focus on measurable reading achievement in clearly defined areas, such as fluency and comprehension, has resulted in reduced attention toward motivation and affect in relation to literacy learning. However, motivation is a significant component within literacy instruction due to the link between motivation and action. It is important…

  6. Instructivo del Alfabetizador: Poblacion Rural (Reading and Writing Instruction: Rural Population).

    ERIC Educational Resources Information Center

    Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

    This Mexican series of instructional materials is designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. The reading/writing workbook is presented in two volumes along with a teacher's manual for an adult literacy program directed at rural inhabitants of Mexico.…

  7. A Phenomenological Study of Teacher Perceptions of the Applicability of Differentiated Reading Instruction Designs in Turkey

    ERIC Educational Resources Information Center

    Pilten, Gülhiz

    2016-01-01

    The main purpose of the present study is determining the practicability of the "Differentiated Reading Instruction Approach" in primary school grades in Turkey, in accordance with the teachers' perceptions, by considering important roles in the practice of the approach. The work-group of the present research is in phenomenology design,…

  8. What Reading Teachers Say about Vocabulary Instruction: Voices from the Classroom

    ERIC Educational Resources Information Center

    Berne, Jennifer I.; Blachowicz, Camille L. Z.

    2008-01-01

    Survey data gathered from a group of reading specialists and classroom teachers participating in a regional IRA conference focused on vocabulary instruction were analyzed for this article. The survey inquired into their classroom and building practices relative to the teaching of vocabulary. The results indicate that the major concern is not what…

  9. Instructional Strategies for Enhancing Learning Disabled Students' Reading Comprehension and Comprehension Test Performance.

    ERIC Educational Resources Information Center

    Wong, Bernice Y. L.

    1986-01-01

    Successful instructional strategies for enhancing the reading comprehension and comprehension test performance of learning disabled students are described. Students are taught to self-monitor their comprehension of expository materials and stories through recognition and analysis of recurrent elements and problem passages, content summarization,…

  10. Issues in Reading Instruction: U.S. State Legislators' Perceptions and Knowledge. Research to Practice.

    ERIC Educational Resources Information Center

    Reutzel, D. R.; And Others

    A stratified random sample of 1,500 state legislators from 12 states was surveyed regarding their perceptions and knowledge of issues in reading instruction. The states were selected to provide a balanced mix of state sizes, state budget sizes, and geographic regions. Within states, legislators were selected to balance districts. Both mail surveys…

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  12. Developing Reading Potential: Identification and Instruction of Disadvantaged High Risk Readers in Kindergarten

    ERIC Educational Resources Information Center

    Erskine, Richard Gordon

    A program of early diagnosis and instruction of kindergarten children predicted to have difficulty in learning how to read was investigated. All kindergarten children enrolled in a rural school system were screened with the Teacher Inventory for the Early Identification of High Risk Readers. Those with scores below one standard deviation on the…

  13. The Effect of Explicit Instruction of Textual Discourse Markers on Saudi EFL Learners' Reading Comprehension

    ERIC Educational Resources Information Center

    Al-Qahtani, Abdulaziz Ali

    2015-01-01

    Discourse markers (DMs) instruction is currently receiving an increasing amount of attention in the literature on second language learning. As noted by Al-Yaari, Al Hammadi, Alyami, and Almaflehi (2013), and Algouzi (2014), the use of DMs is insufficient to support the development of the language skills, especially reading, of Saudi English as a…

  14. Reading Instruction for Students with Learning Disabilities: An Observation Study Synthesis (1980-2014)

    ERIC Educational Resources Information Center

    Walker, Melodee A.; Stevens, Elizabeth A.

    2017-01-01

    This article synthesizes observation studies investigating reading instruction for students with learning disabilities (LD) in Grades K-12. A systematic search of the literature between 1980 and 2014 resulted in the identification of 25 studies. In addition to replicating and extending E. A. Swanson's synthesis, the research questions of studies…

  15. Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention

    ERIC Educational Resources Information Center

    Fien, Hank; Smith, Jean Louise M.; Baker, Scott K.; Chaparro, Erin; Baker, Doris Luft; Preciado, Jorge A.

    2011-01-01

    Delivering high-quality reading instruction to English language learners (ELLs) in the early grades is one of the most challenging issues facing schools. The report of the National Literacy Panel on Language-Minority Children and Youth (NLP; August & Shanahan, 2006) defined "English language learners" as students who come from language backgrounds…

  16. Effect of Focused Vocabulary Instruction on 7th Graders' Reading Comprehension

    ERIC Educational Resources Information Center

    Horn, Mary; Feng, Jianhua

    2012-01-01

    This study reports an investigation on the effects of directed vocabulary and whole class instruction on improving students' vocabulary acquisition and reading comprehension. Fifty-eight seventh grade students participated in the study, and a pre-test/post-test experimental design was employed. The results did not indicate any statistically…

  17. Student Achievement: Diagnostic and Prescriptive Reading Instruction, Summer, 1974. Technical Report No. 8.

    ERIC Educational Resources Information Center

    Bramble, William J.; And Others

    A course in diagnostic and prescriptive reading instruction was delivered by satellite to a group of educators, and cognitive, affective, and classroom practice changes were observed. Participants were kindergarten through third grade teachers in the Appalachian region. The course consisted of 12 half-hour color videotaped lessons, 12 pretaped…

  18. Concentrated Language Encounter Instruction Model III in Reading and Creative Writing Abilities

    ERIC Educational Resources Information Center

    Promnont, Piyapong; Rattanavich, Saowalak

    2015-01-01

    The research is aimed to study the development of eleventh grade students' reading, creative writing abilities, satisfaction taught through the concentrated language encounter instruction method, CLE model III. One experimental group time series design was used, and the data was analyzed by MANOVA with repeated measures, t-test for one-group…

  19. Instructivo del Alfabetizador: Poblacion Urbana (Reading and Writing Instruction: Urban Population).

    ERIC Educational Resources Information Center

    Instituto Nacional para la Educacion de los Adultos, Mexico City (Mexico).

    This series of instructional materials is designed for Spanish speaking adults in Mexico who are in the process of becoming literate or have recently become literate in their native language. The reading/writing workbook is presented in two volumes along with a teacher's manual for an adult literacy program directed at urban inhabitants of Mexico.…

  20. Methods for Increasing the Intensity of Reading Instruction for Students with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Allor, Jill H.; Champlin, Tammi M.; Gifford, Diane B.; Mathes, Patricia G.

    2010-01-01

    Current research is demonstrating the effectiveness of comprehensive reading instruction for individuals with intellectual disabilities (ID; Allor, Mathes, Roberts, Cheatham, & Champlin, 2010; Allor, Mathes, Roberts, Jones, & Champlin, 2010; Browder, Ahlgrim-Delzell, Courtade, Gibbs, & Flowers, 2008). One overarching finding from these…

  1. Bridging the Pedagogical Gap: Intersections between Literary and Reading Theories in Secondary and Postsecondary Literacy Instruction

    ERIC Educational Resources Information Center

    Eckert, Lisa Schade

    2008-01-01

    Although a growing body of research and practice in reading strategy instruction in secondary education has identified specific and successful methods for encouraging metacognitive awareness, there is little published research connecting these findings to post-secondary literacy education. Consequently, a gap remains in the conception, and…

  2. Benefits of Computer-Assisted Instruction to Support Reading Acquisition in English Language Learners

    ERIC Educational Resources Information Center

    Macaruso, Paul; Rodman, Alyson

    2011-01-01

    Young children who are English language learners (ELLs) face major challenges in learning to read English. This study examined whether computer-assisted instruction (CAI) can be beneficial to ELL kindergartners enrolled in bilingual classes. The CAI programs provided systematic and structured exercises in developing phonological awareness and…

  3. Variability in Reading Ability Gains as a Function of Computer-Assisted Instruction Method of Presentation

    ERIC Educational Resources Information Center

    Johnson, Erin Phinney; Perry, Justin; Shamir, Haya

    2010-01-01

    This study examines the effects on early reading skills of three different methods of presenting material with computer-assisted instruction (CAI): (1) learner-controlled picture menu, which allows the student to choose activities, (2) linear sequencer, which progresses the students through lessons at a pre-specified pace, and (3) mastery-based…

  4. Does Naturally Occurring Comprehension Strategies Instruction Make a Difference when Students Read Expository Text?

    ERIC Educational Resources Information Center

    Braten, Ivar; Anmarkrud, Oistein

    2013-01-01

    The present study examined whether observed differences in naturally occurring classroom instruction of reading comprehension strategies were reflected in students' independent use of strategies to comprehend expository text. Based on a descriptive classroom study in 4 ninth-grade language arts classrooms, participants were divided into two groups…

  5. Using Semantic Ambiguity Instruction to Improve Third Graders' Metalinguistic Awareness and Reading Comprehension: An Experimental Study

    ERIC Educational Resources Information Center

    Zipke, Marcy; Ehri, Linnea C.; Cairns, Helen Smith

    2009-01-01

    An experiment examined whether metalinguistic awareness involving the detection of semantic ambiguity can be taught, and whether this instruction improves students' reading comprehension. Lower SES third graders from a variety of cultural backgrounds (M = 8 yr. 7 mo., N = 46) were randomly assigned to treatment and control groups. Those receiving…

  6. Goals, Data Use, and Instruction: The Effect of a Teacher Professional Development Program on Reading Achievement

    ERIC Educational Resources Information Center

    van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

    2016-01-01

    In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a pretest-posttest control group design. Applying propensity score…

  7. Delving Deeper into the Construct of Preservice Teacher Beliefs about Reading Instruction for Students with Disabilities

    ERIC Educational Resources Information Center

    Leko, Melinda M.; Kulkarni, Saili; Lin, Meng-Chuan; Smith, Shane A.

    2015-01-01

    The purpose of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers' beliefs about reading instruction for students with disabilities. Interview and artifact data were collected for 11 preservice teachers during a 10-month period. Dimensions of beliefs investigated were…

  8. A Microethnographic Approach to the Study of Classroom Reading Instruction: Rationale and Procedures.

    ERIC Educational Resources Information Center

    Au, Kathryn Hu-pei; Mason, Jana M.

    This paper details how classroom reading instruction can be studied by using microethnographic techniques, wherein classroom events are videotaped and then carefully analyzed to determine their social organizational features. A short introduction to the use of microethnographic methods is presented, followed by an analysis of a lesson taught by a…

  9. The Impact of Direct Instruction on Elementary Students' Reading Achievement in an Urban School District.

    ERIC Educational Resources Information Center

    Mac Iver, Martha Abele; Kemper, Elizabeth

    2002-01-01

    Examined preliminary achievement outcomes of the first years of direct instruction reading within six Baltimore elementary schools. Overall, members of the original second grade cohort were nearing grade level by the end of fifth grade in both intervention and control schools. Future research based on well-established program implementation might…

  10. Informing Our Practice: Modernist, Transactional, and Critical Perspectives on Children's Literature and Reading Instruction.

