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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. Using the ICOT Instrument to Improve Instructional Technology Usage in the ABE Classroom

    ERIC Educational Resources Information Center

    Lentz, Brannon W.

    2011-01-01

    The International Society for Technology (ISTE) in Education promotes the use of a specific tool--the ISTE Classroom Observation Tool (ICOT)--to measure and improve the use of instructional technologies in Adult Basic Education (ABE) classrooms. The purpose of this article is to describe an application process for the use of the ICOT instrument…

  3. American Reading Instruction.

    ERIC Educational Resources Information Center

    Smith, Nila Banton

    A presentation of the history of reading instruction in the United States, this book is a special edition of Nila Banton Smith's original 1965 volume with the addition of a prologue on her life, and an epilogue which updates the history of reading instruction from 1965 to 1985. Chapter headings consist of: (1) The Beginnings of Reading…

  4. Issues in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Presently, reading is much discussed by senators, representatives, and state legislatures--the debate is on the following issues in reading instruction: (1) having all students in public school achieve at grade level as a reading minimum; (2) accountability of teachers for student achievement; (3) teachers having high achievement expectations from…

  5. 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…

  6. Strategies to Overcome Negative Reading Habits of ABE Participants: A Case Study.

    ERIC Educational Resources Information Center

    Stanfel, Jane E.

    1996-01-01

    The author theorizes that her students, single-parent welfare recipients, develop negative reading habits to camouflage low literacy. She describes instructional strategies that fail to help and methods she found effective. (SK)

  7. Motivating Reading Comprehension: Concept-Oriented Reading Instruction

    ERIC Educational Resources Information Center

    Guthrie, John T., Ed.; Wigfield, Allan, Ed.; Perencevich, Kathleen C., Ed.

    2004-01-01

    Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a…

  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. The Effect of Guided Reading Instruction on Reading Achievement

    ERIC Educational Resources Information Center

    Underwood, Vanda Lea

    2010-01-01

    Although reading achievement correlates highly with a student's ability to do well in school, not all children achieve in reading. The purpose of this mixed-method study was to investigate whether reading instruction provided in small groups at the child's own reading level, known as "guided reading instruction," would result in significant…

  10. Assessment for Reading Instruction.

    ERIC Educational Resources Information Center

    McKenna, Michael C.; Stahl, Steven A.

    Combining essential background knowledge with hands-on tools, this practical resource and textbook provides a detailed road map for conducting multidimensional reading assessment. The book presents effective ways to evaluate K-6 students' spelling, word recognition, fluency, comprehension, strategic knowledge, and more. Intended for preservice and…

  11. Explicit Instruction Elements in Core Reading Programs

    ERIC Educational Resources Information Center

    Child, Angela R.

    2012-01-01

    Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

  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. Resources in Reading-Language Instruction.

    ERIC Educational Resources Information Center

    Ruddell, Robert B., Ed.; And Others

    This collection of articles by experts in reading and in language arts contains nine sections: "Educational Change: New Trends and Directions" discusses humanizing teacher education, accountability and the school volunteer; "Instructional Implications from the Disciplines" discusses the reading process, Piaget and reading instruction, and the…

  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. 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…

  17. Focus on the Essentials of Reading Instruction

    ERIC Educational Resources Information Center

    Frager, Alan M.; Frye, Elizabeth A.

    2010-01-01

    The reading instruction of beginning teachers needs to be assessed according to the teacher's use of practices that work. Therefore, a rubric that specifically looks for best practices is presented to be used in both formative and summative evaluations of beginning teachers' reading instruction. The criteria are based on the vision of a highly…

  18. Inquiry Summary: Classroom Instruction in Reading Comprehension.

    ERIC Educational Resources Information Center

    Snow, David P.

    For the purpose of investigating instructional techniques that facilitate children's acquisition of reading comprehension skills in the middle and upper elementary grades, a 2-year inquiry into classroom instruction in reading comprehension was begun at the beginning of 1980. The initial focus of the study was on methods of assessment. Analytic…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Effects of Intensive Remedial Reading Instruction.

    ERIC Educational Resources Information Center

    Slate, John; Algozzine, Bob; Lockavitch, Joseph F.

    1998-01-01

    Evaluates implementation of the "failure free" reading program. Adequate repetition, appropriate sentence structure, and meaningful story content are incorporated in directed instruction, talking software, and print materials. Improvements were noted in attitudes, curriculum-based performance, and standardized tests. (MMU)

  5. 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…

  6. 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…

  7. 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…

  8. Trimodal Reading Instruction with Disadvantaged Children.

    ERIC Educational Resources Information Center

    Gredler, Gilbert R.

    1979-01-01

    The study investigated the effectiveness of a programed reading unit for 13 second- and third-grade students (12 Black, 1 White) referred for reading problems. A criterion test was administered before and upon completion of the trimodal instructional program. Improvement in word recognition was significant. (Author/SBH)

  9. Effective Reading Instruction: Shattering the Myth.

    ERIC Educational Resources Information Center

    DiChiara, Larry E.

    This paper examines the mindset of educators regarding reading instruction and attempts to raise consciousness as to how reading can be better taught in United States schools. It calls for the need to go beyond the status quo and to allow for an honest, critical evaluation of the effectiveness (or ineffectiveness) of current instructional…

  10. 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 articles:…

  11. 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…

  12. Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

    2012-01-01

    This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

  13. 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…

  14. Data Based Instruction in Reading

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2010-01-01

    Data based instruction has received much attention in educational literature. It relates well to measurement driven teaching and learning. Data may come from several sources including mandated tests, district wide testing, formative and summative evaluations, as well as teacher written tests. Objective information is intended for use in data based…

  15. 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,…

  16. 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…

  17. 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 knowledge…

  18. Balanced Reading Instruction: Teachers' Visions and Voices.

    ERIC Educational Resources Information Center

    Johns, Jerry L., Ed.; Elish-Piper, Laurie, Ed.

    The 18 articles in this collection represent a view from the classroom regarding balanced reading instruction in the early stages of what is likely to become a widespread movement. The articles are intended to stimulate educators to reduce, or perhaps boldly eliminate, one-way thinking about methods, skills, grouping, and assessment. Articles in…

  19. 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…

  20. Reading, Grade 5. 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…

  1. Reading, Grade 9. 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…

  2. Reading, Grade 7. 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…

  3. 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…

  4. Reading Instruction by Classroom, Remedial, and Resource Room Teachers.

    ERIC Educational Resources Information Center

    Gelzheiser, Lynn M.; Meyers, Joel

    A study compared the reading instruction provided by classroom, remedial reading, and resource room teachers. Subjects, 31 classroom teachers, 7 resource room teachers and 10 remedial reading teachers from 6 upstate New York elementary schools were observed during reading instruction using a structured classroom observation procedure. Results…

  5. 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…

  6. Statements Not Questions: A Reading Comprehension Instruction Strategy

    ERIC Educational Resources Information Center

    Cockrum, Ward A.; Timmerman, Jamie; Kurth, Jennifer

    2009-01-01

    Reading comprehension instruction that helps guide the students' interactions with text needs to include discussions about the material that was read and the meaning the students have formed from reading it. Statements Not Questions is a reading comprehension instruction strategy that can promote students' ability to understand stories they are…

  7. Responding to the Rhetoric: Perspectives on Reading Instruction.

    ERIC Educational Resources Information Center

    Duffy, Ann M.; Anderson, Jill; Durham, Cheri M.; Erickson, Amy; Guion, Casey; Ingram, Michelle H.; Kirkpatrick, Mary; Kreger, Kathy; Lloyd, Mollie; Reeder, Heather L.; Sink, Wendy

    2003-01-01

    Provides perspectives on reading instruction of experienced, grades K-12 educators who were enrolled in a graduate school class on reading research, programs, and models, and their teacher. Shares some of the misconceptions or overgeneralizations that they have heard or read about reading instruction, as well as their reaction to these ideas. (SG)

  8. Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices

    ERIC Educational Resources Information Center

    McKool, Sharon S.; Gespass, Suzanne

    2009-01-01

    This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

  9. 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…

  10. More about Whole Language Methods of Reading Instruction for Students at Risk for Early Reading Failure.

    ERIC Educational Resources Information Center

    Pressley, Michael; Rankin, Joan

    1994-01-01

    This literature review contends that whole-language approaches to reading are not well supported by scientific analyses of reading and reading instruction. The paper argues that whole language is not the preferred approach of outstanding primary and special education teachers, who favor instruction which balances decoding instruction and…

  11. CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students

    ERIC Educational Resources Information Center

    Vongkrachang, Salila; Chinwonno, Apasara

    2015-01-01

    The study aimed to examine the effect of explicit reading instruction as an approach to Concept-Oriented Reading Instruction (CORI) framework on EFL students' informational text comprehension and engagement. The explicit reading instruction was implemented with 39 first-year Thai undergraduate students over a 10-week period. It was found that the…

  12. 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…

  13. 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…

  14. Academic Responding during Instruction and Reading Outcomes for Kindergarten Students At-Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2014-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in…

  15. 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…

  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. ABE. The Hearing Impaired.

    ERIC Educational Resources Information Center

    Carver, L. Sue

    This handbook was written to help teachers of adult basic education (ABE) adapt their teaching methods for hearing impaired persons. Written in a narrative format, the guide covers the following topics: ABE for the hearing impaired, hints for working with the hearing impaired without an interpreter, peer pairing, interpreters in the classroom…

  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" that provide concrete…

  20. Concept-Oriented Reading Instruction (CORI). What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    "Concept-Oriented Reading Instruction" is a reading comprehension instructional program for grades 3-9 that integrates reading and science through activities and the use of science books during reading instruction. The program supplements a school's standard science and reading curricula and offers instruction in reading strategies, scientific…

  1. 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…

  2. Contributions of Concept-Oriented Reading Instruction to Knowledge about Interventions for Motivations in Reading

    ERIC Educational Resources Information Center

    Guthrie, John T.; McRae, Angela; Klauda, Susan Lutz

    2007-01-01

    We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive…

  3. L2 Reading Perceptions of Learners of Japanese: The Influence of the Reading Instruction

    ERIC Educational Resources Information Center

    Tabata-Sandom, Mitsue

    2015-01-01

    The nature of learning to read in a second and foreign language (L2) can be more challenging when compared to learning other subjects. Therefore, the influence of instruction given in L2 classrooms cannot be underestimated. A balanced instruction needs to be taken in order to develop learners' reading proficiency and their motivation to read. This…

  4. Student Achievement: Elementary Principal Catalysts--Instructional Leadership in Reading

    ERIC Educational Resources Information Center

    Sherman, Whitney H.; Crum, Karen S.

    2007-01-01

    The purpose of this study was to explore how elementary principals facilitate and serve as catalysts for successful reading instruction and student achievement. The authors interviewed 10 elementary school principals in two school districts in a southern state to determine how they acted as instructional leaders in the area of reading in their…

  5. Instructional Manual: Reading. E.S.E.A. Title One.

    ERIC Educational Resources Information Center

    Phoenix Union High School District, AZ.

    This manual provides guidelines for implementing the instructional program in reading prescribed for the Basic Skills Project of the Phoenix, Arizona, Union High School District. The project supplements instructional efforts for students whose basic skills in reading, English/writing, and mathematics are in greatest need of improvement. The…

  6. 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.…

  7. 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,…

  8. Observing Reading Instruction for Students with Learning Disabilities: A Synthesis

    ERIC Educational Resources Information Center

    Swanson, Elizabeth A.

    2008-01-01

    This article synthesizes previous research studies examining reading instruction for students with learning disabilities (LD) through classroom observation methods. An extensive search of the research literature between 1980 and 2005 yielded 21 observation studies. Findings revealed that reading instruction for students with LD is generally of low…

  9. 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;…

  10. Differentiated Instruction: Are University Reading Professors Implementing It?

    ERIC Educational Resources Information Center

    Williams-Black, Thea Hayes; Bailey, Jennifer P.; Lawson, Pamela D. Coleman

    2010-01-01

    This qualitative study surveyed university professors of literacy education to explore "how" and "if" they modeled differentiated instruction in their own college classrooms. A survey in questionnaire format on "how" and "if" University Reading Professors differentiate instruction was sent to a purposeful sample of Reading Professors. A total of…

  11. 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…

  12. Systematic Instruction in Reading for Spanish-Speaking Students.

    ERIC Educational Resources Information Center

    Duran, Elva; Shefelbine, John; Carnine, Linda; Maldonado-Colon, Elba; Gunn, Barbara

    This book addresses the area of reading and literacy instruction for Spanish-speaking students. Ten chapters focus on the following: (1) "Direct Instruction" (Elva Duran and Douglas Carnine); (2) "Developing the Foundations of Literacy: Oracy" (Elba Maldonado-Colon); (3) "Language Development and Instruction" (Linda Carnine); (4) "Academic…

  13. 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…

  14. Reading Attitudes and Instructional Methodology: How Might Achievement Become Affected?

    ERIC Educational Resources Information Center

    Roberts, Michael S.; Wilson, Janell D.

    2006-01-01

    This article is a review of the literature related to the reading attitudes and the instructional methods of teaching reading. The article provides a synthesis of previous studies on the reading attitudes of elementary school students in the United States and also addresses a brief review of literature on historic and traditional methods of…

  15. Essential Prerequisites for Beginning Reading Instruction: An Historical Review.

    ERIC Educational Resources Information Center

    Smith, Elizabeth A.

    In the 1920s and 1930s, interpretations of reading readiness held that learning to read occurred at a specific point in cognitive development. Postponement of reading instruction until a child reached this stage of maturity was widely accepted at that time, and throughout the 1940s and 1950s. The 1960s marked a transition period in terms of…

  16. 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…

  17. 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…

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

    ERIC Educational Resources Information Center

    McConnell, Bethany M.

    2011-01-01

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

  19. 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…

  20. 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…

  1. Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Ness, Molly

    2011-01-01

    The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first-…

  2. The Effect of Spanish Classroom Reading Instruction on Pronunciation Ability during the First Week of Instruction.

    ERIC Educational Resources Information Center

    Guymon, Ronald E.

    An innovative classroom-based approach to reading instruction in the context of Spanish instruction was proposed. The effects of this instruction on the pronunciation ability of students were analyzed. The subjects were 30 adult missionary trainees who had no previous exposure to Spanish. The dependent variable was measured using two instruments.…

  3. 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)

  4. 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…

  5. Reading Strategies to Improve Writing Instruction.

    ERIC Educational Resources Information Center

    Bulakowski, Carole

    Reading instructors have valuable expertise to share with writing instructors to improve the writing ability of students. Writing instructors often give reading assignments to provide topics for students' essays or discussion, without understanding the reading process. A reading teacher can (1) show the writing instructor how to determine the…

  6. 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 guided…

  7. 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…

  8. 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,…

  9. 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…

  10. Designing Instruction in Reading: Interaction of Theory and Practice.

    ERIC Educational Resources Information Center

    Resnick, Lauren B.; Beck, Isabell L.

    The role of information-processing task analysis in linking psychological theory to instructional practice is illustrated with reference to reading. Two detailed information-processing models of decoding skills are compared to show how psychological considerations suggest the superiority of one model over the other as a basis for instruction.…

  11. "Theoretical Inclinations": How One Teacher's Beliefs Influenced Reading Comprehension Instruction

    ERIC Educational Resources Information Center

    Kaback, Susanne

    2006-01-01

    This article examines the year-long experience of one fourth grade teacher, Anne, as she learned about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision…

  12. Whole Language Lives On: The Illusion of "Balanced" Reading Instruction.

    ERIC Educational Resources Information Center

    Moats, Louisa Cook

    This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the…

  13. 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,…

  14. 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…

  15. Reading Instruction in Science for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kaldenberg, Erica R.; Watt, Sarah J.; Therrien, William J.

    2015-01-01

    As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading.…

  16. Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals.

    ERIC Educational Resources Information Center

    Hoffman, James V.; Sailors, Misty; Patterson, Elizabeth U.

    2002-01-01

    Describes the features of the first grade texts included in basal readers used for beginning reading instruction in Texas in 2000. Investigates the general features of student texts with respect to the instructional design of the text, the accessibility of the text for beginning readers, and the engaging qualities of the text. Suggests that policy…

  17. Instructional Enhancements to Improve Students' Reading Abilities

    ERIC Educational Resources Information Center

    Stoller, Fredricka L.; Anderson, Neil J.; Grabe, William; Komiyama, Reiko

    2013-01-01

    This article offers five instructional enhancements that help students become better readers. These classroom practices coincide with five key elements of English as a Foreign Language (EFL) reading instruction: "extensive practice and exposure to print," "commitment to building student motivation," "attention to reading…

  18. 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…

  19. 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, 1998"; "Romance and Reality"…

  20. Reading and Social Imagination: What Relationally Oriented Reading Instruction Can Do for Children

    ERIC Educational Resources Information Center

    Lysaker, Judith T.; Tonge, Clare; Gauson, Darren; Miller, Angela

    2011-01-01

    Twenty-two second and third grade children experiencing difficulties with social relationships and reading comprehension participated in small group Relationally Oriented Reading Instruction for eight weeks. Developmental and literacy assessments done before and after the reading intervention showed statistically significant improvements in the…

  1. 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)…

  2. Advantages of Providing Structured Supplemental Reading Instruction to Kindergarteners at Risk for Failure in Reading

    ERIC Educational Resources Information Center

    Helf, Shawnna; Cooke, Nancy L.; Konrad, Moira

    2014-01-01

    This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest.…

  3. 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

  4. 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…

  5. 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…

  6. 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…

  7. Using Computers as Reading Instructional Tools: Applications and Implications.

    ERIC Educational Resources Information Center

    Singhal, Meena

    A review of the literature investigated how computers have been used in relation to the teaching of reading over the last 20 years, how effective those endeavors and research studies (mainly conducted at the college level) have been, and what computer instructional programs in the area of reading need to address. Various efforts have been made to…

  8. Research-Based Methods of Reading Instruction, Grades K-3

    ERIC Educational Resources Information Center

    Vaughn, Sharon; Linan-Thompson, Sylvia

    2004-01-01

    Get your reading program on the right track using research-based teaching strategies from this helpful guide. Learn what you need to know about five essential elements of reading, why you should teach them, and how. A treasure chest of research-based instructional activities helps you: (1) Build students phonemic awareness; (2) Teach phonics and…

  9. Content Area Reading and Learning: Instructional Strategies.

    ERIC Educational Resources Information Center

    Lapp, Diane; And Others

    This book offers strategies to help educators become increasingly effective in teaching various areas in content area reading and learning. The book includes the following chapters: "Content Area Reading: A Historical Perspective" (E. Dishner and M. Olson); "Content Area Reading: Current State of the Art" (T. Bean and J. Readence); "The Role of…

  10. 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…

  11. Emerging Perspectives on Advanced ESL Reading Instruction.

    ERIC Educational Resources Information Center

    Leki, Ilona

    Although many English-as-a-Second-Language (ESL) teachers know that reading and writing have an effect on each other, research on reading and writing have developed independently and have not greatly influenced each other or reading/writing pedagogy. Teachers must determine the best way to encourage more effective learning in which the reciprocal…

  12. 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 "Right to…

  13. Reading Motivation, Perceptions of Reading Instruction and Reading Amount: A Comparison of Junior and Senior Secondary Students in Hong Kong

    ERIC Educational Resources Information Center

    Lau, Kit-Ling

    2009-01-01

    This study examined the relations between students' reading motivation, perceptions of reading instruction and reading amount, together with grade differences, in a Chinese educational context. A total of 1,146 students from 19 secondary schools in Hong Kong voluntarily responded to a questionnaire that measured these three sets of variables. The…

  14. 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…

  15. Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

    PubMed Central

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

    2013-01-01

    The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

  16. North Carolina Strives for Balanced Reading Instruction.

    ERIC Educational Resources Information Center

    Denton, David R.

    This paper contends that the most difficult task facing state policymakers is to understand that the strong feelings on both sides of the reading debate may not be truly reflective of the choices before them--it is not a choice between teaching reading through phonics or whole language. The paper states that a good whole language program must…

  17. 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…

  18. Improving Teacher Questions in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Teachers need to be able to ask quality questions in the teaching of reading--questions to assess student comprehension and to clarify content, questions to enable learners to engage in higher levels of cognition such as creative and critical thinking, questions to help students engage in meaningful reading experiences and become lifelong…

  19. Early Reading Instruction--Is It Advantageous?

    ERIC Educational Resources Information Center

    Durkin, Dolores

    Some of the research dealing with pre-first-grade reading is discussed in relation to an experimental program with four-year-olds and pre-first-grade reading. The author states that little factual information exists for this topic and the majority of existing reports deal primarily with Head Start. Some of the shortcomings of reports on early…

  20. Miscue Analysis: Applications to Reading Instruction.

    ERIC Educational Resources Information Center

    Goodman, Kenneth S., Ed.

    This book is a series of essays on the subject of miscue analysis, a diagnostic procedure rooted in the psycholinguistic view of reading. The focus of miscue analysis is on the broad field of reading comprehension rather than the isolated decoding of individual words and letters. The contents of this book include: "Introduction" by Sister Rosemary…

  1. Informal Reading Inventories; Reappraising the Criteria for the Instructional Reading Level.

    ERIC Educational Resources Information Center

    Lunn, Mary K.; Johns, Jerry L.

    1983-01-01

    Summarizes P. A. Killgallon's 1942 study that helped to establish the criteria for the instructional reading level, examines W. R. Powell's 1970 critique of that study, and presents concerns about Powell's study. (FL)

  2. Chinese Language Teachers' Orientation to Reading Instruction and Their Instructional Practices

    ERIC Educational Resources Information Center

    Lau, Kit-ling

    2007-01-01

    This study aimed to develop a set of quantitative instruments to investigate Hong Kong Chinese language teachers' orientation to reading instruction, their instructional practices and the relation between these two constructs under the implementation of the new curriculum. A total of 493 Chinese language teachers from 170 secondary schools in Hong…

  3. 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 instruction may be…

  4. 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)

  5. 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…

  6. 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…

  7. 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…

  8. The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide

    ERIC Educational Resources Information Center

    Smagorinsky, Peter

    2009-01-01

    This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, which appeared in the March 2009 issue of "Educational Researcher," by taking a cultural-historical perspective on reading and reading instruction. In this paradigm a number of those authors' assumptions are seen as questionable,…

  9. 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…

  10. Spontaneous Response Generalization during Whole Word Instruction: Reading to Spell and Spelling to Read

    ERIC Educational Resources Information Center

    Noell, George H.; Connell, James E.; Duhon, Gary J.

    2006-01-01

    The bulk of the existing literature emphasizes the use of phonemic/phonetic based instruction to enhance generalization between reading and written language. However, phonetically irregular words are common in English and may require the use of whole word approaches. This study examined generalization between from reading to spelling and from…

  11. Reading Engagement: Motivating Readers through Integrated Instruction.

    ERIC Educational Resources Information Center

    Guthrie, John T., Ed.; Wigfield, Allan, Ed.

    Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to…

  12. Two Approaches to Reading Instruction. Final Report.

    ERIC Educational Resources Information Center

    Vilscek, Elaine C.; Cleland, Donald L.

    The extended effects of two instructional approaches, the Coordinated Basal Language Arts Approach and the Integrated Experience Approach to Communication, on pupils' language development at the second- and third-grade levels were investigated. Original subjects were 669 first graders who were pretested for readiness and intelligence. Of these,…

  13. Reading Instruction and the Kindergarten Student.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Kindergarten stresses the readiness factor for learning. This paper first lists 10 things which kindergarten students have experienced in developing readiness for first grade. The paper then discusses 10 things that teachers can do to approach teaching reading in the kindergarten classroom. Finally, it considers additional assistance to aid…

  14. Programmed Instruction CAN Teach Children To Read

    ERIC Educational Resources Information Center

    Ide, Edward A.

    1974-01-01

    The great hope for permanent change in the below-norms reading performance of children lies in accomplishing the task of bringing first graders above national norms and holding them there as they move up the grades. Some form of programed learning can accomplish these goals. (Author)

  15. Improving Reading Comprehension through Explicit Summarization Instruction

    ERIC Educational Resources Information Center

    Elledge, Deborah Harding

    2013-01-01

    Research over the last several decades has revealed that adolescents in the United States are leaving school with insufficient literacy skills to compete in the global marketplace. A primary contributor to poor literacy rates is poor reading comprehension. The purpose of this research was to develop and test the efficacy of a protocol for teaching…

  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. Locus of Control: The Effect on Reading and Instructional Preference.