    ERIC Educational Resources Information Center

    Serafini, Frank

    2003-01-01

    Suggests that many of the current instructional practices that use children's literature in the elementary classroom derive from "modernist" theories of meaning, readers, texts, and contexts which do not reflect the transactional nature of reading, perspectives from reader response, or various critical theories. Describes three theoretical…

  11. Improving Vocabulary Knowledge and Reading Attitudes in 4th Grade Students Through Direct Vocabulary Instruction.

    ERIC Educational Resources Information Center

    Mosher, Deborah J.

    A program was designed and implemented to improve vocabulary knowledge and attitudes toward reading by focusing on direct vocabulary instruction. The targeted population consisted of 23 fourth grade students in a middle-class suburb north of Chicago. The community is very multicultural, so many of the students speak English as a second language.…

  12. Speech Recognition Technology: An Application to Beginning Reading Instruction. Technical Report.

    ERIC Educational Resources Information Center

    Thompson, Charles L.; And Others

    Noting that the recent development of reliable, high-performance, low-cost speech recognizers--devices that can distinguish among spoken words--holds potential for education, such as early reading instruction, this technical report describes a study which investigated two principal questions: (1) Does an inexpensive, microcomputer-based speech…

  13. Instructional Challenges in Developing Young Children's Science Concepts: Using Informational Text Read-Alouds

    ERIC Educational Resources Information Center

    Hoffman, Jessica L.; Collins, Molly F.; Schickedanz, Judith A.

    2015-01-01

    Early childhood instruction tends to focus heavily on literacy development, sometimes at the expense of rich concept development (CEP, 2007; Neuman, 2006; NRC, 2012; NSTA, 2014). Because of the emphasis on literacy instruction, many early childhood teachers integrate content areas, such as science, in literacy instruction through read alouds of…

  14. The Effects of Kindergarten through Second Grade Reading Instruction and Intervention on Third Grade Reading Achievement

    ERIC Educational Resources Information Center

    Chevalier-Metzger, Teresia

    2013-01-01

    State and local assessment data from 117 students in one school in the California Central Valley were examined to determine how much participation in a kindergarten through second grade multitiered reading intervention model contributed to third grade reading achievement, over and above the demographic factors of ethnicity, socioeconomic status,…

  15. The Impact of Direct Reading Instructional Strategies on Reading Achievement in 8th Grade Students

    ERIC Educational Resources Information Center

    Rider, Lynne Marie

    2010-01-01

    According to the National Assessment of Educational Progress, about 60% of students cannot read proficiently at their current grade level. Findings from the National Reading Panel (NRP) indicate that there is not sufficient research on the topic of struggling middle school readers. The purpose of this quantitative study was to examine the impact…

  16. Assessment Data-Informed Guidance to Individualize Kindergarten Reading Instruction: Findings from a Cluster-Randomized Control Field Trial.

    PubMed

    Al Otaiba, Stephanie; Connor, Carol M; Folsom, Jessica Sidler; Greulich, Luana; Meadows, Jane; Li, Zhi

    2011-06-01

    The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts.

  17. Effects of Peer Mediated Instruction on the Oral Reading Fluency Skills of High School Aged Struggling Readers

    ERIC Educational Resources Information Center

    Josephs, Nikki L.; Jolivette, Kristine

    2016-01-01

    This study examined the effects of peer-mediated oral reading fluency instruction and narrative texts on the reading fluency and comprehension skills of adolescent struggling readers in an alternative high school setting over a period of 10 weeks. The results of this study indicate that peer-mediated repeated reading appears to be the most…

  18. Use of Direct Instruction to Teach Reading to Students with Significant Cognitive Impairments: Student Outcomes and Teacher Perceptions

    ERIC Educational Resources Information Center

    Kanfush, Philip Michael, III.

    2010-01-01

    The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock Reading Mastery Tests--Revised when taught using Direct Instruction reading programs. Additionally, the study explored teacher perceptions of the effectiveness of Direct Instruction…

  19. Toward a New Model of Usability: Guidelines for Selecting Reading Fluency Apps Suitable for Instruction of Struggling Readers

    ERIC Educational Resources Information Center

    Rinehart, Steven D.; Ahern, Terence C.

    2016-01-01

    Computer applications related to reading instruction have become commonplace in schools and link with established components of the reading process, emergent skills, decoding, comprehension, vocabulary, and fluency. This article focuses on computer technology in conjunction with durable methods for building oral reading fluency when readers…

  20. The Effect of Strategy Instruction Based on the Cognitive Academic Language Learning Approach over Reading Comprehension and Strategy Use

    ERIC Educational Resources Information Center

    Gurses, Meral Ozkan; Adiguzel, Oktay Cem

    2013-01-01

    This study investigates the effects of reading strategies instruction based on the Cognitive Academic Language Learning Approach over students' skill to comprehend what they read in French and their use of reading strategies. It has an action research design. Eighteen students studying at French Preparatory Program at Eskisehir Osmangazi…

  1. The Effects of Using Direct Instruction and a Re-Reading Contingency with a High School Student

    ERIC Educational Resources Information Center

    Gregory, Anne; McLaughlin, T. F.; Weber, K. P.; Stookey, Sue

    2005-01-01

    The purpose of this study was to determine the effectiveness of using re-reading as a consequence for failing to read passages rapidly with zero errors using the "Direct Instruction approach with Corrective Reading, Skills Applications: Decoding C" (Engelmann, Meyer, Johnson, & Carnine, 1988). The participant was a 16-year-old high school student…

  2. The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference

    ERIC Educational Resources Information Center

    Varuzza, Michelle; Sinatra, Richard; Eschenauer, Robert; Blake, Brett Elizabeth

    2014-01-01

    Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a…

  3. The Effect of a Course Management System (CMS)-Supported Strategy Instruction on EFL Reading Comprehension and Strategy Use

    ERIC Educational Resources Information Center

    Tsai, Yea-Ru; Talley, Paul C.

    2014-01-01

    This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle system, which included reading exercises on problem identification, monitoring comprehension,…

  4. Compiler-assisted multiple instruction rollback recovery using a read buffer

    NASA Technical Reports Server (NTRS)

    Alewine, N. J.; Chen, S.-K.; Fuchs, W. K.; Hwu, W.-M.

    1993-01-01

    Multiple instruction rollback (MIR) is a technique that has been implemented in mainframe computers to provide rapid recovery from transient processor failures. Hardware-based MIR designs eliminate rollback data hazards by providing data redundancy implemented in hardware. Compiler-based MIR designs have also been developed which remove rollback data hazards directly with data-flow transformations. This paper focuses on compiler-assisted techniques to achieve multiple instruction rollback recovery. We observe that some data hazards resulting from instruction rollback can be resolved efficiently by providing an operand read buffer while others are resolved more efficiently with compiler transformations. A compiler-assisted multiple instruction rollback scheme is developed which combines hardware-implemented data redundancy with compiler-driven hazard removal transformations. Experimental performance evaluations indicate improved efficiency over previous hardware-based and compiler-based schemes.

  5. The Effects of Modeling and Repeated Taped Reading Instruction on the Learning Disabled Child as Ways To Improve Reading Comprehension Fluency and Word Recognition.

    ERIC Educational Resources Information Center

    Rokicki, Anne L.

    This practicum focused on the use of repeated taped reading instruction with modeling to improve fluency, comprehension, and automatic word recognition in five students (ages 11-13 years) with learning disabilities for a period of 10 weeks. The instruction also involved the teacher giving corrective feedback and having the students answer story…

  6. Functional Characterization of AbeD, an RND-Type Membrane Transporter in Antimicrobial Resistance in Acinetobacter baumannii

    PubMed Central

    Srinivasan, Vijaya Bharathi; Venkataramaiah, Manjunath; Mondal, Amitabha; Rajamohan, Govindan

    2015-01-01

    Background Acinetobacter baumannii is becoming an increasing menace in health care settings especially in the intensive care units due to its ability to withstand adverse environmental conditions and exhibit innate resistance to different classes of antibiotics. Here we describe the biological contributions of abeD, a novel membrane transporter in bacterial stress response and antimicrobial resistance in A. baumannii. Results The abeD mutant displayed ~ 3.37 fold decreased survival and >5-fold reduced growth in hostile osmotic (0.25 M; NaCl) and oxidative (2.631 μM–6.574 μM; H2O2) stress conditions respectively. The abeD inactivated cells displayed increased susceptibility to ceftriaxone, gentamicin, rifampicin and tobramycin (~ 4.0 fold). The mutant displayed increased sensitivity to the hospital-based disinfectant benzalkonium chloride (~3.18-fold). In Caenorhabditis elegans model, the abeD mutant exhibited (P<0.01) lower virulence capability. Binding of SoxR on the regulatory fragments of abeD provide strong evidence for the involvement of SoxR system in regulating the expression of abeD in A. baumannii. Conclusion This study demonstrates the contributions of membrane transporter AbeD in bacterial physiology, stress response and antimicrobial resistance in A. baumannii for the first time. PMID:26496475

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

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Medford, Emma

    2014-01-01

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

  8. Johnny Won't Read, and Susie Won't Either: Reading Instruction and Student Resistance

    ERIC Educational Resources Information Center

    Powell, Rebecca; Mcintyre, Ellen; Rightmyer, Elizabeth

    2006-01-01

    Why are children off task? What is going on in classrooms where a majority of children are off task? In this study we analyzed primary-grade classroom literacy instruction in which there was considerable off-task behavior. Using Turner and Paris's frame for understanding student motivation in the classroom, we analyzed 73 activity settings where…

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

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  10. Beyond Reading and Proficiency Assessment: The Rational Cloze Procedure as Stimulus for Integrated Reading, Writing, and Vocabulary Instruction and Teacher-Student Interaction in ESL

    ERIC Educational Resources Information Center

    Lee, Siok H.

    2008-01-01

    Extending its use beyond the traditional role in reading and general proficiency assessment, this study examined the effects of the rational cloze procedure (RCP) as a stimulus in integrated reading, writing, and vocabulary instruction and teacher-student interaction. Participants were 39 secondary school multi-grade, multi-L1 low intermediate ESL…

  11. A Comparison of Seventh Grade Thai Students' Reading Comprehension and Motivation to Read English through Applied Instruction Based on the Genre-Based Approach and the Teacher's Manual

    ERIC Educational Resources Information Center

    Sawangsamutchai, Yutthasak; Rattanavich, Saowalak

    2016-01-01

    The objective of this research is to compare the English reading comprehension and motivation to read of seventh grade Thai students taught with applied instruction through the genre-based approach and teachers' manual. A randomized pre-test post-test control group design was used through the cluster random sampling technique. The data were…

  12. Understanding Instructions.

    ERIC Educational Resources Information Center

    Milburn, Val

    This guide is intended to help adult basic education (ABE) teachers teach their students to understand instructions in their daily lives. The 25 learning activities included all develop students' skills in the area of following directions by using basic situations drawn from everyday life. The following activities are included: sequencing pictures…

  13. Development and validation of an assessment of adult educators' reading instructional knowledge.

    PubMed

    Bell, Sherry Mee; McCallum, R Steve; Ziegler, Mary; Davis, C A; Coleman, Maribeth

    2013-10-01

    The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n = 468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts.

  14. Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

    PubMed

    Stotsky, Sandra

    2009-01-01

    To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

  15. Reading and Reading Instruction for Children from Low-Income and Non-English-Speaking Households

    ERIC Educational Resources Information Center

    Lesaux, Nonie K.

    2012-01-01

    Although most young children seem to master reading skills in the early grades of elementary school, many struggle with texts as they move through middle school and high school. Why do children who seem to be proficient readers in third grade have trouble comprehending texts in later grades? To answer this question, Nonie Lesaux describes what is…

  16. Put Reading First: Positive Effects of Direct Instruction and Scaffolding for ESL Learners Struggling with Reading

    ERIC Educational Resources Information Center

    Van Staden, Annalene

    2011-01-01

    The inability of many English second-language (ESL) learners to read at desirable levels is universal, but reasons for this and solutions have not yet been addressed. Within the South African teaching context especially there is a paucity of evidence-based research findings available on the literacy challenges faced by ESL learners and the…

  17. Kindergarteners' concept development in science and literacy learning through Concept-Oriented Reading Instruction (CORI)

    NASA Astrophysics Data System (ADS)

    Moffit, Char Adelia

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196) This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through Concept-Oriented Reading Instruction (CORI). CORI is an instructional framework created to increase reading engagement by teaching reading comprehension strategies along with science concepts (Guthrie, et al., 1996). This study explored CORI at the Kindergarten level to examine how this curriculum framework engaged young learners in science concept and literacy learning. The study was grounded in the belief that concept learning can be engaging and motivating (Csikszentmihalyi, 1978). Data analysis resulted in five metaphors that show how the students took on multiple identities while engaged in learning concepts during CORI. Students took on the following identities: learner as docent, learner as explorer, learner as researcher, learner as author, and learner as expert. Prior to this study, the lowest grade level that CORI had been researched was 3rd grade. The present study examined the benefits of utilizing CORI with early literacy at the Kindergarten level and contributes to the body of CORI research demonstrating the potential of utilizing CORI at lower grade levels.

  18. Compiler-assisted multiple instruction rollback recovery using a read buffer

    NASA Technical Reports Server (NTRS)

    Alewine, Neal J.; Chen, Shyh-Kwei; Fuchs, W. Kent; Hwu, Wen-Mei W.

    1995-01-01

    Multiple instruction rollback (MIR) is a technique that has been implemented in mainframe computers to provide rapid recovery from transient processor failures. Hardware-based MIR designs eliminate rollback data hazards by providing data redundancy implemented in hardware. Compiler-based MIR designs have also been developed which remove rollback data hazards directly with data-flow transformations. This paper describes compiler-assisted techniques to achieve multiple instruction rollback recovery. We observe that some data hazards resulting from instruction rollback can be resolved efficiently by providing an operand read buffer while others are resolved more efficiently with compiler transformations. The compiler-assisted scheme presented consists of hardware that is less complex than shadow files, history files, history buffers, or delayed write buffers, while experimental evaluation indicates performance improvement over compiler-based schemes.

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

    ERIC Educational Resources Information Center

    Tobin, Kevin G.

    2004-01-01

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

  20. Reliability and Validity of the Classroom Observations of Student-Teacher Interactions (COSTI) for Kindergarten Reading Instruction

    ERIC Educational Resources Information Center

    Smolkowski, Keith; Gunn, Barbara

    2012-01-01

    This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student-Teacher Interactions (COSTI) documents the frequency of four student-teacher interactions during beginning reading instruction: explicit…

  1. Using Curriculum-Based Measurement to Monitor Secondary English Language Learners' Responsiveness to Peer-Mediated Reading Instruction

    ERIC Educational Resources Information Center

    Wayman, Miya Miura; McMaster, Kristen L.; Saenz, Laura M.; Watson, Jill A.

    2010-01-01

    The purpose of this article is to explore the use of reading aloud and maze Curriculum-Based Measures (CBMs) to evaluate the responsiveness of secondary-level English language learners (ELLs) to peer-mediated instruction. First, we briefly summarize research on instructional practices for ELLs, highlighting the need for further work to identify…

  2. Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication during Storybook Reading

    ERIC Educational Resources Information Center

    Kent-Walsh, Jennifer; Binger, Cathy; Hasham, Zishan

    2010-01-01

    Purpose: This study investigated the effects of a communication partner instruction strategy for parents of children using augmentative and alternative communication (AAC) on the communicative turn taking of their children. Instruction was provided within storybook-reading contexts. Method: Two single-subject multiple-probe-across-participants…

  3. The Effect of Morphological Instruction in Improving the Spelling, Vocabulary, and Reading Comprehension of High School English Language Learners (ELLs)

    ERIC Educational Resources Information Center

    Diaz, Ivan

    2010-01-01

    The purpose of this study was to determine if Morphological Instruction (knowledge of the Germanic, Latin, and Greek words, roots, and affixes of English) was an effective instructional approach towards accelerating the acquisition of spelling, vocabulary, and reading comprehension and closing at least a 6,000 word gap between English language…

  4. Does Context Matter? Explicit Print Instruction during Reading Varies in Its Influence by Child and Classroom Factors

    ERIC Educational Resources Information Center

    McGinty, Anita S.; Justice, Laura M.; Piasta, Shayne B.; Kaderavek, Joan; Fan, Xitao

    2012-01-01

    This study examined preschool teachers' (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment…

  5. Direct or Indirect Instruction?: An Evaluation of Three Types of Intervention Programme for Assisting Students with Specific Reading Difficulties.

    ERIC Educational Resources Information Center

    Somerville, David E.; Leach, David J.

    1988-01-01

    Three intervention programs (psychomotor, self-esteem enhancement, and direct instruction) were conducted with 40 children who had reading difficulties. The direct instruction program resulted in the greatest gains. Post-intervention questionnaires completed by subjects, parents, and teachers indicated that perceived success differed significantly…

  6. The Relative Effects upon High School Students of Inductive and Programmed Instruction in the Close Reading of Poetry.

    ERIC Educational Resources Information Center

    Weiss, James David

    To examine the effects of inductive and programmed instruction in the close reading of poetry, four control classes of urban 11th graders receiving inductive instruction in poetry were compared with four equivalent experimental classes using programmed textbooks. Both groups were given free response tests on two poems: one poem, included in…

  7. Regional, Rural Home ABE Program Spells Impact.

    ERIC Educational Resources Information Center

    Vachon, Claude

    Maine's State Division of Adult Education began setting up a regionalized Adult Basic Education (ABE) program in rural Franklin county in 1974 to serve the area's functional illiterates. Located in the building housing the Franklin County Community Action Program (CAP), linkages were developed with a large number of agencies; initially the 10 CAP…

  8. Effective ABE Programming: Nine Case Studies.

    ERIC Educational Resources Information Center

    Sjogren, Douglas; Jacobson, Larry

    The document presents an indepth study of nine selected exemplary adult basic education (ABE) programs in Region 8: Volunteers Clearing House, Fort Collins, Colorado; Utah Navajo Development Council, Blanding, Utah; Adult Education Tutorial Program, Denver, Colorado; Project SAVE, Lemmon, South Dakota; Gates Rubber Company, Denver, Colorado;…

  9. Teaching Early Reading Skills to Children with Intellectual and Developmental Disabilities Using Computer-Delivered Instruction: A Pilot Study

    ERIC Educational Resources Information Center

    Tyler, Emily J.; Hughes, John C.; Wilson, Meadhbh M.; Beverley, Michael; Hastings, Richard P.; Williams, Bethan M.

    2015-01-01

    Many children with Intellectual and Developmental Disabilities (IDD) have considerable difficulty learning basic reading skills. Increasing evidence suggests individuals with IDD may benefit from instruction incorporating components of reading found to be effective for typically developing children. However, little research into reading…

  10. Early Intervention with Children of Dyslexic Parents: Effects of Computer-Based Reading Instruction at Home on Literacy Acquisition

    ERIC Educational Resources Information Center

    Regtvoort, Anne G. F. M.; van der Leij, Aryan

    2007-01-01

    The hereditary basis of dyslexia makes it possible to identify children at risk early on. Pre-reading children genetically at risk received during 14 weeks a home- and computer-based training in phonemic awareness and letter-sound relationships in the context of reading instruction. At posttest training effects were found for both phonemic…

  11. Improving Second Grade Student's Reading Fluency and Comprehension Using Teacher-Guided iPad® App Instruction

    ERIC Educational Resources Information Center

    Redcay, Jessica D.; Preston, Sean M.