    ERIC Educational Resources Information Center

    Fisher, Richard I; Dyer, Barbara

    1978-01-01

    One hundred seventy-five college students were tested to determine the relationship among locus of control, student preference, and teaching procedures. Results showed that external locus of control students preferred hardware as instructional devices and that such devices improved their reading rates, while internal locus of control students…

  18. 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…

  19. Effects of Parent-Administered Summer Reading Instruction.

    ERIC Educational Resources Information Center

    Sullivan, Howard J.; Labeaune, Carol

    The Southwest Regional Laboratory (SWRL) has developed and initially field tested during summer 1969 a Summer Reading Program (SRP) designed to prevent the decrement in kindergarten children's academic achievement caused by the lack of instruction and practice during the summer. Each parent supervised his child at home in structured reading…

  20. 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 this volume, some…

  1. Reading Instruction by Classroom, Remedial, and Resource Room Teachers.

    ERIC Educational Resources Information Center

    Gelzheiser, Lynn M.; Meyers, Joel

    1991-01-01

    Reading instruction provided by classroom, remedial, and resource teachers (n=48) in six schools was observed. Findings showed that the three groups did not differ in the proportion of time devoted to management, discipline, or proactive teaching techniques. Comparable time was also devoted to comprehension, decoding, and indirect reading…

  2. 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…

  3. The Core Components of Reading Instruction in Chinese

    ERIC Educational Resources Information Center

    Ho, Connie Suk-Han; Wong, Yau-Kai; Yeung, Pui-Sze; Chan, David Wai-ock; Chung, Kevin Kien-Hoa; Lo, Sau-Ching; Luan, Hui

    2012-01-01

    The present study aimed at identifying core components of reading instruction in Chinese within the framework of the tiered intervention model. A curriculum with four teaching components of cognitive-linguistic skills was implemented in a Program school for 3 years since Grade 1. The findings showed that the Tier 1 intervention was effective in…

  4. 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…

  5. Translating Research on Initial Reading Instruction into Classroom Practice.

    ERIC Educational Resources Information Center

    Grossen, Bonnie; Carnine, Doug

    1990-01-01

    Contrasts ways phonics is frequently taught with examples of ways phonics would be taught according to research. Responses to major criticisms of a phonics approach are presented. Research indicates the best reading instruction involves systematically teaching children the most common sound for a select group of letters and letter combinations.…

  6. 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…

  7. 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. PMID:26563597

  8. 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)

  9. Teacher knowledge, instructional expertise, and the development of reading proficiency.

    PubMed

    Reid Lyon, G; Weiser, Beverly

    2009-01-01

    Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing. PMID:19675317

  10. A History of Reading Programs Involving Instruction in the Content Areas, 1966-1981.

    ERIC Educational Resources Information Center

    Wadleigh, Merritt Edward

    Six questions guided a literature review of content area reading instruction in American secondary schools since 1966: (1) What is the history of reading instruction in American secondary schools through 1965? (2) Why is reading instruction at the secondary level important? (3) What are some factors both within and without secondary schools that…

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

    ERIC Educational Resources Information Center

    Urlaub, Per

    2012-01-01

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

  12. 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

  13. 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

  14. Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model

    ERIC Educational Resources Information Center

    Weiser, Beverly L.

    2013-01-01

    The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…

  15. 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…

  16. Reading Instruction for Students with Mild Mental Retardation: Is There a Best Approach?

    ERIC Educational Resources Information Center

    Triller, H. Brian

    This paper reviews what current research says about best practices in reading instruction for students with mild mental retardation. After introducing some key reading issues (such as effects of early reading failure), two principal approaches to reading instruction are discussed: first, the traditional/bottom-up synthetic approach which begins…

  17. 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,…

  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. 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…

  20. Promising Practices in the Preparation of Special Educators to Provide Reading Instruction

    ERIC Educational Resources Information Center

    Sayeski, Kristin L.; Gormley Budin, Shannon E.; Bennett, Katie

    2015-01-01

    The majority of students with disabilities require support in the area of reading. Given the importance of reading instruction, it is essential that special education teacher preparation programs prepare candidates who are knowledgeable about reading development and skilled in the delivery of reading instruction. The purpose of this article is…

  1. The Instructional Guide for Abbott Skills Enhancement Classes. Revised Edition.

    ERIC Educational Resources Information Center

    Ballinger, Ronda; Gee, Mary Kay

    This guide, which integrates adult basic education (ABE) curriculum, job skills for Abbott Laboratories, and work-related foundation skills, is designed for an instructional program in the skill areas of reading, writing, oral communications, mathematics, and problem solving. In addition to creating a uniform process and product to promote…

  2. If I Read Better, Will I Score Higher ?: The Relationship between Oral Reading Fluency Instruction and Standardized Reading Achievement Test Outcomes

    ERIC Educational Resources Information Center

    Waldron, Chad H.

    2008-01-01

    The research study examined whether a difference existed between the reading achievement scores of an experimental group and a control group in standardized reading achievement. This difference measured the effect of systematic oral reading fluency instruction with repeated readings. Data from the 4Sight Pennsylvania Benchmark Reading Assessments…

  3. 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…

  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. 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…

  6. 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…

  7. ESTABLISHING A READING CENTER, A HANDBOOK ON REMEDIAL AND CORRECTIVE READING INSTRUCTION.

    ERIC Educational Resources Information Center

    RUSSELL, EARL V.; THOMPSON, CHARLES L.

    THE METHODS AND MATERIALS USED BY THE NORTH CAROLINA ADVANCEMENT SCHOOL FOR TEACHING REMEDIAL AND CORRECTIVE READING TO UNDERACHIEVING EIGHTH-GRADE BOYS ARE DESCRIBED. THE AUTHORS BELIEVE THE PATTERN OF DIAGNOSIS, GROUPING, INSTRUCTION, ASSESSMENT, AND REGROUPING IS CENTRAL TO DETERMINING THE CAUSES OF POOR ACADEMIC PERFORMANCE AMONG STUDENTS OF…

  8. An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

    ERIC Educational Resources Information Center

    Piper, Deborah L.

    2013-01-01

    The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

  9. Computer-based phonological awareness and reading instruction.

    PubMed

    Wise, B W; Olson, R K

    1995-01-01

    Reading with Orthographic and Segmented Speech (ROSS) programs use talking computers to deal with deficits in word recognition and phonological awareness. With ROSS, children read stories on a computer screen. Whenever they encounter a word they find difficult, they can request assistance by targeting the word with a mouse. The program highlights the word in segments and then pronounces the segments in order. In previous studies, children improved in reading, but children with relatively lower initial phonological awareness (PA) gained less than the others. In order to maximize the benefits from ROSS for all children, the current study aimed to improve PA before and while reading with ROSS, by using some programs based on theAuditory Discrimination in Depth method (Lindamood and Lindamood 1975), and others focusing on phoneme manipulation with speech feedback for all responses. The study compared the effects of this training with training in Comprehension Strategies (CS) based on Reciprocal Teaching techniques (Palincsar and Brown 1984), among second- to fifth-grade students with problems in word recognition. While both groups received equal instructional time in small-groups and with the computer, the groups differed in how much time they spent reading words in context. Whereas PA children spent half their computer time on PA exercises involving individual words and half reading words in context with ROSS, the CS group spent all their computer time reading words in context with ROSS. Both groups made significant gains in decoding, word recognition, and comprehension; however the PA groups gained significantly more than the CS group on all untimed tests of phoneme awareness, word recognition, and nonsense word reading. The CS children performed better on a test of time-limited word recognition; they also achieved higher comprehension scores, although only while reading with a trainer. The PA children's improved decoding skill led to greater accuracy, but slower

  10. 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)

  11. The Effectiveness of Direct Instruction on the Various Reading Achievement Categories.

    ERIC Educational Resources Information Center

    Wrobel, Sheryl

    A study examined the effect of direct instruction on increasing students' reading competency. The study followed several studies done between 1977 and 1995 on the Direct Instruction Model for reading instruction, developed and implemented in the 1960s. The population of the 2-year study included 105 southwest Chicago area third-grade students from…

  12. Facilitating Reading Comprehension in Learning Disabled Students: Metacognitive Goals and Instructional Strategies.

    ERIC Educational Resources Information Center

    Billingsley, Bonnie S.; Wildman, Terry M.

    1990-01-01

    This article addresses the planning of metacognitive instruction in reading, including such elements of metacognitive theory as metacognitive knowledge, self-regulation, comprehension monitoring, and regulation. Metacognitive goals for instruction, selected research in improving reading comprehension, and specific instructional implications for…

  13. 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…

  14. 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…

  15. Critical Factors in Reading Comprehension Instruction for Students with Learning Disabilities: A Research Synthesis

    ERIC Educational Resources Information Center

    Kim, Woori; Linan-Thompson, Sylvia; Misquitta, Radhika

    2012-01-01

    This review examined the effectiveness of critical factors in instruction for improving the reading comprehension of middle school students with learning disabilities. Five critical factors were identified: (i) type of instructional methods, (ii) self-monitoring, (iii) components of reading incorporated, (iv) fidelity of instruction (scripted vs.…

  16. 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…

  17. The effects of instructional match and content overlap on generalized reading performance.

    PubMed Central

    Daly, E J; Martens, B K; Kilmer, A; Massie, D R

    1996-01-01

    This study examined the effects of instructional match and content overlap on students' ability to generalize from passage reading instruction. Four students with mild disabilities served as participants. Using a multielement design, students were instructed with passages at two levels of text difficulty (instructionally matched vs. instructionally mismatched), and generalization was assessed with passages at two levels of similarity to those instructed (low vs. high content overlap). Results indicated that students' oral reading accuracy and fluency showed the greatest degree of generalization when instructional materials were matched to the students' skill level and assessment materials were similar to those used during instruction. Moreover, these results were maintained at 1-month follow-up. The implications of these findings for classroom reading instruction and the assessment of students' reading skills are discussed. PMID:8995833

  18. 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…

  19. 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…

  20. 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…

  1. Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals. CIERA Report.

    ERIC Educational Resources Information Center

    Hoffman, James V.; Sailors, Misty; Patterson, Elizabeth U.

    Educators and politicians in Texas have played significant roles in pushing early reading instruction from one extreme position to another through shifts in textbook adoption requirements. These policy actions are shaping a national curriculum for reading. The current study looks at changes in texts for beginning reading instruction that resulted…

  2. 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…

  3. 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…

  4. 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.

  5. Creating an ABE Network. A Staff Development Project. Final Report. A 310/Special Demonstration Project 1984-1985.

    ERIC Educational Resources Information Center

    Rio Salado Community Coll., AZ.

    A project was conducted to create a communications network for adult basic education (ABE) instructional staff and administrators throughout Arizona. Included among the major accomplishments of the project were the following: development of a statewide directory of ABE program instructors and administrators, use of the project-developed networking…

  6. 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…

  7. 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…

  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. Teaching the Reading of Connected Text through Sight-Word Instruction to Students with Moderate Intellectual Disabilities

    ERIC Educational Resources Information Center

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

    2010-01-01

    Sight-word instruction is the most common method of reading instruction for students with Moderate Intellectual Disabilities reported in the research literature. The purpose of this study was to go beyond instruction of single word units to instruction of multiple-word phrases. This study demonstrated the instruction of reading and comprehending…

  11. STAR: An Adult Education Teacher's Journey with Evidence-Based Reading Instruction

    ERIC Educational Resources Information Center

    Robertson, Lisa

    2007-01-01

    In this article, the author shares her journey with evidence-based reading instruction. Her experience with evidence-based reading instruction (as the adult basic education coordinator at Windham Adult Education in Windham, Maine) has been a journey of change both professionally and programmatically, and the students at Windham Adult Education are…

  12. 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…

  13. Relationship of Reading Ability of Remedial Track University Freshmen to Text Readability and Instructional Methodology.

    ERIC Educational Resources Information Center

    Cherney, Elaine Ethel

    The purpose of this study was to compare the reading ability of university freshmen in two remedial track courses with the readability of the assigned texts and in light of the instructional methodology employed by the instructional staff of two courses. The investigations findings seemed to suggest that the reading ability of the students in the…

  14. 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'…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Does Concept-Oriented Reading Instruction Increase Strategy Use and Conceptual Learning from Text?

    ERIC Educational Resources Information Center

    Guthrie, John T.; Van Meter, Peggy; Hancock, Gregory R.; Alao, Solomon; Anderson, Emily; McCann, Ann

    1998-01-01

    Path analysis shows that a year-long program integrating reading/language arts and science instruction, Concept Oriented Reading Instruction (CORI), had a positive effect on strategy use and text comprehension for students in grades 3 (N=48) and 5 (n=40) when accounting for past achievement and prior knowledge. (SLD)

  20. 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…

  1. Does Instructional Alignment Matter?: Effects on Struggling Second Graders' Reading Achievement

    ERIC Educational Resources Information Center

    Wonder-McDowell, Carla; Reutzel, D. Ray; Smith, John A.

    2011-01-01

    The purpose of this study was to explore the effects of aligning classroom core reading instruction with the supplementary reading instruction provided to 133 struggling grade 2 readers. A 2-group, pre-posttest true experimental design was employed in this study. In 11 elementary schools, 12 teachers taught both the aligned and unaligned core and…

  2. 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…

  3. 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…

  4. 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. PMID:15497271

  5. 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…

  6. 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…

  7. Effects of Instructional Ratios on Students' Reading Performance in a Regular Education Program.

    ERIC Educational Resources Information Center

    Roberts, Maura L.; Shapiro, Edward S.

    1996-01-01

    Used 4 experimental conditions to examine the effectiveness of different instructional ratios of known to unknown vocabulary words on the reading progress of 46 students. Results suggest that students acquired new information as instructional ratios expanded. An inverse relationship was established between instructional material presented and…

  8. A Comparison of Three Methods of Vocabulary Instruction during Read-Alouds in Kindergarten

    ERIC Educational Resources Information Center

    Silverman, Rebecca

    2007-01-01

    This article presents results from 2 studies comparing 3 approaches to teaching vocabulary during storybook reading: (a) contextual instruction, based on connecting words to their use in books and to children's personal experience; (b) analytical instruction, which enhances contextual instruction with semantic analysis of words in contexts other…

  9. 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…

  10. Reading Performance of Elementary Students: Results of a Five-Year Longitudinal Study of Direct Reading Instruction

    ERIC Educational Resources Information Center

    Thames, Dana; Kazelskis, Richard; Kazelskis, Carolyn Reeves

    2006-01-01

    The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, "Reading Mastery (RM)," on literacy performance of students over a five-year period. Initially, 700 students in grades K-3 were randomly selected from six elementary schools to participate in the study; an additional 100 randomly-selected…

  11. 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.…

  12. 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…

  13. The Sequencing of Formal Reading Instruction: Reading Development in Bilingual and English-Medium Schools in Ireland

    ERIC Educational Resources Information Center

    Parsons, Christine; Lyddy, Fiona

    2009-01-01

    There is currently no fixed programme for sequencing of formal reading instruction in Irish-medium schools and practices vary considerably. This study compared the development of reading skills in the Irish and English languages of children from varying linguistic backgrounds and schooling experiences. Three age groups of children (N = 254)…

  14. Effects of contingent reward and instruction on oral reading performance at differing levels of passage difficulty.

    PubMed Central

    Noell, G H; Gansle, K A; Witt, J C; Whitmarsh, E L; Freeland, J T; LaFleur, L H; Gilbertson, D N; Northup, J

    1998-01-01

    This study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills as well as the effects of instruction--modeling and practice--designed to increase skill level for oral reading fluency across three levels of reading materials. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in reading fluency for all participants at their assigned grade levels. These results demonstrate one strategy for experimentally determining those instructional components that are required to increase oral reading rate. PMID:9891402

  15. 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.

  16. Reading, Language, and Literacy: Instruction for the Twenty-First Century.

    ERIC Educational Resources Information Center

    Lehr, Fran, Ed.; Osborn, Jean, Ed.

    Noting that reading instruction in the last years of the 20th century is still characterized by controversy, this book presents 18 essays that examine the best available research evidence about what is known--and what needs to be learned--about the teaching of reading and how children learn to read. Topics of the essays include whole language,…

  17. 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…

  18. Reading Instruction in the Mainstream: A Cooperative Learning Approach. Report No. 5.

    ERIC Educational Resources Information Center

    Madden, Nancy A.; And Others

    The Cooperative Integrated Reading and Composition Program (CIRC), which combines individualized instruction with cooperative learning, was evaluated in two studies. In the first study, 461 third and fourth graders were pulled out of their reading classes for part or all of the reading period over a 12-week period and CIRC was implemented. In the…

  19. 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…

  20. Applying Research in Reading Instruction for Adults: First Steps for Teachers

    ERIC Educational Resources Information Center

    McShane, Susan

    2005-01-01

    This book is a resource for adult education teachers who want to build and strengthen adults' reading skills. It aims first to build background knowledge about reading and scientifically based reading instruction, but the focus is in applying the research on modeling thinking, planning, and problem solving in the context of fictional adult…

  1. 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…

  2. 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 TARA…

  3. Measuring Reading Activity: An Inventory. Instructional Resource No. 4.

    ERIC Educational Resources Information Center

    Guthrie, John T.; And Others

    Noting that the amount of reading students do is related to their reading achievement, this booklet presents an instrument designed to measure the amount and breadth of students' reading in and out of school. The first part of the booklet discusses the Reading Activity Inventory (RAI) and how it differs from other reading activity measures, uses…

  4. 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…

  5. 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…

  6. The Effects of Guided Reading Instruction on the Reading Comprehension and Reading Attitudes of Fourth-Grade At-Risk Students

    ERIC Educational Resources Information Center

    Bruce, Laquanda T.

    2010-01-01

    America's public schools have faced challenges in educating students, particularly those identified as at risk. According to the No Child Left Behind Act, nearly 70% of 4th grade students are unable to perform on a basic level on national reading tests. The research problem in this study addressed the significance of guided reading instruction,…

  7. 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…

  8. 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,…

  9. 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…

  10. Conceptual Press Discourse in Reading Comprehension Instruction: Making Every Interaction Count

    ERIC Educational Resources Information Center

    McElhone, Dot

    2009-01-01

    At its most fundamental level, like all instruction, comprehension instruction is composed of moment-to-moment interactions among students and between students and their teacher. Children's competence at making meaning from texts and their motivation to read are shaped by a variety of classroom influences, one of the most important of which may be…

  11. A Multi-State Study Examining the Impact of Explicit Reading Instruction with Incarcerated Students

    ERIC Educational Resources Information Center

    Houchins, David E.; Jolivette, Kristine; Krezmien, Mike P.; Baltodano, Heather M.

    2008-01-01

    This randomized pretest/posttest group study examined the impact of explicit instruction in decoding, comprehension, and fluency on the reading achievement of incarcerated students from facilities in a southwestern (SW) state, a southeastern (SE) state, and a mid-Atlantic (MA) state. Comparisons were made between instruction comprised of higher…

  12. 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…

  13. 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…

  14. 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…

  15. Reading Success for All Students: Using Formative Assessment to Guide Instruction and Intervention

    ERIC Educational Resources Information Center

    Gunning, Thomas G.

    2011-01-01

    This vital resource offers classroom teachers and literacy coaches practical assessments that can be used to evaluate key areas in students' reading performance. These assessments will provide information that can be directly used for planning instruction. Specific instructional techniques and activities are linked to each of the assessments so…

  16. Reading and Writing Instruction in Kindergarten: How Often and Who Receives It?

    ERIC Educational Resources Information Center

    Rathbun, Amy H.; Hausken, Elvira Germino

    A study used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to answer the following questions: Which of the various reading instructional activities do kindergartners do most often? Who has opportunities to participate in the various types of instructional activities? and Are the various instructional…

  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. The Effect of Multiple Strategy Instruction on the Reading Comprehension of First-Grade Students

    ERIC Educational Resources Information Center

    Hayes, Suzanne Scott

    2012-01-01

    The researcher studied the effect of multiple strategy instruction on the reading comprehension of low-achieving and average first-grade readers, and gifted first-grade students. The researcher also sought to determine how the effect of multiple strategy instruction differs according to gender. Running records and "Assessing Comprehension…

  19. Reading Practices to Help Improve Instruction. SEDL Letter, Volume XIX, Number 2

    ERIC Educational Resources Information Center

    Blair, Leslie Asher, Ed.

    2007-01-01

    This issue focuses on practices that can help improve reading instruction and includes two announcements from Southwest Educational Development Laboratory (SEDL). It begins with a look at study groups, the practice of teachers getting together to focus on instructional practices and student learning. Stacey Joyner, a staff member of SEDL's Texas…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Fluency: A Necessary Ingredient in Comprehensive Reading Instruction in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Ming, Kavin; Dukes, Charles

    2008-01-01

    There is a large collection of students who experience difficulty with the development of reading fluency and comprehension. Many students receive little to no benefit from non-systematic instructional methods. In order to become proficient readers many students need explicit instruction in fluency to serve as a building block to comprehension.…

  5. 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,…

  6. Structured Strategy Instruction: Investigating an Intervention for Improving Sixth-Graders' Reading Comprehension

    ERIC Educational Resources Information Center

    Schorzman, Emma M.; Cheek, Earl H.

    2004-01-01

    Little empirical evidence supporting various instructional strategies for teaching reading comprehension exists. Because difficulties with comprehension are intensified as students reach the intermediate grades, it is essential that middle school educators provide research-based instruction. This study examined the effectiveness of the Directed…

  7. 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…

  8. 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…

  9. 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.

  10. 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 agencies so…

  11. Realities and Fallacies of Reading Instruction for Ethnically Different Students: Cognitive and Affective Concerns.

    ERIC Educational Resources Information Center

    Vick, Marian Lee

    A review of the literature about reading instruction for ethnically different students discloses a body of information largely disconnected and biased. Numerous factors are alleged to be determinants of the reading retardation of such students. Generally, these fall into two categories: racial factors in intelligence and cultural deprivation. The…

  12. Critical Issues in Reading Instruction Among Black Teachers and Students: Personnel and Training.

    ERIC Educational Resources Information Center

    Vick, Marian Lee

    Research studies agree that the teacher, above any other factor, is the key to successful reading instruction. Therefore, in order to improve reading achievement of pupils in any ethnic group, one should look first at the teacher, paraprofessional, tutor or volunteer and his training. New developments such as microteaching, self-analysis of one's…

  13. Pedagogical Content Beliefs about Reading Instruction and Their Relation to Gains in Student Achievement

    ERIC Educational Resources Information Center

    Behrmann, Lars; Souvignier, Elmar

    2013-01-01

    Teachers' pedagogical content beliefs about reading instruction are likely to predict progress in student achievement. Thus, in this study, 15 pre-service teachers gave reading promotion to low-performing sixth- and seventh-graders over a time period of 6 months. The pre-service teachers' pedagogical content beliefs were then related to…

  14. 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…

  15. 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,…

  16. Proficiency-Based Instruction in Reading: A Teacher Education Module. Applications Packet.

    ERIC Educational Resources Information Center

    Phillips, June K.

    A packet of materials designed for an inservice course for teachers of reading in another language translates the theory of second-language reading and the insights gained through a simulated activity into a practical plan for classroom teachers. The five-step plan represents an instructional framework providing the student with opportunities to…

  17. 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…

  18. Untangling Reading Comprehension Strategy Instruction: Assisting Struggling Readers in the Primary Grades

    ERIC Educational Resources Information Center

    Mahdavi, Jennifer N.; Tensfeldt, Lael

    2013-01-01

    Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasi-experimental designs and included children between the ages of five and nine, some of whom had…

  19. Ability Grouping for Elementary Reading Instruction and Its Relationship to the Balanced Literacy Approach.

    ERIC Educational Resources Information Center

    Strech, Lorie L.

    This paper discusses implications of ability grouping in elementary reading instruction according to current research, and how such research can be applied to the classroom practice of "guided reading" within a balanced literacy program. The paper suggests that the "balanced literacy" approach from New Zealand is basically the same as whole…

  20. Supplemental Instruction in Early Reading: Does It Matter for Struggling Readers?

    ERIC Educational Resources Information Center

    McIntyre, Ellen; Petrosko, Joe; Jones, Deneese; Powell, Rebecca; Powers, Sherry; Newsome, Faye; Bright, Kelly

    2005-01-01

    In this article, the authors examined the effects of 1 year of supplemental instruction on first-grade children considered struggling readers on their phonics and reading comprehension achievement, along with second-grade children considered struggling readers on their reading comprehension achievement. This study included 196 children in 17…

  1. 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…

  2. Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

    ERIC Educational Resources Information Center

    Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

    2016-01-01

    Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

  3. Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity

    ERIC Educational Resources Information Center

    Simmons, Deborah C.; Kame'enui, Edward J.; Harn, Beth; Coyne, Michael D.; Stoolmiller, Mike; Santoro, Lana Edwards; Smith, Sylvia B.; Beck, Carrie Thomas; Kaufman, Noah K.

    2007-01-01

    A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design…

  4. Predicting First-Grade Reading Performance from Kindergarten Response to Tier 1 Instruction

    ERIC Educational Resources Information Center

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

    2011-01-01

    Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20…

  5. A Study of Reading Practices, Instruction, and Achievement in District 31 Schools.

    ERIC Educational Resources Information Center

    Foertsch, Mary

    This report documents the methodology and findings of a study of the characteristics of Illinois public school district 31's reading programs in kindergarten through grade 8. For the study's purposes, the term "reading program" includes integrated language arts and humanities instruction. The study was conducted in response to a request from…

  6. Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

    Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

  7. 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…

  8. The State of Instruction in Reading and Writing in U.S. Elementary Schools.

    ERIC Educational Resources Information Center

    Lapointe, Archie

    1986-01-01

    Summarizes 15 years of National Assessment of Educational Progress data on reading and writing in elementary schools. While reading performance has improved over the 1971-1984 period for black and Hispanic 9- and 13-year-olds and for younger disadvantaged children, writing results are less encouraging. Effective writing instruction may require…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  10. Applying Research in Reading Comprehension to Social Studies Instruction for Middle and High School Students

    ERIC Educational Resources Information Center

    Swanson, Elizabeth; Wanzek, Jeanne

    2014-01-01

    Secondary-level content area teachers face unique challenges in helping their students successfully read, understand, and learn content from complex texts in their discipline. In this article, a set of research-based practices designed to provide effective and feasible instruction to improve students' reading and comprehension of text and…

  11. 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…

  12. The Conditions of Beginning Reading Instruction for Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Spector, Janet E.; Cavanaugh, Brian J.