    2016-01-01

    Purpose: This study aims to examine the differences in second grade students' reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. Design/methodology/approach: This study reports the results of the quasi-experimental pre-post study by providing…

  12. Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

    ERIC Educational Resources Information Center

    Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

    2014-01-01

    This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

  13. Dynamics of Strategies-Based Language Instruction: A Study of Reading Comprehension and Problem Solving Abilities via Structural Equation Modeling

    ERIC Educational Resources Information Center

    Ghahari, Shima; Basanjideh, Mahin

    2015-01-01

    The study aimed at exploring the psychological as well as educational outcomes of strategies awareness and use. We set out to examine the effect of reading strategic investment on language achievement and problem solving ability (PSA). The participating EFL learners were heterogeneous in terms of reading instruction; two of the intact groups had…

  14. Investigating the Effectiveness of Inquiry-Based Instruction on Students with Different Prior Knowledge and Reading Abilities

    ERIC Educational Resources Information Center

    Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju

    2010-01-01

    This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…

  15. A Comparison of Reading Growth and Outcomes of Kindergarten Students with Cognitive Impairments to Their Typical Peers: The Impact of Instruction

    ERIC Educational Resources Information Center

    Folsom, Jessica Sidler

    2012-01-01

    This research addressed the early reading instruction of students with cognitive impairments included in general education kindergarten classrooms. Research from 2002 to 2011 on early reading instruction for students with mental retardation were reviewed and current trends in measurement, typical instruction, intervention, and achievement were…

  16. Deepening What It Means to Read (and Write) Like a Historian: Progressions of Instruction across a School Year in an 11th Grade U.S. History Class

    ERIC Educational Resources Information Center

    Shanahan, Cynthia; Bolz, Michael J.; Cribb, Gayle; Goldman, Susan R.; Heppeler, Johanna; Manderino, Michael

    2016-01-01

    This article presents six goals for history literacy instruction created by Project Reading, Evidence, and Argumentation in Disciplinary Instruction (READI), an Institute of Education Sciences (IES) reading comprehension project. It describes how one Project READI high school teacher used the six learning goals to create instruction designed to…

  17. The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling.

    PubMed

    Schlesinger, Nora W; Gray, Shelley

    2017-03-02

    The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of non-English graphemes (letters) to represent two pretend languages was used to control for children's lexical knowledge. A multiple baseline, multiple probe across subjects single-case design, with an embedded alternating treatments design, was used to compare the efficacy of multisensory and structured language interventions. Both interventions provided explicit systematic phonics instruction; however, the multisensory intervention also utilized simultaneous engagement of at least two sensory modalities (visual, auditory, and kinesthetic/tactile). Participant's graphed data was visually analyzed, and individual Tau-U and weighted Tau-U effect sizes were calculated for the outcome variables of letter name production, letter sound production, word reading, and word spelling. The multisensory intervention did not provide an advantage over the structured intervention for participants with typical development or dyslexia. However, both interventions had an overall treatment effect for participants with typical development and dyslexia, although intervention effects varied by outcome variable.

  18. Expanding the Role of K-5 Science Instruction in Educational Reform: Implications of an Interdisciplinary Model for Integrating Science and Reading

    ERIC Educational Resources Information Center

    Romance, Nancy R.; Vitale, Michael R.

    2012-01-01

    Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus…

  19. Teaching reading to youth with fragile X syndrome: Should phonemic awareness and phonics instruction be used?

    PubMed Central

    Randel, Allison; Adlof, Suzanne; Klusek, Jessica; Roberts, Jane

    2015-01-01

    Clinical Question Would a child with fragile X syndrome benefit more from phonemic awareness and phonics instruction or whole-word training to increase reading skills? Method Systematic review Study Sources PsycINFO Search Terms Fragile X or Down Syndrome or Cognitive Impairment or Cognitive Deficit or Cognitive Disability or Intellectual Disorder or Intellectual Delay or Intellectual Disability or Mental Retardation AND Whole Word or Sight Word or Phonological Awareness or Phonics Number of studies included FXS = 0; DS = 6; ID = 17 Primary Results There are currently no published peer-reviewed treatment studies testing reading interventions for children with fragile X syndrome. Phonological awareness and reading outcomes are correlated in children with fragile X syndrome, similar to the pattern seen in typical development. There is converging empirical evidence that phonologically-based approaches, often included as part of a comprehensive program, can be beneficial with children and adolescents with other developmental disabilities, including Down syndrome, intellectual disabilities, and autism spectrum disorder. Conclusions There is a need for more research to determine what types of reading interventions are beneficial when working with children with fragile X syndrome. Given the lack of published empirical research in this area, clinicians should rely on existing evidence-based treatment data and professional judgment when determining which course of treatment to implement. PMID:26500715

  20. The AstroBiology Explorer (ABE) Mission

    NASA Technical Reports Server (NTRS)

    Sandford, S. A.

    2003-01-01

    Introduction: Infrared spectroscopy in the 2.5- 16 micron range is a principle means by which organic compounds can be detected and identified in space via their vibrational transitions. Ground-based, airborne, and spaceborne IR spectral studies have already demonstrated that a significant fraction of the carbon in the interstellar medium (ISM) resides in the form of complex organic molecular species. Furthermore, the presence of D-enriched organics in meteorites suggests that a portion of these materials survives incorporation into protosolar nebulae. Unfortunately, neither the distribution of these materials in space nor their genetic and evolutionary relationships with each other or their environments are currently well understood. The Astrobiology Explorer (ABE) is a MIDEX mission concept designed to use infrared spectroscopy to address outstanding problems in Astrochemistry which are particularly relevant to Astrobiology and are amenable to astronomical observation. ABE is currently under study at NASA's Ames Research Center in collaboration with Ball Aerospace and Technologies Corporation and the Jet Propulsion Laboratory. ABE was selected for Phase A study during the last MIDEX AO round, but has yet to be selected for flight.

  1. Reading First: States Report Improvements in Reading Instruction, but Additional Procedures Would Clarify Education's Role in Ensuring Proper Implementation by States. Report to Congressional Requesters. GAO-07-161

    ERIC Educational Resources Information Center

    Ashby, Cornelia M.

    2007-01-01

    The Reading First program was designed to help students in kindergarten through third grade develop stronger reading skills. This report examines the implementation of the Reading First program, including: (1) changes that have occurred to reading instruction; (2) criteria states have used to award sub-grants to districts, and the difficulties, if…

  2. Using Comic Books as Read-Alouds: Insights on Reading Instruction from an English as a Second Language Classroom

    ERIC Educational Resources Information Center

    Ranker, Jason

    2007-01-01

    A first-grade teacher used comic books as read-alouds during her implementation of a reading/writing workshop. The students, primarily English-language learners, were able to make use of this medium in order to learn new reading practices. The teacher used the comics to teach multiple aspects of various reading processes such as reading with an…

  3. Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

    ERIC Educational Resources Information Center

    Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M.

    This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…

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

    ERIC Educational Resources Information Center

    Goddard, Yvonne; Rinderknecht, Laura

    2009-01-01

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

  5. Reading Reform and the Role of Policy, Practice and Instructional Leadership on Reading Achievement: A Case Study of Grissom Elementary School

    ERIC Educational Resources Information Center

    Morrison, Faith Andrea

    2012-01-01

    The purpose of this study was to explore whether William Deming's 8 Step Model would increase reading achievement in 3rd grade students. The study investigated how well the process based plan-do-check-act model when used as a treatment with fidelity, coupled with the principal as instructional leader would result in success in the age of federal…

  6. Content Area Reading Instruction for Secondary Teacher Candidates: A Case Study of a State-Required Online Content Area Reading Course

    ERIC Educational Resources Information Center

    Biggs, Brad

    2014-01-01

    This dissertation examined in a state-required, online preservice teacher course in content area reading instruction (CARI) at a large land-grant university in Minnesota. Few studies have been published to date on revitalized literacy teacher preparation efforts in CARI (See Vagle, Dillon, Davison-Jenkins, & LaDuca, 2005; Dillon, O'Brien,…

  7. The Effect of Speed Reading Instruction on Japanese High School Students' English Reading Comprehension and Vocabulary Development

    ERIC Educational Resources Information Center

    Underwood, Paul; Myskow, Gordon; Hattori, Takahiko

    2012-01-01

    This study investigated the effects of a six-month course in speed reading in three areas of reading proficiency development: 1) general reading comprehension, 2) knowledge of high-frequency vocabulary, and 3) reading-rate and accuracy. The participants (N = 105) were Japanese students studying English as a foreign language in Grade 10 at a…

  8. Observing Communication During Oral Reading Instruction: A Critique of Past Research and a Report on the Development of a Taxonomy of Behaviors Useful in Field Based Research.

    ERIC Educational Resources Information Center

    Hoffman, James V.; Baker, Christopher

    The purpose of this paper is to report progress on the development of an observation instrument useful in characterizing the communication between teacher and student during oral reading instruction. The paper is divided into five major sections: (1) an overview of oral reading instruction at primary levels, (2) a theoretical perspective for…

  9. Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties.

    PubMed

    Hassinger-Das, Brenna; Jordan, Nancy C; Dyson, Nancy

    2015-12-01

    The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts.

  10. Understanding and Enacting Self-Regulated Learning with Students Receiving Tier 3 Instruction in Reading: A Practitioner Inquiry Approach

    ERIC Educational Resources Information Center

    Pennypacker Hill, Ashley

    2013-01-01

    The purpose of this study was to understand self-regulated learning as it developed in 4th and 5th grade learners that received intensive instructional supports in reading within a newly designed 21st century learning space. The study was conducted in an elementary school building that utilizes innovative architecture to support 21st century…

  11. "The First R" Yesterday and Today: U.S. Elementary Reading Instruction Practices Reported by Teachers and Administrators.

    ERIC Educational Resources Information Center

    Baumann, James F.; Hoffman, James V.; Duffy-Hester, Ann M.; Ro, Jennifer Moon

    2000-01-01

    Presents a modified replication of Austin and Morrison's classic 1963 study of the status of U.S. public school elementary reading instruction. Discusses how school and classroom libraries in the 1990s are more prevalent and better equipped, and how changes in programs and philosophy are common in the late 1990s, unlike in the 1960s. Appends the…

  12. Reducing Reading Failure for Kindergarten Urban Students: A Study of Early Literacy Instruction, Treatment Quality, and Treatment Duration

    ERIC Educational Resources Information Center

    Yurick, Amanda; Cartledge, Gwendolyn; Kourea, Lefki; Keyes, Starr

    2012-01-01

    Six instructional assistants taught the Early Reading Intervention (ERI) curriculum to 38 at-risk kindergarten students, and 32 nonrisk students served as comparisons. Student risk was determined based on performance on the "Dynamic Indicators of Basic Early Literacy Skills" subtests of Nonsense Word Fluency, Letter Naming Fluency, and…

  13. Making the Most of Extra Time: Relationships between Full-Day Kindergarten Instructional Environments and Reading Achievement. Research Brief

    ERIC Educational Resources Information Center

    Rathbun, Amy

    2010-01-01

    As the number of schools changing from part- to full-day kindergarten programs increases, state and local education agencies need empirically-based evidence on ways that schools and teachers can best structure the additional instructional time of full-day programs to improve children's early reading skills. This brief uses nationally…

  14. Perceived Reliable Sources of Reading Instruction Information Selected by Kindergarten, First, Second, Third, Fourth, and Fifth Grade Teacher-Practitioners

    ERIC Educational Resources Information Center

    Biglane-Hodges, Janet Kimberly

    2010-01-01

    The teacher is considered the most important factor in student success. With increased emphasis on research-based information through federal legislation, teachers struggle selecting credible methods and procedures among available reading instruction sources confounding the possibility of student achievement. Teacher self-knowledge, peer teachers,…

  15. Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction

    ERIC Educational Resources Information Center

    Alvermann, Donna E.; Rezak, Achariya T.; Mallozzi, Christine A.; Boatright, Michael D.; Jackson, David F.