    2015-01-01

    A disproportionate number of students with autism spectrum disorder (ASD) are below grade level in reading. This trend may be due in part to characteristics of the disability, but it may also reflect lack of access to the instructional conditions needed for success in beginning reading. In this study, we surveyed special education teachers to…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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,…

  19. 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…

  20. Reading Habits of Elderly Adults: Implications for Instruction.

    ERIC Educational Resources Information Center

    Scales, Alice M.; Biggs, Shirley A.

    1987-01-01

    Elderly adults responded to the Survey of Elderly Reading Attitudes instrument. Most felt they had time to read, more married than single subjects reported buying magazines and daily newspapers, and more females than males reported reading advertisements without difficulty. (Author/KS)

  1. READING IN THE CONTENT AREAS--INSTRUCTION AND APPLICATION.

    ERIC Educational Resources Information Center

    SHEPHERD, DAVID L.

    THE THEME OF THIS PAPER IS THAT EVERY TEACHER IS A TEACHER OF READING WHEREVER AND WHENEVER THE SKILLS ARE NEEDED. SINCE THE READING CONSULTANT IS PRIMARILY CONCERNED WITH REMEDIATION, THE NEED FOR IMPLEMENTING READING SKILLS IN SUBJECT MATTER COURSES IS IN THE HANDS OF THE TEACHERS IN EACH OF THESE AREAS. THE TEACHING OF THE FUNDAMENTAL…

  2. Understanding the "Why" behind the "How" in Reading Instruction

    ERIC Educational Resources Information Center

    Burke, Lisa; Fiene, Judy; Young, Mary Jo; Meyer, Debra K.

    2008-01-01

    One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers' knowledge and the materials, methods, and strategies employed are essential factors in students' abilities to read. In their inquiry study, the authors examined the congruence between the content of…

  3. 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…

  4. Assessment and instruction of oral reading fluency among adults with low literacy

    PubMed Central

    Mellard, Daryl; Woods, Kari; Fall, Emily

    2011-01-01

    We statistically examined 295 low-literacy adults’ oral reading fluency measured by total word and word error rates with connected prose. Based on four fluency ability groupings in relation to standardized assessments of reading-related skills (e.g., phonemic awareness, word recognition, vocabulary, comprehension, and general ability) the results suggest that adults that read at comparable correct word rates vary significantly in the number of total words and word errors. These differences were independent of assessed general ability level. Total word and word error rates, thus, offer a picture of learner reading ability that can help instructors emphasize instruction in deficit reading components. PMID:23795231

  5. 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…

  6. Examining the Effectiveness of a Multi-Sensory Instructional Reading Program in One Rural Midwestern School District

    ERIC Educational Resources Information Center

    Waldvogel, Steven John

    2010-01-01

    Scope and method of study: The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through first grade classroom reading instruction in one rural Midwestern school district. The IMSE supplemental reading program is…

  7. 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…

  8. Intensive Instruction Affects Brain Magnetic Activity Associated with Oral Word Reading in Children with Persistent Reading Disabilities

    ERIC Educational Resources Information Center

    Simos, Panagiotis G.; Fletcher, Jack M.; Sarkari, Shirin; Billingsley-Marshall, Rebecca; Denton, Carolyn A.; Papanicolaou, Andrew C.

    2007-01-01

    Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the…

  9. 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,…

  10. A Comparison of Kindergarten Students Who Have Been Exposed to Reading Instruction Using Read Aloud, Real Along, and Picture Walk Methods.

    ERIC Educational Resources Information Center

    Fountain, Cassidy Rae

    The focus of this action research project was to find an effective method of reading instruction that lends itself to reading comprehension in kindergarten students. The methods that were used in this study were the picture walk, read aloud, and read along. These methods were chosen because they differed in their approach by the teacher. The names…

  11. Differentiated Reading Instruction: Strategies for the Primary Grades

    ERIC Educational Resources Information Center

    Walpole, Sharon; McKenna, Michael C.

    2007-01-01

    All teachers recognize the importance of matching literacy instruction to the ability level and needs of each child--but how can this crucial goal actually be accomplished? This indispensable book provides a research-based framework and flexible, highly practical strategies for making differentiated instruction work. Written by leading experts,…

  12. 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…

  13. 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

  14. 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. PMID:26320751

  15. Read Aloud Programs for the Elderly Project. Instructional Manual.

    ERIC Educational Resources Information Center

    Leonard, Gloria; And Others

    This manual was developed by the staff of the Read Aloud Programs for the Elderly of the Seattle Public Library. It is based on a year's experience of conducting read-aloud programs in nursing homes and is meant to be a guide for setting up similar programs in other library systems. The first half of the manual, addressed to program managers,…

  16. 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…

  17. 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…

  18. 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 major…

  19. Computer Assisted Reading Instruction: New Tools for New Experiences.

    ERIC Educational Resources Information Center

    Sponder, Barry

    A Language Experience Approach (LEA) to reading is based on the premise that a child's thinking naturally leads to talking, writing, and eventually reading. Information technologies offer powerful support for learning, but teachers and parents must learn to use these technologies effectively. Three types of computer applications that are…

  20. 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.

  1. 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…

  2. 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.

  3. 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)

  4. Paradigm Shifts That Nurture Improved Middle School Reading Instruction

    ERIC Educational Resources Information Center

    Podsiadlik, Edward

    2007-01-01

    In order to achieve middle school literacy success over time in an urban school district with a high poverty rate and a growing population of English language learners (ELLs), the Chicago Public School (CPS) System has adopted a pedagogical strategy that relies on instruction that is data-driven (formative and summative), standards-based…

  5. Embedding Reading Comprehension Training in Content-Area Instruction

    ERIC Educational Resources Information Center

    Williams, Joanna P.; Stafford, K. Brooke; Lauer, Kristen D.; Hall, Kendra M.; Pollini, Simonne

    2009-01-01

    This study evaluated the effectiveness of comprehension training embedded in a program that taught science content to 2nd graders. The program included instruction about the structure of compare-contrast expository text, emphasizing clue words, generic questions, graphic organizers, and the close analysis of well-structured text exemplars. This…

  6. Music Instruction and the Reading Achievement of Middle School Students

    ERIC Educational Resources Information Center

    Huber, Juanita J.

    2010-01-01

    Comparative analysis examined responses on a descriptive questionnaire from 267 students in grades 6, 7, and 8. The study compared duration of and participation in music instruction, types of musical instruments learned, and experience in musical ensembles to scores from the state English language arts assessment. Analysis of results included…

  7. Scaffolded Reading Instruction of Content-Area Texts

    ERIC Educational Resources Information Center

    Fisher, Douglas; Frey, Nancy

    2014-01-01

    In this column, we focus on increasing text complexity during scaffolded, small group instruction. We begin with a discussion about the need to adjust expectations for leveled texts for older readers and then focus on the ways in which teachers can accomplish this.

  8. Using Metacognitive Assessments to Create Individualized Reading Instruction

    ERIC Educational Resources Information Center

    Israel, Susan E.

    2007-01-01

    Today more than ever, educators are challenged to meet the literacy needs of all learners in increasingly diverse classrooms. To help them meet this challenge, author Susan E. Israel, shows how to use metacognitive assessments to adapt literacy instruction to elementary students' individual needs. This book supplies teachers with easy access to…

  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. Graphic Organizers in Reading Instruction: Research Findings and Issues

    ERIC Educational Resources Information Center

    Jiang, Xiangying; Grabe, William

    2007-01-01

    As an instructional tool, graphic organizers (GOs) have been highly recommended and used in contemporary classrooms. Over the past decade, a number of concerns have been raised about claims for the effectiveness of GOs. These concerns involve the inconsistent research results on student improvements, the limitation in generalizability from…

  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. 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.…

  13. 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.…

  14. Language 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 language 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…

  15. Learning a Transparent Orthography at Five Years Old: Reading Development of Children during Their First Year of Formal Reading Instruction in Wales

    ERIC Educational Resources Information Center

    Spencer, Llinos H.; Hanley, J. Richard

    2004-01-01

    This study compared the early reading development of five-year-old children who were learning to read either English (an opaque orthography) or Welsh (a shallow orthography). The children were being educated in Welsh and English-speaking primary schools in Wales during their first year of formal reading instruction. Teaching methods in both…

  16. 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,…

  17. Predicting Word-Level Reading Fluency Outcomes in Three Contrastive Groups: Remedial and Computer-Assisted Remedial Reading Intervention, and Mainstream Instruction

    ERIC Educational Resources Information Center

    Saine, Nina L.; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki

    2010-01-01

    The aim of the longitudinal intervention study was to build a model of predictive values of reading fluency in three contrastive reading groups: remedial and computer-assisted remedial reading intervention, and mainstream instruction, to identify the most effective type of intervention for children with different profiles of compromised…

  18. 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…

  19. Interactive Reading Instruction: A Comparison of Proximal and Distal Effects of Instructional Conversations.

    ERIC Educational Resources Information Center

    Echevarria, Jana

    1995-01-01

    This study compared traditional instruction (basal approach) with an interactive instructional conversation (IC) approach for enhancing the language and concept development of five Hispanic students (ages 7-9) with learning disabilities. Proximal measures indicated higher levels of discourse and greater participation with IC, whereas distal…

  20. Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction.

    PubMed

    Al Otaiba, Stephanie; Folsom, Jessica S; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M

    2011-01-01

    Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed. PMID:21857718

  1. Astrobiology explorer mission concepts (ABE/ASPIRE)

    NASA Astrophysics Data System (ADS)

    Ennico, K. A.; Sandford, S. A.; ABE/ASPIRE Science Teams

    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. Both concepts use 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 investigating the evolution of ice and organics in all phases of the lifecycle of carbon in the universe, from stellar birth through stellar death and exogenous delivery of these compounds to planetary systems. The ASPIRE mission's observational program expands upon ABE's core mission and also addresses the role of silicates and gas-phase materials in interstellar organic chemistry. 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 support of the tasks outlined above. The ABE and ASPIRE mission lifetimes are designed to be 14 months and 3 years, respectively, both with significant cryogen and propellant lifetime margins to support an extended observing campaign. The ABE/ASPIRE Science Operations will be carried out at NASA's Ames Research Center, and the ABE/ASPIRE database will be archived at Caltech/IPAC.

  2. 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…

  3. 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…

  4. Linguistic Units and Instructional Strategies that Facilitate Word Recognition for Latino Kindergarteners Learning to Read in Spanish

    ERIC Educational Resources Information Center

    Pollard-Durodola, Sharolyn D.; Cedillo, Gabriela Delagarza; Denton, Carolyn A.

    2004-01-01

    This article describes the usage of linguistic units and instructional strategies that facilitate word recognition for Latino kindergarten students who are beginning to read in Spanish. This case study was based on coding videotaped reading and language arts instruction of two bilingual kindergarten teachers at the beginning, middle, and end of…

  5. 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…

  6. Learning Strategy Instruction in the Foreign Language Classroom: Reading.

    ERIC Educational Resources Information Center

    Chamot, Anna Uhl; And Others

    This resource guide is designed to provide foreign language teachers with suggestions for helping ineffective students learn how to become better language learners and for already effective students to become superior language learners. The four chapters of the guide for teaching reading skills are as follows: (1) Teaching Learning Strategies…

  7. 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…

  8. 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 a…

  9. 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…

  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. 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…

  12. Content Area Reading Instruction: Strengthening Skills across the Curriculum

    ERIC Educational Resources Information Center

    Misulis, Katherine E.

    2004-01-01

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

  13. A Case Study of Reading Instruction in a Philippine Classroom

    ERIC Educational Resources Information Center

    Protacio, Maria Selena; Sarroub, Loukia K.

    2013-01-01

    In this article, we describe the reading practices in a public and high-achieving 6th grade English classroom in the Philippines. By utilizing a four resources model, we discuss the different roles that students assume in this classroom. Students in this class are mainly code breakers and text users and have limited opportunities to assume the…

  14. The Application of Multiple Intelligences Theory to Reading Instruction.

    ERIC Educational Resources Information Center

    Alexander, James C.

    Top-down and bottom-up theories have long dominated the field of reading. Recently, interactive models have been proposed by some researchers. One model, the interactive-compensatory model, hypothesizes that a deficiency in one processing area is compensated for by a relative strength in another area. The concept of multiple intelligences is one…

  15. 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)

  16. 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

  17. 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…

  18. The Status of Reading Instruction in the College of Education at Southern University, Baton Rouge, Louisiana.

    ERIC Educational Resources Information Center

    Armstrong, W. Cliff; Goyol, Anthony

    Forty-six members of the college of education at Southern University in Baton Rouge, Louisiana, were surveyed to determine the status of reading instruction within that college. The faculty members taught a total of 114 courses in six departments: health and physical education, vocational education, recreation, special education, elementary…

  19. Implementing Intensive Vocabulary Instruction for Students at Risk for Reading Disability

    ERIC Educational Resources Information Center

    Pullen, Paige C.; Tuckwiller, Elizabeth D.; Ashworth, Kristen; Lovelace, Shelly P.; Cash, Deanna

    2011-01-01

    Concerns regarding literacy levels in the United States are long standing. Debates have existed for decades regarding the most effective ways to teach reading, especially the polarizing dilemma of how much to focus on decoding versus code-emphasis and whole language instruction. Fortunately, as a result of concentrated research efforts and…

  20. Direct Instruction and First Grade Reading Achievement: The Role of Technical Support and Time of Implementation

    ERIC Educational Resources Information Center

    Stockard, Jean

    2011-01-01

    The purpose of this study was to examine the relationship of two implementation variables (source of technical support and time of implementation) to first grade reading achievement across three naturally-occurring conditions over a six-year time span. Two of the conditions involved implementation of Direct Instruction (DI) curriculum programs,…

  1. 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, &…

  2. Effects of Cloze Instructional Approach on Senior Secondary School Students' Achievement in Igbo Language Reading Comprehension

    ERIC Educational Resources Information Center

    Eze, Nneka Justina

    2015-01-01

    This study assessed the effects of cloze instructional approach on senior secondary school students' achievement in Igbo language reading comprehension. The study utilized a quasi experimental research design of the pretest posttest non-equivalent control group design. The study was conducted in Abakaliki education zone of Ebonyi State of Nigeria.…

  3. 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…

  4. A Summary Report of the Instructional Effectiveness of "Collections, a Harcourt Reading/Language Arts Program."

    ERIC Educational Resources Information Center

    Conner, Jennifer M.; Greene, Beth G.; Lloyd, Paul

    A pilot study evaluated the instructional effectiveness of "Collections, a Harcourt Reading/Language Arts" program. A total of 40 primary-grade teachers in 4 different school districts in Texas volunteered to participate. Teachers selected two themes to pilot during a 9- to 12-week period and received training in implementing the program. Teachers…

  5. 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…

  6. The Effect of Peer-Based Instruction on Rhythm Reading Achievement

    ERIC Educational Resources Information Center

    Johnson, Erik A.

    2011-01-01

    The purpose of this study was to determine the effect of peer-based instruction on rhythm reading achievement of instrumental and choral music students attending a large urbanfringe high school in a major metropolitan area. Participants (N = 131) included band (n = 71) and choir (n = 60) students whose backgrounds reflected extensive economic (78%…

  7. Literacy That Matters: How Teachers' Instructional Decisions Shape Students' Reading Identities and Learning Outcomes

    ERIC Educational Resources Information Center

    Morefield, Vickie McEwen

    2013-01-01

    This research focused on students' reading identities and literacy learning and their potential relationships to teachers' instructional decisions in the support of these. The study included two experienced teachers from an ethnically diverse urban school district. This middle school setting included two classes each from one sixth-grade language…

  8. Michael Pressley's Educational Legacy and Directions He Identified for Future Research in Reading Instruction

    ERIC Educational Resources Information Center

    Block, Cathy Collins

    2008-01-01

    The purpose of this article is to document the legacy and continuing influence of Michael Pressley's work in the field of reading research and instruction. Descriptions are provided to demonstrate how he translated his data from the cognitive sciences into highly effective pedagogy. A second component of this article discusses how Michael…

  9. Computer-Assisted Instruction in Treble Clef Note Reading for Gifted, Primary Students.

    ERIC Educational Resources Information Center

    Craig, Patricia D.

    A program was developed using computer-assisted instruction to enable gifted primary-level students to learn the basic elements of note reading in the treble clef at individual speeds and without stress of competition. The target group was selected from students enrolled in beginning and advanced ukulele classes. The computer-assisted instruction…

  10. 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 Comprehension…

  11. Evidence-Based Reading Policy in the United States: How Scientific Research Informs Instructional Practices

    ERIC Educational Resources Information Center

    Lyon, G. Reid; Shaywitz, Sally E.; Shaywitz, Bennett A.; Chhabra, Vinita

    2005-01-01

    Representing a dramatic shift in education thinking, converging evidence now supports a reliance on findings from rigorous scientific research to guide education policy initiatives in the United States. Particularly for early reading instruction, scientific research has provided the framework for establishing the most effective measures for the…

  12. Relationship between Metacognitive Strategy Instruction and Reading Comprehension in At-Risk Fourth Grade Students

    ERIC Educational Resources Information Center

    Diebold, Tamara W.

    2011-01-01

    In spite of efforts to achieve the reading proficiency requirements mandated by the No Child Left Behind Act of 2001, students' inability to comprehend text and meet grade level standards on state and national assessments continues to be problematic. The purpose of this study was to evaluate the effectiveness of explicit direct instruction of…

  13. 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…

  14. 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…

  15. NEW YORK CITY'S USE OF PROGRAMED INSTRUCTION, WITH EMPHASIS ON READING.

    ERIC Educational Resources Information Center

    FANNING, ROBERT J.

    THE NEW YORK CITY SCHOOL SYSTEM'S EFFORTS IN PROGRAMED INSTRUCTION ARE DISCUSSED. IN THE SENIOR HIGH SCHOOLS, EXPERIMENTS ARE BEING CONDUCTED WITH DOUBLEDAY'S "TUTOR TEXTS" ON COMPUTER MATHEMATICS, THE TEMAC MATERIALS, AND THE UNITED STATES INDUSTRIES'"AUTO TUTORS." IN THE JUNIOR HIGH SCHOOLS, SPECIALISTS ARE DEVELOPING PROGRAMS IN READING AND…

  16. 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…

  17. Teacher Learning and ELL Reading Achievement in Sheltered Instruction Classrooms: Linking Professional Development to Student Development

    ERIC Educational Resources Information Center

    McIntyre, Ellen; Kyle, Diane; Chen, Cheng-Ting; Munoz, Marco; Beldon, Scott

    2010-01-01

    The increase in language minority students in U.S. schools has drawn attention to instructional models designed to assist these students. It is critical that literacy educators understand the potential of these models for literacy achievement. This study was designed to examine reading achievement of elementary English language learners in…

  18. 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…

  19. 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…

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

    ERIC Educational Resources Information Center

    Rauch, Margaret

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

  1. The Impact of Principal Observations and Feedback on the Use of Scientifically Based Reading Instruction

    ERIC Educational Resources Information Center

    McNeeley, Claudia Feliz

    2010-01-01

    This dissertation was designed to explore the impact of the identified responsibilities of the principal, as an instructional leader, within the professional development model of Reading First. Specifically, the research focused on the principals' use of the Observation and Constructive Feedback Processes as well as five specifically defined…

  2. 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…

  3. 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,…

  4. Instruction in Reading Comprehension for Primary-Grade Students: "A Focus on Text Structure"

    ERIC Educational Resources Information Center

    Williams, Joanna P.

    2005-01-01

    The studies described here are designed to teach reading comprehension to at-risk students in the second and third grades. The focus is on text structure. First, there is an evaluation of a program that teaches students to identify themes of stories and apply those themes to real life; this instruction goes beyond the plot-level focus of typical…

  5. 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…

  6. 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…

  7. 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…

  8. A Review of Current Research on Reading Instruction and the Learning Disabled Student.

    ERIC Educational Resources Information Center

    Becker, Evelyn Z.; McCormick, Sandra

    This review examines all data-based ecologically valid studies published in "Learning Disability Quarterly" or "Journal of Learning Disabilities" that addressed reading instruction and were published from 1980 to 1990. It first looks at studies focusing on comprehension, including such reader factors as prior knowledge, metacognition, and visual…

  9. Duet or Duel? A Portrait of Two Logics of Reading Instruction in an Urban School District

    ERIC Educational Resources Information Center

    Woulfin, Sarah L.

    2016-01-01

    This article presents findings on the institutional logics of reading instruction in an urban school district, portraying how district leaders and coaches enacted two logics. Findings are grounded in observation, interview, and document data on district leaders and literacy coaches from a 13-month period. Using neoinstitutional theory, this…

  10. Comprehension Strategy Instruction during Parent-Child Shared Reading: An Intervention Study

    ERIC Educational Resources Information Center

    Roberts, Kathryn L.

    2013-01-01

    This study examined the effectiveness of a series of workshops and at-home activities designed to teach parents to integrate comprehension strategy instruction into read-alouds with their pre-kindergarten-aged children. Twenty parent-child dyads were randomly assigned to condition and parents in the experimental (workshop) condition were taught to…

  11. 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.…

  12. 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.…

  13. Sex Differences in Teacher-Pupil Interaction in First Grade Reading Instruction.

    ERIC Educational Resources Information Center

    Felsenthal, Helen

    The patterns of teacher-pupil interaction during first-grade reading instruction as a function of pupil sex were investigated. A total of 439 boys and girls and 71 teachers comprised the sample. The study involved three major phases: measurement of teacher attitudes, classroom observation of teacher-pupil interaction, and measurement of pupils'…

  14. 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 studies is…

  15. Using Digital Game-Based Learning to Support Vocabulary Instruction for Developmental Reading Students

    ERIC Educational Resources Information Center

    Frederick, Patricia A.

    2010-01-01

    The number of underprepared students entering post-secondary education continues to be a national problem community colleges struggle with by providing remedial instruction while having to satisfy the demands for effective teaching accountability. Reading is one identified area needing remediation; and, a goal for programs to address this…

  16. 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…

  17. From Basic Skills to Whole Language in Reading Instruction: Can We Get There from Here?

    ERIC Educational Resources Information Center

    Gutknecht, Bruce

    Reading instruction based on the acquisition of basic skills has produced a basic level of literacy in children, but such minimal levels of literacy are no longer sufficient for students required to deal effectively with complicated literary and informational material encountered in upper elementary, middle, and high school texts. Research in the…

  18. 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…

  19. 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…

  20. Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Roberts, Greg; Torgesen, Joseph K.; Boardman, Alison; Scammacca, Nancy

    2008-01-01

    Over a quarter of 8th-grade students and more than one-third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade-level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence-based instruction for students who continue to…

  1. Program-Fair Evaluation of Instructional Programs: Initial Results of the Kindergarten Reading Readiness Inquiry.

    ERIC Educational Resources Information Center

    Hanson, Ralph A.; And Others

    This report describes the construction and use of a conceptual framework and procedures for a program-fair, comparative, classroom-focused assessment of 4 kindergarten reading readiness (KRR) programs in kindergarten classes of 115 school districts. Instructional program information systems were developed to provide the means to aggregate and…

  2. The Effects of Differentiated Instruction Support Inclusion Services on Fifth Grade Reading/Language Arts Achievement

    ERIC Educational Resources Information Center

    Wendt, Stephanie L.

    2012-01-01

    Using a causal-comparative research design, this study investigated the effectiveness of Differentiated Instruction Support Inclusion Services on fifth grade regular education and gifted students' Reading/Language Arts achievement. The study analyzed and compared the achievement of the regular education students who received no inclusion…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Intensive instruction affects brain magnetic activity associated with oral word reading in children with persistent reading disabilities.

    PubMed

    Simos, Panagiotis G; Fletcher, Jack M; Sarkari, Shirin; Billingsley-Marshall, Rebecca; Denton, Carolyn A; Papanicolaou, Andrew C

    2007-01-01

    Fifteen children ages 7 to 9 years who had persistent reading difficulties despite adequate instruction were provided with intensive tutorial interventions. The interventions targeted deficient phonological processing and decoding skills for 8 weeks (2 hours per day) followed by an 8-week, 1-hour-per-day intervention that focused on the development of reading fluency skills. Spatiotemporal brain activation profiles were obtained at baseline and after each 8-week intervention program using magnetoencephalography during the performance of an oral sight-word reading task. Changes in brain activity were found in the posterior part of the middle temporal gyrus (Brodmann's Area [BA] 21: increased degree of activity and reduced onset latency), the lateral occipitotemporal region (BA 19/37: decreased onset latency of activation), and the premotor cortex (increased onset latency). Overall changes associated with the intervention were primarily normalizing, as indicated by (a) increased activity in a region that is typically involved in lexical--semantic processing (BA 21) and (b) a shift in the relative timing of regional activity in temporal and frontal cortices to a pattern typically seen in unimpaired readers. These findings extend previous results in demonstrating significant changes in the spatiotemporal profile of activation associated with word reading in response to reading remediation. PMID:17274546

  8. 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.