    2011-01-01

    Background/Context: One of several challenges to fusing reading and science instruction through the use of reflective practice arises from recent claims that it is questionable whether anyone can "make" preservice teachers into reflective practitioners. This challenge has implications for researchers and teacher educators in general, especially if…

  16. A Cooperative Learning Approach to Elementary Reading and Writing Instruction: Long-Term Effects. Report No. 42.

    ERIC Educational Resources Information Center

    Stevens, Robert J.; And Others

    A year-long study determined the long-term effects of a comprehensive learning approach to elementary reading and writing instruction on students' achievement, attitudes, and metacognitive awareness. Subjects, 529 students in 29 second- through sixth-grade classes in a suburban Maryland school district, participated in the Cooperative Integrated…

  17. The Read-Aloud Accommodation during Instruction: Exploring Effects on Student Self-Perceptions and Academic Growth

    ERIC Educational Resources Information Center

    Witmer, Sara E.; Cook, Elizabeth; Schmitt, Heather; Clinton, Marianne

    2015-01-01

    The read-aloud accommodation (RA) is frequently provided to students with high-incidence disabilities to facilitate their access to learning opportunities during instruction and to allow them to demonstrate knowledge and skills during testing. Empirical support for this accommodation has been somewhat mixed, and has primarily focused on…

  18. Developments in Instruction in Selected Four Year College Reading Improvement Programs Throughout the United States, 1950-1974.

    ERIC Educational Resources Information Center

    Howard, Virginia Pearl Hymes

    The purpose of this study was to examine the organization, program format and duration of college reading improvement instructional programs (CRIPs) in selected four-year American colleges and universities from 1950-1974, and to gather information which is vital to effective curricula and planning for higher education in the area of reading…

  19. Teaching Reading Comprehension and Language Skills to Students with Autism Spectrum Disorders and Developmental Disabilities Using Direct Instruction

    ERIC Educational Resources Information Center

    Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan

    2013-01-01

    There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…

  20. Development of Reading Skills from K-3 in Spanish-Speaking English Language Learners Following Three Programs of Instruction

    ERIC Educational Resources Information Center

    Nakamoto, Jonathan; Lindsey, Kim A.; Manis, Franklin R.

    2012-01-01

    The development of English and Spanish reading and oral language skills from kindergarten to third grade was examined with a sample of 502 Spanish-speaking English language learners (ELLs) enrolled in three instructional programs. The students in the transitional bilingual and dual-language programs had significantly higher scores than the…

  1. Using Typewriters as a Tool to Teach Beginning Reading to Primary Children, to Improve Instruction of Primary Teacher Trainees.

    ERIC Educational Resources Information Center

    Telfer, Hedy R.

    The use of electric typewriters for beginning reading instruction was investigated. Thirty-six freshmen and sophomore education majors worked for 10 weeks with nine pairs of L-level (first-grade) children from the Wisconsin University laboratory school on SRA materials, Dolch phrases, and creative writing. Half used typewriters and the rest,…

  2. Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

    ERIC Educational Resources Information Center

    Schechter, Rachel; Macaruso, Paul; Kazakoff, Elizabeth R.; Brooke, Elizabeth

    2015-01-01

    This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2. Treatment students received English language arts instruction that was both teacher-led and technology-based. Comparisons were made with control students who received the same English language…

  3. An Evaluation of Main Idea Strategy Instruction in Four Commercial Reading Programs: Implications for Students with Learning Problems.

    ERIC Educational Resources Information Center

    Jitendra, Asha K.; Chard, David; Hoppes, Mary K.; Renouf, Kristin; Gardill, M. Cathleen

    2001-01-01

    Evaluates four commercial reading programs at the second, fourth, and sixth grade levels with respect to main idea instructional practices and readability of text. Evaluates the type of main idea tasks and main idea statements, as well as placement of explicit main idea statements in the text. Discusses implications for practitioners meeting…

  4. What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers' Instructional Materials, Preferences, and Practices

    ERIC Educational Resources Information Center

    Lenski, Susan; Larson, Mindy; McElhone, Dot; Davis, Dennis S.; Lauritzen, Carol; Villagómez, Amanda; Yeigh, Maika; Landon-Hays, Melanie; LeJeune, Marie; Scales, W. David

    2016-01-01

    This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews…

  5. An Analysis of Specialized Reading Instruction in High School English Classes for Students with Disabilities Included in General Education

    ERIC Educational Resources Information Center

    Beasley, Kathy Rosvold

    2010-01-01

    This study is a qualitative case study that examined and analyzed the instructional strategies implemented by high school English teachers when teaching reading to students with disabilities in inclusive classrooms. Ten teachers who teach high school English on collaborative teams made up of a general and a special educator participated in the…

  6. Middle School Language Arts Teacher Decision-Making Compared to the Reading Next Report's Instructional Elements

    ERIC Educational Resources Information Center

    Wood, Geralee

    2012-01-01

    This mixed-methods, collective case study approach explored how one district's forty-four language arts teachers in grades 6, 7, and 8 used their core literacy programs to incorporate the nine instructional elements recommended by the Reading Next report (Biancarosa & Snow, 2006) into the district's literacy program. Acknowledging…

  7. First Language, Reading Skills in the Language of Instruction, and First-Semester Grades in a Canadian University

    ERIC Educational Resources Information Center

    Baird, Anne D.; Babb, Kimberley A.

    2014-01-01

    This study of first-year students in a Canadian university examined linguistic diversity and assessed associations with academic performance and reading abilities in English, the language of instruction. Among 68 students, 19 spoke English as a second language (secondary anglophones). Compared with 49 primary anglophones, these students'…

  8. Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

    ERIC Educational Resources Information Center

    Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

    2011-01-01

    Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

  9. The Effects of a Summer Reading Program Using Simultaneous Multisensory Instruction of Language Arts on Reading Proficiency

    ERIC Educational Resources Information Center

    Magpuri-Lavell, Theresa; Paige, David; Williams, Rosemary; Akins, Kristia; Cameron, Molly

    2014-01-01

    The present study examined the impact of the Simultaneous Multisensory Institute for Language Arts (SMILA) approach on the reading proficiency of 39 students between the ages of 7-11 participating in a summer reading program. The summer reading clinic draws students from the surrounding community which is located in a large urban district in the…

  10. The Reading Glitch: How the Culture Wars Have Hijacked Reading Instruction--And What We Can Do about It

    ERIC Educational Resources Information Center

    Sherman, Lee; Ramsey, Betsy

    2006-01-01

    Reading disability and illiteracy are among the most pressing educational issues facing the United States today. At least 40 percent of America's fourth-graders are unable to read at grade level and a similar proportion of adults read at the lowest two levels of prose literacy. Here, the authors present an unflinching examination of the science…

  11. Collaborative Strategic Reading as a Means To Enhance Peer-Mediated Instruction for Reading Comprehension and Content-Area Learning.

    ERIC Educational Resources Information Center

    Vaughn, Sharon; Klingner, Janette K.; Bryant, Diane P.

    2001-01-01

    This article summarizes studies conducted with Collaborative Strategic Reading (CSR), a program designed to enhance reading comprehension and content-area reading for diverse learners. It describes the stages of CSR development and discusses the role of peer-mediated learning in improving the social and academic outcomes of participating students.…

  12. Moving beyond No Child Left Behind with the Merged Model for Reading Instruction

    ERIC Educational Resources Information Center

    Pruisner, Peggy

    2009-01-01

    As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…

  13. First Grade Teachers' Perceptions of the Five Strands of Effective Reading Instruction and Their Possible Influence on Daily Instructional Practices

    ERIC Educational Resources Information Center

    Nguyen, Nghia Van

    2013-01-01

    First grade teachers play a critical role in shaping the foundation for early literacy skills acquisition of primary students. Past research studies have indicated that primary students whose teachers followed the"Big 5 Ideas" to teach reading had higher reading abilities when compared to other students. The purpose of this current…

  14. Reaching the Least Educated. 130 Local ABE Directors Tell How. Pennsylvania's Handbook on Recruitment.

    ERIC Educational Resources Information Center

    Madeira, Eugene L.

    Based on the experience of 130 local adult basic education (ABE) directors in Pennsylvania, this guide presents suggestions for recruiting the least educated adults into ABE programs. Following an introduction that defines ABE and examines whose responsibility ABE is, the guide is divided into 12 chapters. Each of the chapters develops one…

  15. The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 2 Replication

    ERIC Educational Resources Information Center

    Swanson, Elizabeth; Mohammed, Sarojani S.; Boardman, Alison Gould; Vaughn, Sharon; Klingner, Janette; Roberts, Greg; Leroux, Audrey; Solis, Michael

    2011-01-01

    The current study is the second in a series of multi-site, multi-year randomized control trials designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) Does CSR improve reading comprehension for adolescent readers attending…

  16. The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1

    ERIC Educational Resources Information Center

    Mohammed, Sarojani S.; Swanson, Elizabeth; Roberts, Greg; Vaughn, Sharon; Klingner, Janette K.; Boardman, Alison Gould

    2010-01-01

    This project is a multi-site, multi-year study designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) "Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?"; and (2)…

  17. Read Together, Talk Together: The Acceptability of Teaching Parents to Use Dialogic Reading Strategies via Videotaped Instruction

    ERIC Educational Resources Information Center

    Blom-Hoffman, Jessica; O'Neil-Pirozzi, Therese M.; Cutting, Joanna

    2006-01-01

    Dialogic reading (DR) is a set of book-sharing strategies that caregivers can use with preliterate children. The strategies involve actively engaging young children and encouraging them to verbalize during shared book reading. There is a substantial research base that describes the benefits of using DR strategies with toddlers and preschool-age…

  18. Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties

    PubMed Central

    Hassinger-Das, Brenna; Jordan, Nancy C.; Dyson, Nancy

    2015-01-01

    The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as “equal,” “more,” and “less,” and associated number concepts would increase at-risk children’s vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were recruited from kindergarten classes in four schools. Participants were randomly assigned to one of three groups: a storybook number competencies (SNC) intervention, a number sense intervention, or a business-as-usual control. Interventions were carried out in groups of four children over 8 weeks (24 thirty-minute sessions). Findings demonstrated that the SNC intervention group outperformed the other groups on measures of mathematics vocabulary, both in terms of words that were closely aligned to the intervention and those that were not. There was no effect of the SNC intervention, however, on general mathematics measures, suggesting a need to provide the mathematics vocabulary work along with more intensive instruction in number concepts. PMID:26726261

  19. A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.

    PubMed

    Connor, Carol McDonald; Morrison, Frederick J; Fishman, Barry; Crowe, Elizabeth C; Al Otaiba, Stephanie; Schatschneider, Christopher

    2013-08-01

    Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.

  20. The Science of Reading Instruction and No Child Left Behind. Civic Bulletin No. 49

    ERIC Educational Resources Information Center

    Center for Civic Innovation, 2007

    2007-01-01

    Reading First, part of the 2001 No Child Left Behind Act, seeks to lift reading achievement by encouraging the use of reading programs that have been scientifically proven to work. Reading First, which accounts for just 2 percent of federal education spending, is helping many districts to achieve promising results--including Richmond, Virginia,…

  1. A Systematic Approach to Foreign Language Reading Instruction: What Does the Research Suggest?

    ERIC Educational Resources Information Center

    Young, Dolly Jesusita

    1989-01-01

    Addresses questions concerning reading in a foreign language, including: (1) Do reading strategies transfer from native language to second language?; (2) Can reading strategies be successfully taught?; and (3) If a strategies-oriented approach to reading were to be developed, what basic considerations should be included in the approach? (44…

  2. Round Robin Reading: Considering Alternative Instructional Practices That Make More Sense.

    ERIC Educational Resources Information Center

    Kelly, Patricia R.

    1995-01-01

    Discusses how preservice teachers in a reading methods course investigated the prevalence of round-robin reading in 72 elementary classrooms. Finds that the majority of the teachers used round-robin reading. Notes that the preservice teachers became acutely aware of what really goes on during round robin reading. Discusses five alternatives to…

  3. Readability as Applied to an ABE Assessment Instrument.

    ERIC Educational Resources Information Center

    Taylor, M. C.; Wahlstrom, M. W.

    1986-01-01

    Examines the procedure for applying the Fog, Flesch, and Fry readability formulas to the Internal, Powerful Others, and Chance Scales and for modifying the instrument for use with adult basic education (ABE) students. (Author/CH)

  4. Reading Comprehension and Fluency Levels Ranges across Diverse Classrooms: The Need for Differentiated Reading Instruction and Content

    ERIC Educational Resources Information Center

    Firmender, Janine M.; Reis, Sally M.; Sweeny, Sheelah M.

    2013-01-01

    This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral…

  5. Both Theory and Practice: Science Literacy Instruction and Theories of Reading

    ERIC Educational Resources Information Center

    Wright, Katherine Landau; Franks, Amanda D.; Kuo, Li-Jen; McTigue, Erin M.; Serrano, Jiniva

    2016-01-01

    Many journal articles detail recommendations to naturally integrate literacy instruction into content-area classes, particularly science, claiming that such instructional practices will support both literacy and content-knowledge acquisition. This begs the question, are the literacy strategies recommended for content-area instruction founded in…

  6. Reading Instruction in Tier 1: Bridging the Gaps by Nesting Evidence-Based Interventions within Differentiated Instruction

    ERIC Educational Resources Information Center

    Jones, Ruth E.; Yssel, Nina; Grant, Christina

    2012-01-01

    Response to Intervention (RtI) has brought about many changes in the way educational services are being provided to students who are at risk of school failure. Schools are seeking strategies that will be beneficial to more and more students, including those students whose instruction is primarily in the core, or Tier 1. Nesting proven,…

  7. The Influence of Differential Pre-Reading Instructions on Constructing Different Dimensions of Situational Representations and Problem-Solving in FL Narrative Text Comprehension.

    ERIC Educational Resources Information Center

    Yoshimura, Fumiko

    2002-01-01

    Reports two experiments that address effects of differential pre-reading instructions. Suggests that instruction that monitors procedural representations helps readers with foreign language (FL) proficiency to construct situational representations, but is of little help to solve an inference problem. Finds that individuals generate different…

  8. Child Characteristics by Science Instruction Interactions in Second and Third Grade and Their Relation to Students' Content-Area Knowledge, Vocabulary, and Reading Skill Gains

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Rice, Diana C.; Canto, Angela I.; Southerland, Sherry A.; Underwood, Phyllis; Kaya, Sibel; Fishman, Barry; Morrison, Frederick J.

    2012-01-01

    The associations among second- and third-grade students' content-area knowledge, vocabulary, and reading gains and the science instruction they received were examined in this exploratory longitudinal study. We also asked whether there were child characteristics x instruction interaction effects on students' content-area literacy. Second graders (n…

  9. Self-Monitoring during Whole Group Reading Instruction: Effects among Students with Emotional and Behavioral Disabilities during Summer School Intervention Sessions

    ERIC Educational Resources Information Center

    Rafferty, Lisa A.

    2012-01-01

    The purpose of this study was to examine the effects that a self-monitoring strategy, plus a tactile prompting device, had upon the on-task and oral reading fluency behaviors of students with emotional and/or behavioral disabilities in the general education setting when used during whole group reading instruction. A multiple-baseline across pairs…

  10. The Efficacy of Instructor-Guided Supplemental Instruction as a Strategy for Helping Reading-Deficient College Students Improve Testing and Assessment Outcomes

    ERIC Educational Resources Information Center

    Bartley-Lukula, Audrey

    2013-01-01

    This research project examined whether the use of Instructor-guided Supplemental Instruction as a classroom scaffolding technique, might help improve testing and assessment reading outcomes for reading-deficient college students. The study was completed at Tennessee State University in Nashville, Tennessee over the 16-week Fall, 2012 semester…

  11. Reading Instruction: Remedial and Compensatory: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1977 (Vol. 38 Nos. 1 through 6), Part Two.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 17 titles deal with the following topics: disadvantaged and nondisadvantaged students' detection of written fallacies in reasoning; the effects of remedial reading instruction, a camp-style reading/study program, and reading…

  12. Reading Instruction: Remedial and Compensatory: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," August through December 1978 (Vol. 39 Nos. 2 through 6).

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

    This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 titles deal with the following topics: remedial reading teacher attitudes, how parent training in behavior modification and transactional analysis affects remedial reading instruction, the effect of role change on the reading…

  13. The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools

    ERIC Educational Resources Information Center

    Reis, Sally M.; McCoach, D. Betsy; Little, Catherine A.; Muller, Lisa M.; Kaniskan, R. Burcu

    2011-01-01

    This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools.…

  14. A Classroom Observation Study of Reading Instruction in Kindergarten. Technical Report No. 422.

    ERIC Educational Resources Information Center

    Durkin, Dolores

    A study investigated what is done with reading in kindergarten, specifically: (1) what is done and for what amount of time to prepare kindergartners for reading and to teach them to read; (2) what accounts for what is or is not done; and (3) how differences in children's abilities affect what is or is not done. Forty-two kindergarten classes from…

  15. The Influence of Content-Focused Coaching[R] on Reading Comprehension Instruction and Student Achievement

    ERIC Educational Resources Information Center

    Matsumura, Lindsay Clare; Garnier, Helen; Junker, Brian; Resnick, Lauren; Bickel, Donna DiPrima

    2009-01-01

    Reading is critical to children's academic and future economic success. Yet reading skills continue to lag in the upper elementary grades. One way that school districts across the country have responded to the challenge of improving students' reading skills has been to hire additional, presumably more skilled, teachers as "instructional…

  16. Does Music Instruction Help Children Learn to Read?: Evidence of a Meta-Analysis

    ERIC Educational Resources Information Center

    Standley, Jayne M.

    2008-01-01

    This meta-analysis of 30 studies using a variety of music interventions to affect reading skills resulted in a moderately strong, significant, overall effect size of d = 0.32. When music activities incorporate specific reading skills matched to the needs of identified children (d = 0.44) or contingent music is used to reinforce reading behavior (d…

  17. Research and Theory Driven Insights: Ten Suggestions for L2 Reading Instruction

    ERIC Educational Resources Information Center

    Romero-Ghiretti, Gabriela; White, Violaine; Berg, Bartell; Quintana, Rubén Domínguez; Grayson, Brandan L.; Weng, Miaowei

    2007-01-01

    Research and theory on second language reading has reached heightened dimensions in recent years. It is through reading that learners access much information concerning the target language and culture, and consequently reading is an important part of almost all language programs across stages of acquisition. The purpose of this article is to offer…

  18. Highway to Reform: The Coupling of District Reading Policy and Instructional Practice

    ERIC Educational Resources Information Center

    Woulfin, Sarah L.

    2015-01-01

    This article presents findings on teachers' implementation of a reading reform in an urban school district. Findings are based in observation, interview, and document data related to 12 elementary teachers' responses to a new reading program, the Teachers College Reading and Writing Workshop. Utilizing coupling theory and the concept of routines,…

  19. A Comparison of the Effectiveness of Intensive Oral-Aural English Instruction, Intensive Oral-Aural Spanish Instruction, and Non-Oral-Aural Instruction on the Reading Achievement of Spanish-Speaking Second- And Third-Grade Pupils. 1966-67 (Year Three) Findings.

    ERIC Educational Resources Information Center

    Knight, Lester Neal

    Through analysis of data collected during the third year of the San Antonio Language Project (1966-67), this study attempts to evaluate the effect of three treatments on reading achievement: intensive oral-aural English instruction (OAE); intensive oral-aural Spanish instruction (OAS); and non-oral-aural instruction (NOA). It involved two sample…

  20. State Patterns in Wisconsin for Improving Reading Instruction Through the Certification of Reading Teachers, Specialists, and Supervisors.

    ERIC Educational Resources Information Center

    Schoeller, Arthur W.

    Wisconsin's 1968 certification proposal for reading teachers, specialists, and supervisors is described in detail. A three-step sequence of advanced course work and direct experience in the field are proposed to prepare qualified personnel for the state schools. The proposal includes (1) recommendations for changing and improving the present…

  1. Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language

    PubMed Central

    Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.

    2015-01-01

    Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470

  2. Ultrasound-enhanced recovery of butanol/ABE by pervaporation.

    PubMed

    Menchavez, Russel Navarro; Ha, Sung Ho

    2013-11-01

    The search for renewable sources of energy has led to renewed interests on the biochemical route for the production of butanol. Butanol production suffers from several drawbacks, mainly caused by butanol inhibition to the butanol-producing microorganism which makes it economically uncompetitive against the chemical process. One possible solution proposed is the in situ recovery of acetone-butanol-ethanol (ABE). Among the in situ recovery options, membrane processes like pervaporation have a great potential. Thus, the effects of temperature, feed concentration, and ultrasound irradiation on permeate concentration and permeation flux for the recovery of butanol/ABE by pervaporation from aqueous solutions were investigated in this study. In the butanol-water system, permeate butanol concentration as well as flux increased with an increase in temperature and butanol feed concentration. When pervaporation studies with ABE-water mixture were carried out at 60 °C for 2, 4, 8, 16, and 24 h, pervaporation profile revealed an optimal permeate concentration as well as permeation flux. Applications of ultrasound irradiation on pervaporation improved permeate concentration by about 23 g/L for both butanol and ABE. Ultrasound irradiation also improved butanol and ABE mass permeation flux by about 13 and 11 %, respectively.