  9. 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…

  10. 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,…

  11. 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…

  12. 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…

  13. Preservice Teachers' Attitudes toward Videotaped Instructional Modules in Undergraduate Reading Courses. University Students' Attitudes toward Videotaped Instruction: A Follow-up Study.

    ERIC Educational Resources Information Center

    Valmont, William J.

    In the spring of 1985, 58 undergraduate students at a large university in the Southwest in a beginning course in diagnosis and instruction in reading were shown a videotape of a librarian who was demonstrating the art of telling stories to elementary school students. Following the viewing of the videotape instructional module, the subjects…

  14. Reading First kindergarten classroom instruction and students' growth in phonological awareness and letter naming-decoding fluency.

    PubMed

    Al Otaiba, Stephanie; Connor, Carol; Lane, Holly; Kosanovich, Marcia L; Schatschneider, Chris; Dyrlund, Allison K; Miller, Melissa S; Wright, Tyran L

    2008-06-01

    This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight Reading First elementary schools as it related to students' progress (n=286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's phonological awareness and letter naming-decoding fluency grew significantly from fall to spring. On average, across the three 60 min observations, teachers provided over 30 min a day of phonological awareness and phonics instruction and 15 min a day of vocabulary and comprehension instruction. Global ratings of instructional quality revealed two implementation factors: explicit and individualized implementation and meaningful interactions around text. Hierarchical linear modeling revealed that the amounts of specific instructional content, as well as how this instruction was implemented, was related to students' letter knowledge and phonological awareness skill growth. PMID:19083361

  15. Retaining Reluctant Learners in ABE through the Student Intake Period.

    ERIC Educational Resources Information Center

    Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

    A project sought to determine if reluctant learners, about 30 percent of the adult basic education (ABE) population, can be retained in ABE classes through accommodations in the program structure and more effective teacher/counselor intervention. The project was based on earlier research findings that most ABE learners who drop out do so in the…

  16. 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…

  17. 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…

  18. 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;…

  19. A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability

    ERIC Educational Resources Information Center

    Pullen, Paige C.; Tuckwiller, Elizabeth D.; Konold, Timothy R.; Maynard, Katrina L.; Coyne, Michael D.

    2010-01-01

    Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g.,…

  20. Exploring the Nature of Effective Word Study Instruction for Struggling Readers: Practical Applications for Broader Perspective of the Simple View of Reading

    ERIC Educational Resources Information Center

    Park, Yujeong; Lombardino, Linda J.

    2013-01-01

    Effective reading instruction plays an important role in improving students' outcomes in reading achievement. This paper is designed to serve as a tutorial for translating the simple view of reading model into classroom practices for improving early reading instruction. This model is used as a framework for facilitating teachers' word…

  1. A Critical Review of the Information Base for Current Assumptions Regarding the Status of Instruction and Achievement in Reading in the United States.

    ERIC Educational Resources Information Center

    Corder, Reginald

    Purposes and activities of the Targeted Research and Development Project No. 3 are described. The project seeks to identify and describe the national reading problem, methods of reading instruction, and the training of reading teachers. The project, a literature search, is designed to identify literature related to reading instruction, to develop…

  2. What Affects Instructional Choice?: Profiles Of K-2 Teachers' Use Of Reading Instructional Strategies and Methods

    ERIC Educational Resources Information Center

    Nichols, William D.; Zellner, Luana J.; Rupley, William H.; Willson, Victor L.; Kim, Yeonhee; Mergen, Sandra; Young, Carl A.

    2006-01-01

    This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Inside the Reading Class of a Student Diagnosed with Autism: An Investigation into Reading Instructional Practices

    ERIC Educational Resources Information Center

    Densen, Laurie Ann Volpe

    2010-01-01

    As educational reform looks at students achieving national standards in reading, much of the educational research that has been conducted has been on students in general education settings. Most research conducted on special education students typically does not focus on students classified with autism, and what research is done on these students…

  8. 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…

  9. 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…

  10. Explicit Phoneme Training Combined with Phonic Reading Instruction Helps Young Children at Risk of Reading Failure

    ERIC Educational Resources Information Center

    Hatcher, Peter J.; Hulme, Charles; Snowling, Margaret J.

    2004-01-01

    Background: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. Method: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned to one of three experimental teaching conditions,…

  11. 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.

  12. 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.

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

    PubMed Central

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

    1986-01-01

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

  14. 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 &…

  15. 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…

  16. The Effects of Explicit Instruction on the Reading Performance of Adolescent English Language Learners with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Reed, Deborah K.

    2013-01-01

    This study sought to determine the effects of explicit phonics instruction and sight word instruction on the letter-sound identification and word reading of 13- to 15-year-old English language learners in the eighth grade who were identified as having intellectual disabilities (ID). Using a randomized single-subject design, four Hispanic students…

  17. An Appraisal of a Program of Instruction for Children of Average or Higher Reasoning Ability Who Are Retarded in Reading.

    ERIC Educational Resources Information Center

    DeBruler, Ralph M.

    An instructional program for children retarded in reading but average or above in intelligence enrolled 57 seventh grade students. The program consisted of instruction in language arts and social studies which utilized audiovisual materials, class discussions, resource people, pictorial textbooks, oral quizzes, self-expression writing, and high…

  18. 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…

  19. Sight Word Reading in Children with Developmental Disabilities: A Comparison of Paired Associate and Picture-to-Text Matching Instruction

    ERIC Educational Resources Information Center

    Fossett, Brenda; Mirenda, Pat

    2006-01-01

    Numerous instructional techniques have been used to teach sight word reading skills to individuals with developmental disabilities. The results of research incorporating paired associate instruction, in which familiar pictures are paired with unknown print stimuli, suggest that pictures ''block'' (i.e., interfere with) learners' ability to…

  20. "Drawing Is a Frame of Mind": An Evaluation of Students' Perceptions about Reading Instruction within a Response to Intervention Model

    ERIC Educational Resources Information Center

    Chapman, Lauren; Greenfield, Renee; Rinaldi, Claudia

    2010-01-01

    This investigation is part of a larger study examining the effects of a school-wide literacy reform effort through a multi-leveled system of instructional delivery. The research question addressed was, "How do students perceive reading instruction within their elementary language arts classroom?" Students' perceptions were analyzed through…

  1. 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…

  2. The Saskatchewan Reading Experiment in Adult Basic Education.

    ERIC Educational Resources Information Center

    Taschow, Horst G.

    "The Reading Project" in adult basic education (ABE), designed by the Province of Saskatchewan, consists of 14 sections containing 512 exercises in listening, reading, and spelling skills. This study compares the effectiveness of the project with conventional teaching of reading in ABE classes. A total of 257 adults participated in the…

  3. 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.

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

    ERIC Educational Resources Information Center

    Beecher, Larissa; Childre, Amy

    2012-01-01

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

  5. 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…

  6. The Roles and Responsibilities of Elementary Reading Coaches and the Perceived Influence of Teacher Knowledge and Instructional Practice

    ERIC Educational Resources Information Center

    Massey, Susan L.

    2011-01-01

    The present study examined how elementary reading coaches interpreted their roles, how they allotted their time among various tasks, and their perceptions regarding the influence of their roles related to teacher knowledge and instructional practice in elementary schools receiving Reading First funding in one state Employing both quantitative and…

  7. 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…

  8. Using In-Depth Science Instruction to Accelerate Student Achievement in Science and Reading Comprehension in Grades 1-2

    ERIC Educational Resources Information Center

    Vitale, Michael R.; Romance, Nancy R.

    2012-01-01

    This study focused on accelerating development of science knowledge and understanding at the primary level (grades 1-2) as a means for enhancing reading comprehension (i.e. early literacy). An adaptation of a grade 3-5 cognitive-science-based, instructional model ("Science IDEAS") that integrated science with reading and writing, this year-long…

  9. Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

    ERIC Educational Resources Information Center

    Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve

    2013-01-01

    This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

  10. 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…

  11. 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…

  12. 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…

  13. The Effects of Instruction in Science Process Skills on Reading Comprehension of Pre- and In-Service Elementary Teachers.

    ERIC Educational Resources Information Center

    Campbell, Richard L.

    This study examined the effect of instruction in science process skills on teachers' achievement in reading, testing the hypothesis that teachers' reading comprehension can be improved significantly through the use of science process skills. Pre- and in-service teachers enrolled in competency based science methods courses formed the two groups for…

  14. Working memory, strategy knowledge, and strategy instruction in children with reading disabilities.

    PubMed

    Swanson, H Lee; Kehler, Pam; Jerman, Olga

    2010-01-01

    Two experiments investigated the effects of strategy knowledge and strategy training on the working memory (WM) performance in children (ages 10-11) with and without reading disabilities (RD). Experiment 1 examined the relationship between strategy knowledge (stability of strategy choices) and WM performance as a function of initial, gain (cued), and maintenance conditions. WM performance was significantly improved for both groups under cued conditions; however, the performances of children with RD were inferior to those of children without RD across all memory conditions. Measures of WM capacity rather than strategy stability or processing efficiency best predicted reading comprehension performance. Experiment 2 assessed the effects of strategy training on WM performance by randomly assigning children to strategy instruction or control conditions. Significant improvements in WM performance occurred as a function of training conditions, but the residual WM differences between the reading groups remained. Although the results showed that stable strategy choices, cued performance, and strategy instruction significantly bolstered WM performance in children with RD, their overall WM performance, however, was constrained by capacity limitations. PMID:19749089

  15. 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…

  16. 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

  17. 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…

  18. 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,…

  19. 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…

  20. Linking Reading Comprehension Instruction to Language Development for Language-Minority Students. Center for the Study of Reading Technical Report No. 603.

    ERIC Educational Resources Information Center

    Anderson, Valerie; Roit, Marsha

    This report explores the use of reading comprehension instruction as a gateway for developing oral-language proficiency in language-minority students. Based on classroom observations, analyses of videotapes of literacy teaching sessions, conversations with teachers and administrators, and analyses of teaching demonstration lessons, six…

  1. 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…

  2. Readings and Resources about Reading Instruction for Young Children with Learning Disabilities. Companion Mini-Bibliography to ERIC Digest #E540. ERIC Minibib.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.

    This annotated bibliography and resource guide lists 29 references concerning reading instruction of young children with learning disabilities. Items include articles, books, and research reports, dating from 1988 through 1994. Items are listed alphabetically by author. Each listing includes bibliographic information and a brief abstract…

  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. Comparison of didactic lecture, self-reading and self-instruction as learning methods in medical students of western India.

    PubMed

    Abraham, G J; Dhume, V G; Diniz, R S

    1981-07-01

    A controlled study was conducted on a batch of fifty-four medical students in the paraclinical period of study, to compare the relative effectiveness of self-reading of books, didactic lecture and use of self-instruction kits as teaching-learning experiences. The assessment was done by an immediate and delayed objective type examination as well as questionnaire. The results indicate self-reading to be relatively ineffective. Didactic lectures and use of self-instruction kits have a similar rating in objective assessment while, subjectively, the students expressed a marginal preference for self-instruction kits. Comparison of the performance of the students grouped according to merit reveals that there is no significant difference between the three methods of learning in the lower group while the upper group did perceptibly better with self-instruction kits than with didactic lecture. PMID:7253986

  5. 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…

  6. Diamonds in Abee: The Nobel Gas Signature

    NASA Astrophysics Data System (ADS)

    Ott, U.; Lohr, H. P.; Arden, J. W.

    1992-07-01

    Russell et al. (1992) have reported the discovery of diamond in the enstatite chondrite Abee that, in contrast to other meteoritic diamonds, appears to be of solar system, although not shock-produced, origin. We have completed our noble gas analysis by combustion up to 1200 degrees C. The results are summarized in Table 1. Carbon and noble gases released by combustion above 600 degrees C (maximum included in Russell et al. (1992)) are minor (<7% of total). There is no evidence for Ne-E(H) and s-process-Kr/Xe that would indicate the presence in our sample of presolar SiC. A remarkable feature is the presence of cosmogenic He and Ne, which is unambiguous proof of the indigenous nature of the Abee diamonds (Russell et al., 1992). ^21Ne(sub)c approaches, but does not fully reach, the abundance reported for Abee bulk samples (Schultz and Kruse, 1989; with the exception of one clast). Since the sample consisted of more than 70% carbon, ^21Ne(sub)c must have been produced in surrounding silicates and recoiled into the diamonds. This is in accordance with the average size of the diamonds (0.1-1 micrometers) being on the order of the ^21Ne recoil range. With the presence of cosmogenic Ne, the presence of radiogenic ^4He and fission Xe is to be expected as well. For ^4He this is borne out by the release pattern during combustion, which is intermediate between that for cosmogenic ^21Ne and that for trapped ^36Ar (Fig. 1). While the elemental abundance ratios are within the range observed in ureilites, ordinary chondrites, or enstatite chondrites with subsolar component (Gobel et al., 1978; Crabb and Anders, 1982), there are differences in isotopic composition. Xenon is clearly different from Xe in other Xe-HL-free (-poor) Xe reservoirs such as Q-Xe (Wieler et al., 1991), OC-Xe (Schelhaas et al., 1990) or Xe measured in some bulk enstatite chondrites (Crabb and Anders, 1982). Since the amount of recoil fission Xe expected (based on ^4He content) is insufficient for a

  7. The Cooperative Reading Project: A Collaboration with Teachers To Examine and Improve upon Cooperative Learning in Literacy Instruction.