  3. A Team-Based Approach to Improving Core Instructional Reading Practices within Response to Intervention

    ERIC Educational Resources Information Center

    Harlacher, Jason E.; Potter, Jon B.; Weber, Jill M.

    2015-01-01

    Core instruction is an important part of an effective response to intervention (RTI) model. To implement RTI effectively, school teams should regularly examine the effectiveness of their core instruction to determine if at least 80% of students meet the proficiency standard with core support alone. However, some educators may not have the skills…

  4. High Schools Students' Instructional Preferences When Reading Literary Works of Art

    ERIC Educational Resources Information Center

    Raines, Angela Sykes; Brabham, Edna Greene; Aycock, Anna

    2007-01-01

    Despite the fact that students are an important component of the educational process, their preferences for instruction are not typically a consideration for classroom practices. The purpose of this survey study was to determine high school students' preferences for methods used in the instruction of literary works of art. Students expressed…

  5. An Examination of Social Skills Instruction in the Context of Small-Group Reading

    ERIC Educational Resources Information Center

    Miller, Melissa A.; Fenty, Nicole; Scott, Terrance M.; Park, Kristy Lee

    2011-01-01

    Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill…

  6. Reading.

    ERIC Educational Resources Information Center

    Mulford, Jeremy, Ed.

    1971-01-01

    A collection of articles reflecting the underlying concern of British contributors with continuity--conceiving reading and learning as a whole throughout the school years--comprises this special issue of "English in Education." Specific topics treated are: "What Children Learn in Learning to Read" by R. Morris; "Reading without Primers" by W.…

  7. Literacy Programs for Initial Reading Instruction: Do They Make a Difference in Learning Outcomes?

    ERIC Educational Resources Information Center

    Blok, Henk; Otter, Martha E.; Overmaat, Marianne; de Glopper, Kees; Hoeksma, Jan B.

    2003-01-01

    Most teachers in developed societies use ready-made programs to teach initial reading. The present study compares the effects of 3 such programs, covering 70% of the market. Programs differed with respect to their student versus whole-class orientation and the availability of teaching materials. The program outcomes investigated were Word Reading,…

  8. Reading Improvement through Art Replicator Manual of Instruction, 3rd Edition

    ERIC Educational Resources Information Center

    Corwin, Sylvia K., Ed.

    2013-01-01

    Reading Improvement Through Art (RITA) program is an interdisciplinary approach to literacy that blends visual art with reading comprehension, evaluated in nine New York City urban high schools. 240 problem readers participating in the pilot program were pre- and post-tested in the Fall 1975 and Spring 1976 semesters. The testing showed the 9th…

  9. Metacognitive Theory Applied: Strategic Reading Instruction in the Current Generation of Basal Readers.

    ERIC Educational Resources Information Center

    Schmitt, Maribeth Cassidy; Hopkins, Carol J.

    1993-01-01

    Examines the content of eight basal reading series (published in 1989) to determine how and the extent to which lessons and activities that promote metacomprehension behaviors necessary for independent reading were included. Finds that basal authors made considerable efforts to incorporate activities and lessons that promote or foster strategic…

  10. Effects of Quality of Instruction on Student Vocabulary and Comprehension during Read Alouds

    ERIC Educational Resources Information Center

    Baker, Doris Luft; Santoro, Lana; Biancarrosa, Gina; Baker, Scott K.

    2015-01-01

    Reading aloud to students in preschool and the early grades is ubiquitous in American classrooms and considerable research has been conducted on read aloud practices (Karweit & Wasik, 1996; Morrow & Brittain, 2003; Van Kleeck, Stahl, & Bauer, 2003; Varelas & Pappas, 2006; Wilkinson & Silliman, 2000). Compelling evidence…

  11. Power Plan: High School Fine-Tunes Instruction to Build Reading Strength and Stamina

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy

    2016-01-01

    The following comment was inspired by an English teacher at Health Sciences High & Middle College in San Diego, California: "There's still a question on the table. How can we get our students to read more and better? They read what they have to, and they're doing OK, but how do we ensure that they are ready for what comes after high…

  12. Instructional Constraints in Teaching of Reading in Early Childhood Classes in Nairobi County, Kenya

    ERIC Educational Resources Information Center

    Marima, Esther Wairimu; Kamau-Kang'ethe, Rachael W.; Runo, Mary N.

    2016-01-01

    Reading has been identified as one of the most reliable indicators of whether a learner will attain the competence needed to achieve academic success and contribute actively to society. Research findings in Kenyan primary and secondary schools reveal inadequate reading skills among the students. The purpose of this study was to identify approaches…

  13. The Impact of Supplemental Instruction on Low-Achieving Adolescents' Reading Engagement

    ERIC Educational Resources Information Center

    Cantrell, Susan Chambers; Almasi, Janice F.; Rintamaa, Margaret; Carter, Janis C.; Pennington, Jessica; Buckman, D. Matt

    2014-01-01

    The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention.…

  14. Teacher Need-Structure and Instructional Preference in Reading: A Pilot Study.

    ERIC Educational Resources Information Center

    Duncan, Patricia H.

    Thirty-one experienced teachers enrolled in graduate reading courses served as subjects in a study conducted to determine whether simple instruments could be developed to assess teacher need structure, frequency of teacher behaviors related to reading, and the relationship between the two. A 25-item instrument was developed based on Abraham…

  15. Instructional Design Implications about Comprehension of Listening to Music before and during Reading

    ERIC Educational Resources Information Center

    Hinrichs, Amy F.

    2013-01-01

    Low reading levels and lack of comprehension are current problems in high school classrooms confirmed by low standardized test scores and employer feedback as comprehension problems move into the workplace with students who do not have the necessary reading skills on the job. Midwestern high school science club students served as participants in…

  16. Language Modeling and Reading Achievement: Variations across Different Types of Language Instruction Programs

    ERIC Educational Resources Information Center

    López, Francesca; Scanlan, Martin; Gorman, Brenda K.

    2015-01-01

    This study investigated the degree to which the quality of teachers' language modeling contributed to reading achievement for 995 students, both English language learners and native English speakers, across developmental bilingual, dual language, and monolingual English classrooms. Covariates included prior reading achievement, gender, eligibility…

  17. The Impact of Teacher Attitudes and Perceptions of Direct Instruction on Student Achievement in Reading

    ERIC Educational Resources Information Center

    Collum, Sharon P.

    2012-01-01

    According to the National Center for Education Statistics (2004), 37% of America's fourth graders are not reading at grade level. This statistic has remained unchanged for over a decade (NCES, 2004). Findings from multiple studies indicate more research on successfully implementing reading interventions is needed (Begeny & Silber, 2006;…

  18. Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children with Language Delays

    ERIC Educational Resources Information Center

    Kouri, Theresa A.; Selle, Carrie A.; Riley, Sarah A.

    2006-01-01

    Purpose: Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2…

  19. Minority Reading Achievement: Motivational, Instructional, and Familial Variables for Black and White Males and Females.

    ERIC Educational Resources Information Center

    Guthrie, John T.; And Others

    A study examined the relationships of reading achievement and constructs about student literacy activities for four ethnic-gender groups. A secondary analysis of nearly 3,000 9-, 13-, and 17-year-olds' reading achievement and student questionnaire data from the 1986 National Assessment of Educational Progress was undertaken. The constructs varied…

  20. Impact of Videotaped Instruction in Dialogic Reading Strategies: An Investigation of Caregiver Implementation Integrity

    ERIC Educational Resources Information Center

    Briesch, Amy M.; Chafouleas, Sandra M.; Lebel, Teresa J.; Blom-Hoffman, Jessica A.

    2008-01-01

    Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR…

  1. Individualized Research-Based Reading Instruction for Students with Intellectual Disabilities: Success Stories

    ERIC Educational Resources Information Center

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

    2010-01-01

    Jacob, Bart, and Carl are children with intellectual disabilities (ID; i.e., mental retardation) who experience significant difficulty in learning to read. In the past, most research about reading methods for students with ID focused on teaching students to memorize sight words, a method that is clearly effective. Memorization of sight words is…

  2. Improving Attitudes in Reading through Multiple Instructional Strategies in an At-Risk Environment.

    ERIC Educational Resources Information Center

    Bauer, Denise S.; Lupo, Jennifer L.

    This report describes a program for improving reading abilities and attitudes for "at-risk" students. The targeted population consists of second and fourth grade classes in a low-income community. The problem of low parental involvement, lack of books in the home, low motivation, and lack of consistency among reading programs and teachers…

  3. Reading Instruction for Low-Achieving and At-Risk Students. Publication Series No.3

    ERIC Educational Resources Information Center

    Kamil, Michael L.

    2005-01-01

    In recent years there have been several attempts at integrating the research on reading. Snow, Burns, and Griffin (1998) delineated three areas of knowledge that, if appropriately dealt with, will prevent reading difficulties: knowledge of the alphabetic principle, fluency, and comprehension. Snow, Burns, and Griffin suggest that these areas…

  4. Vocal Sight-Reading Assessment: Technological Advances, Student Perceptions, and Instructional Implications

    ERIC Educational Resources Information Center

    Henry, Michele

    2015-01-01

    This study investigated choral singers' comfort level using computer technology for vocal sight-reading assessment. High school choral singers (N = 138) attending a summer music camp completed a computer-based sight-reading assessment and accompanying pre- and posttest surveys on their musical backgrounds and perceptions about technology. A large…

  5. AstroBiology Explorer Mission Concepts (ABE/ASPIRE)

    NASA Technical Reports Server (NTRS)

    Sandford, Scott; Ennico, Kimberly A.

    2006-01-01

    The AstroBiology Explorer (ABE) and the Astrobiology Space InfraRed Explorer (ASPIRE) Mission Concepts are two missions designed to address the questions (1) Where do we come from? and (2) Are we alone? as outlined in NASA s Origins Program using infrared spectroscopy to explore the identity, abundance, and distribution of molecules of astrobiological importance throughout the Universe. The ABE mission s observational program is focused on six tasks to: (1) Investigate the evolution of ice and organics in dense clouds and star formation regions, and the young stellar/planetary systems that form in them; (2) Measure the evolution of complex organic molecules in stellar outflows; (3) Study the organic composition of a wide variety of solar system objects including asteroids, comets, and the planets and their satellites; (4) Identify organic compounds in the diffuse interstellar medium and determine their distribution , abundance, and change with environment; (5) Detect and identify organic compounds in other galaxies and determine their dependence on galactic type; and (6) Measure deuterium enrichments in interstellar organics and use them as tracers of chemical processes. The ASPIRE mission s observational program expands upon ABE's core mission and adds tasks that (7) Address the role of silicates in interstellar organic chemistry; and (8) Use different resolution spectra to assess the relative roles and abundances of gas- and solid-state materials. ABE (ASPIRE) achieves these goals using a highly sensitive, cryogenically-cooled telescope in an Earth drift-away heliocentric orbit, armed with a suite of infrared spectrometers that cover the 2.5-20(40) micron spectral region at moderate spectral resolution (R>2000). ASPIRE's spectrometer complement also includes a high-resolution (R>25,000) module over the 4-8 micron spectral region. Both missions target lists are chosen to observe a statistically significant sample of a large number of objects of varied types in

  6. Scholarly Holds Lead over Popular and Instructional: Text Type Influences Epistemological Reading Outcomes

    ERIC Educational Resources Information Center

    Braun, Isabel; Nuckles, Matthias

    2014-01-01

    Scholarly scientific literature conveys epistemological assumptions scientists operate on. Popular scientific literature and instructional science texts deviate in their portrayal of science from these epistemological assumptions. Thus, scholarly scientific literature holds more potential for improving students' epistemological understanding…

  7. A Study to Determine Competencies Needed by ABE/APL Teachers.

    ERIC Educational Resources Information Center

    Mocker, Donald W.; Spear, George E.

    The research was conducted to identify competencies appropriate for adult basic education (ABE) teachers who use the adult performance level (APL) approach, and to determine which are critical for ABE/APL teachers. A jury of APL authorities was impaneled to: (1) validate that all ABE competencies established by Mocker in 1974 were appropriate for…

  8. Recombinative Reading Derived from Pseudoword Instruction in a Miniature Linguistic System

    PubMed Central

    Hanna, Elenice S; Kohlsdorf, Marina; Quinteiro, Regiane S; de Melo, Raquel Maria; de Souza, Deisy das GraÇas; de Rose, Julio C; McIlvane, William J

    2011-01-01

    A miniature linguistic system was used to study acquisition of recombinative symbolic behavior. Three studies evaluated the teaching conditions of conditional discriminations with printed and spoken pseudowords that could potentially generate recombinative reading. Fifty-four college students across all studies learned to match 12 printed pseudowords to 12 spoken pseudowords. Some also matched pictures to the same spoken words. Each two-syllable pseudoword was formed by symbols from an arbitrarily created alphabet composed of four vowels and four consonants. Letters had univocal correspondence with phonemes. Recombinative receptive reading, comprehensive reading, and textual responding to pseudowords were periodically assessed. Experiment 1 (n  =  20) showed that recombinative reading increased as the number of trained words composed of the same symbols increased. Experiment 2 (n  =  14) showed that overtraining the same two words did not produce recombinative reading for most participants. Experiment 3 (n  =  20), in which training with pictures was omitted, showed that elemental control by within-syllable units can develop even when the trained pseudowords are meaningless (not related to pictures). The present results support the utility of the miniature linguistic system methodology for identifying and controlling environmental determinants of rudimentary reading skills. PMID:21541169

  9. Kidney Dialysis Patients Discover New Hope through ABE Program.

    ERIC Educational Resources Information Center

    Amonette, Linda; And Others

    A program was developed to provide adult basic education (ABE) to kidney patients while they are receiving dialysis treatment. The program, which relies on an individualized learning approach, involved the coordinated efforts of the following parties: West Virginia Dialysis Facilities, Inc.; the Charleston Renal Group; and the Kanawha County Adult…

  10. National Issues Forums in an ABE Setting. Final Report.

    ERIC Educational Resources Information Center

    Molek, Carol

    National Issues Forums (NIFs) were conducted for adult basic education (ABE) students in a Pennsylvania adult education and job training center. The forums provide a process of sharing thoughts and opinions about areas of pressing national concerns in an open exchange of everyone's opinion. After instructors participated in NIFs, they developed a…

  11. Training Manual for Experienced ABE/GED Instructors.

    ERIC Educational Resources Information Center

    Muir, Harry P.; Wischropp, Theodore W.

    Intended for adult basic education (ABE) and general educational development (GED) instructors with at least one year of experience, this staff development training manual is designed for use in structured inservice training or as a guide or reference. Its eight chapters, written by practitioners throughout Kansas, cover some of the most important…

  12. The AstroBiology Explorer (ABE) MIDEX Mission Concept

    NASA Technical Reports Server (NTRS)

    Ennico, Kimberly; Sandford, Scott; Cox, Sylvia; Ellis, Benton; Gallagher, Dennis; Gautier, Nick; Greene, Thomas; McCreight, Craig; Mills, Gary; Purcell, William; DeVincenzi, Donald L. (Technical Monitor)

    2001-01-01

    The Astrobiology Explorer (ABE) is a MIDEX mission concept under study at NASA's Ames Research Center in collaboration with Ball Aerospace & Technologies, Corp. ABE will conduct IR spectroscopic observations to address important problems in astrobiology, astrochemistry, and astrophysics. The core observational program would make fundamental scientific progress in understanding the distribution, identity, and evolution of ices and organic matter in dense molecular clouds, young forming stellar systems, stellar outflows, the general diffuse ISM, HII regions, Solar System bodies, and external galaxies. The ABE instrument concept includes a 0.6 m aperture Cassegrain telescope and two moderate resolution (R = 2000-3000) spectrographs covering the 2.5-16 micron spectral region. Large format (1024x 1024 pixel or larger) IR detector arrays and bandpass filters will allow each spectrograph to cover an entire octave of spectral range or more per exposure without any moving parts. The telescope will be cooled below 50K by a cryogenic dewar shielded by a sunshade. The detectors will be cooled to approximately 8K. The optimum orbital configuration for achieving the scientific objectives of the ABE mission is a low background, 1 AU Earth driftaway orbit requiring a Delta II launch vehicle. This configuration provides a low thermal background and allows adequate communications bandwidth and good access to the entire sky over the approximate 1-2 year mission lifetime.

  13. Enhancing clostridial acetone-butanol-ethanol (ABE) production and improving fuel properties of ABE-enriched biodiesel by extractive fermentation with biodiesel.

    PubMed

    Li, Qing; Cai, Hao; Hao, Bo; Zhang, Congling; Yu, Ziniu; Zhou, Shengde; Chenjuan, Liu

    2010-12-01

    The extractive acetone-butanol-ethanol (ABE) fermentations of Clostridium acetobutylicum were evaluated using biodiesel as the in situ extractant. The biodiesel preferentially extracted butanol, minimized product inhibition, and increased production of butanol (from 11.6 to 16.5 g L⁻¹) and total solvents (from 20.0 to 29.9 g L⁻¹) by 42% and 50%, respectively. The fuel properties of the ABE-enriched biodiesel obtained from the extractive fermentations were analyzed. The key quality indicators of diesel fuel, such as the cetane number (increased from 48 to 54) and the cold filter plugging point (decreased from 5.8 to 0.2 °C), were significantly improved for the ABE-enriched biodiesel. Thus, the application of biodiesel as the extractant for ABE fermentation would increase ABE production, bypass the energy intensive butanol recovery process, and result in an ABE-enriched biodiesel with improved fuel properties.

  14. Reading Rituals

    ERIC Educational Resources Information Center

    Manzo, Kathleen Kennedy

    2007-01-01

    The Ogden, Utah schools have used the mandates of the federal Reading First grant program to transform reading instruction and student achievement in low-performing schools. Reading First was approved by Congress in 2001 under the No Child Left Behind Act to bring scientifically based reading methods and materials to struggling schools. The $1…

  15. Standards-Based Testing Outcomes in Instructional Consultation Team Classrooms: An Analysis of Growth in Reading

    ERIC Educational Resources Information Center

    Coleman, Chaka-Monique Nicole

    2013-01-01

    Recent federal education legislation has recognized the over-identification and overrepresentation of students in special education and mandated that schools use evidence-based teaching strategies and instructional interventions within the general education classroom before initiating a special education referral. Legislation also put greater…

  16. Inquiries in Literacy Learning and Instruction: The Fifteenth Yearbook of the College Reading Association.

    ERIC Educational Resources Information Center

    Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.

    This 1993 yearbook presents 20 papers and summaries of the dissertation award winner "Content Literacy in High School Social Studies: A Focus on One Teacher's Beliefs and Decisions about Classroom Discussions" (E. G. Sturtevant) and the thesis award winner "Effects of Direct Instruction of Story Grammar on Story Writing and Reading…

  17. Putting Computerized Instruction to the Test: A Randomized Evaluation of a ''Scientifically Based'' Reading Program

    ERIC Educational Resources Information Center

    Rouse, Cecilia Elena; Krueger, Alan B.

    2004-01-01

    Although schools across the country are investing heavily in computers in the classroom, there is surprisingly little evidence that they actually improve student achievement. In this paper, we present results from a randomized study of a well-defined use of computers in schools: a popular instructional computer program, known as Fast ForWord,…

  18. Kindergarteners' Concept Development in Science and Literacy Learning through Concept-Oriented Reading Instruction (CORI)

    ERIC Educational Resources Information Center

    Moffit, Char Adelia

    2013-01-01

    The notion that "real work" is somehow different from authentic and engaging discovery is troublesome. (Passman, 2001, p.196). This qualitative case study examined science concept and literacy learning along with engagement of the students in a Kindergarten class in which science and literacy instruction was integrated through…

  19. System-Wide Improvement at the Instructional Core: Changing Reading Teaching in South Africa

    ERIC Educational Resources Information Center

    Fleisch, Brahm

    2016-01-01

    The article describes the background to, and implementation of, the Gauteng Primary Language and Mathematics Strategy (GPLMS) in South Africa from 2010 to 2014--an initiative aimed at system-wide instructional improvement in the Global South. Working in over 1000 underperforming primary schools in poor- and working-class communities, the…

  20. Integrating Reading, Information Literacy, and Literary Studies Instruction in a Three-Way Collaboration

    ERIC Educational Resources Information Center

    Mazella, David; Heidel, Laura; Ke, Irene

    2011-01-01

    This article describes a unique course-based collaboration involving an English professor, a Learning Strategies Counselor, and a Librarian. The potential benefits and barriers of collaborative teaching in literature are reviewed. The article delineates a three-way instruction model built around an annotated bibliography assignment in a…