    ERIC Educational Resources Information Center

    Deering, Paul D.; And Others

    This paper presents some of the overall findings of the Cooperative Reading Project (CRP), a collaboration between six teachers in a bilingual Spanish/English elementary school and a team of university researchers to examine and improve upon cooperative learning literacy instruction. The CRP took a social constructivist learning stance toward…

  8. 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…

  9. 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…

  10. 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,…

  11. 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…

  12. Improving K-2 Reading Instruction through the Use of a Coaching Model with Onsite Professional Development: An Action Research Study

    ERIC Educational Resources Information Center

    Harms, Paula J.

    2013-01-01

    Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will serve a student throughout their life. Elementary teachers often feel unprepared for the demands of the struggling, proficient and advanced readers within their classrooms. The professional…

  13. 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…

  14. The Reading Turn-Around: A Five Part Framework for Differentiated Instruction. Practitioners Bookshelf, Language & Literacy Series

    ERIC Educational Resources Information Center

    Jones, Stephanie; Clarke, Lane; Enriquez, Grace

    2009-01-01

    This book demonstrates a five-part framework for teachers, reading specialists, and literacy coaches who want to help their least engaged students become powerful readers. Merging theory and practice, the guide offers successful strategies to reach your "struggling" learners. The authors show how you can "turn-around" your instructional practice,…

  15. 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)…

  16. Perception of Reading Instruction and Self-Regulated Learning: A Comparison between Chinese Students in Hong Kong and Beijing

    ERIC Educational Resources Information Center

    Lau, Kit-ling; Chen, Xiao-bo

    2013-01-01

    Based on the theoretical framework of self-regulated learning (SRL), the study aimed to examine whether the proposed relationship between classroom environment and students' SRL was applicable in the case of Chinese readers. In this study, a questionnaire measuring students' perception of reading instruction, strategy use, and reading…

  17. 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 Phoneme…

  18. 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…

  19. The Effects of Phonemic Awareness Instruction in First Grade on the Reading Scores of Rural Primary Students.

    ERIC Educational Resources Information Center

    Thornton, Linda H.; Vinzant, Rebecca S.

    A study investigated the effect of phonemic awareness instruction on the reading ability of first and second grade students. Participants were 100 second graders who had been in 5 first grades at Westside Elementary in Searcy, Arkansas. Using a posttest only control group design and a t test for independent samples, it was found that second grade…

  20. 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…

  1. The Impact MCT2 Has on an Elementary and Middle School Reading and Language Arts Classroom Instruction in Mississippi

    ERIC Educational Resources Information Center

    Campbell, Sarah Elizabeth

    2009-01-01

    The purpose of this study was to understand what No Child Left Behind (NCLB) meant to teachers in Mississippi and to determine what impact this reform had on reading and language arts classroom instruction for teachers. Qualitative research methods in the form of interview data and classroom observations were used to examine teachers' perceptions…

  2. Integrating Technology and Reading Instruction with Children Who Are Deaf or Hard of Hearing: The Effectiveness of the Cornerstones Project

    ERIC Educational Resources Information Center

    Wang, Ye; Paul, Peter V.

    2011-01-01

    In a comparison between the Cornerstones approach--a literature-based, technology-infused literacy project--and an instructional method designated the Typical approach, a mixed method design was used to answer three research questions: (a) Will children who are deaf or hard of hearing demonstrate differences in beginning reading skills as measured…

  3. Talking to the Computer: A Prototype Speech Recognition System for Early Reading Instruction. Report No. 91-3.

    ERIC Educational Resources Information Center

    Kantrov, Ilene

    While computer software that talks has become commonplace, software that listens still remains quite rare. A demonstration speech recognition program designed for early reading instruction developed in the mid-1980s never reached the market due to the immaturity of the technology and the volatility of the microcomputer hardware and software…

  4. Reading Instruction for the Struggling Reader: Implications for Teachers of Students with Learning Disabilities or Emotional/Behavioral Disorders.

    ERIC Educational Resources Information Center

    Atkinson, Terry S.; Wilhite, Kathi L.; Frey, Laura M.; Williams, Sarah C.

    2002-01-01

    This article discusses the difficulties in meeting the needs of diverse student populations including those with learning and/or behavioral difficulties while meeting the demands of standards and accountability. It stresses the importance of matching the reading instructional program to the specific needs of the student and fine-tuning strategies…

  5. Promise and Possibilities of Infusing Parent-Child Read Alouds with Comprehension Strategy Instruction: An Intervention Study

    ERIC Educational Resources Information Center

    Roberts, Kathryn L.

    2010-01-01

    This dissertation is comprised of two manuscripts that resulted from a single study that tested the efficacy of teaching parents how to infuse comprehension strategy instruction into read alouds with their preschool-aged children. Twenty dyads, each composed of an incoming kindergartener and one of his or her parents, participated in this study.…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  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. 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…

  13. Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading

    ERIC Educational Resources Information Center

    Graham, Steve; Hebert, Michael

    2011-01-01

    Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading…

  14. Teaching Students Who Struggle with Learning to Think before, while, and after Reading: Effects of Self-Regulated Strategy Development Instruction

    ERIC Educational Resources Information Center

    Mason, Linda H.

    2013-01-01

    Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…

  15. 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)

  16. 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…

  17. Facilitating Instruction through Interdisciplinary Efforts: The Role of Visual Communication Design in Developing Instructional Materials for Reading.

    ERIC Educational Resources Information Center

    Colberg, Susan; Snart, Fern

    1992-01-01

    This paper reviews graphophonic factors underlying the development of reading competence and their relationship to functional aspects of reading. The paper suggests that attention be paid to aspects of visual form, such as the use of typographic and linguistic cues, to improve the operational effectiveness and motivational appeal of materials for…

  18. 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…

  19. Pennsylvania ABE Handbook. Special Section 310 Project, July 1, 1979--June 30, 1980 [and] Supplements to the Pennsylvania ABE Handbook. Final Report, July 1, 1981--June 30, 1982.

    ERIC Educational Resources Information Center

    Cope, Judith L., Ed.

    Developed to serve as a comprehensive human resource directory of adult educators in Pennsylvania, as a conceptual framework for adult basic education (ABE) in Pennsylvania and as a resource guide for ABE staff who wish to sponsor local inservice projects, this handbook provides general information about ABE, adult education services and linkages,…

  20. 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…

  1. 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) "Does CSR improve…

  2. Effects of Explicit Instruction in Cognitive and Metacognitive Reading Strategies on Iranian EFL Students' Reading Performance and Strategy Transfer

    ERIC Educational Resources Information Center

    Aghaie, Reza; Zhang, Lawrence Jun

    2012-01-01

    This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and…

  3. 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…

  4. Computer-Assisted Writing/Reading Instruction of Young Children: A 2-Year Evaluation of "Writing to Read."

    ERIC Educational Resources Information Center

    Levinson, Judith L.; Lalor, Ida

    A study focused on the effects of the Writing to Read program piloted at kindergarten and first grade levels in Community Consolidated School District 65. The report included measures of students' writing, performance on district-made and standardized reading tests, and a follow-up on second graders. Statistical techniques of group comparison and…

  5. 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. PMID:23785038

  6. A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant

    PubMed Central

    Stuebing, Karla K.; Barth, Amy E.; Cirino, Paul T.; Francis, David J.; Fletcher, Jack M.

    2011-01-01

    The authors examine the reassessments of the National Reading Panel (NRP) report (National Institute of Child Health and Human Development, 2000) by G. Camilli, S. Vargas, and M. Yurecko (2003); G. Camilli, P. M. Wolfe, and M. L. Smith (2006); and D. D. Hammill and H. L. Swanson (2006) that disagreed with the NRP on the magnitude of the effect of systematic phonics instruction. Using the coding of the NRP studies by Camilli et al. (2003, 2006), multilevel regression analyses show that their findings do not contradict the NRP findings of effect sizes in the small to moderate range favoring systematic phonics. Extending Camilli et al. (2003, 2006), the largest effects are associated with reading instruction enhanced with components that increase comprehensiveness and intensity. In contrast to Hammill and Swanson, binomial effect size displays show that effect sizes of the magnitude found for systematic phonics by the NRP are meaningful and could result in significant improvement for many students depending on the base rate of struggling readers and the size of the effect. Camilli et al. (2003, 2006) and Hammill and Swanson do not contradict the NRP report, concurring in supporting comprehensive approaches to reading instruction. PMID:21258576

  7. 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,…

  8. Comprehension Instruction for Students with Reading Disabilities in Grades 4 through 12

    ERIC Educational Resources Information Center

    Reed, Deborah K.; Vaughn, Sharon

    2012-01-01

    Many students with reading difficulties in grades 4 through 12 experience challenges in understanding and learning from text. Some of these learners have demonstrated reading challenges from the early grades and have not acquired successful reading skills. Others were adequate readers in the early grades when word reading was the focus and when…

  9. Contexts of Reading Instruction: Implications for Literacy Skills and Kindergarteners' Behavioral Engagement

    ERIC Educational Resources Information Center

    Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.

    2011-01-01

    This observational study examined kindergarteners' (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed,…

  10. Ratings within and across Ethnic Boundaries of Methods of One on One Reading Instruction

    ERIC Educational Resources Information Center

    Badon, Linda C.; Oller, John W., Jr.; Oller, Stephen D.

    2005-01-01

    Selected video segments of eight instructional sessions were evaluated by 39 speech language pathologists (SLPs). Each involved one of four first grade female students at-risk for academic difficulties being instructed by an African American SLP. In half the videos instruction was focused on story content (whole language) and in the other half on…

  11. Mathematical models of ABE fermentation: review and analysis.

    PubMed

    Mayank, Rahul; Ranjan, Amrita; Moholkar, Vijayanand S

    2013-12-01

    Among different liquid biofuels that have emerged in the recent past, biobutanol produced via fermentation processes is of special interest due to very similar properties to that of gasoline. For an effective design, scale-up, and optimization of the acetone-butanol-ethanol (ABE) fermentation process, it is necessary to have insight into the micro- and macro-mechanisms of the process. The mathematical models for ABE fermentation are efficient tools for this purpose, which have evolved from simple stoichiometric fermentation equations in the 1980s to the recent sophisticated and elaborate kinetic models based on metabolic pathways. In this article, we have reviewed the literature published in the area of mathematical modeling of the ABE fermentation. We have tried to present an analysis of these models in terms of their potency in describing the overall physiology of the process, design features, mode of operation along with comparison and validation with experimental results. In addition, we have also highlighted important facets of these models such as metabolic pathways, basic kinetics of different metabolites, biomass growth, inhibition modeling and other additional features such as cell retention and immobilized cultures. Our review also covers the mathematical modeling of the downstream processing of ABE fermentation, i.e. recovery and purification of solvents through flash distillation, liquid-liquid extraction, and pervaporation. We believe that this review will be a useful source of information and analysis on mathematical models for ABE fermentation for both the appropriate scientific and engineering communities. PMID:23072615

  12. 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,…

  13. ABE Women: Gaining a New Voice.

    ERIC Educational Resources Information Center

    Griffin, Carrie; And Others

    1993-01-01

    In the Dayton (Ohio) Literacy Project, female welfare recipients in adult basic education meet with college students to increase the women's reading, writing, and speaking skills and help them come to think of themselves as "knowers." (SK)

  14. 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…

  15. Effects of Teacher-Directed and Student-Interactive Summarization Instruction on Reading Comprehension and Written Summarization of Korean Fourth Graders

    ERIC Educational Resources Information Center

    Jeong, Jongseong

    2009-01-01

    The purpose of this study was to investigate how Korean fourth graders' performance on reading comprehension and written summarization changes as a function of instruction in summarization across test times. Seventy five Korean fourth graders from three classes were randomly assigned to the collaborative summarization, direct instruction, and…

  16. Nuclear track records in the Abee enstatite chondrite

    NASA Technical Reports Server (NTRS)

    Goswami, J. N.

    1983-01-01

    A determination of preatmospheric mass and a delineation of cosmic ray exposure history are made, through the study of nuclear track records in 14 samples taken from different locations of an Abee enstatite chondrite cut slab. Measured track densities in different samples range from 10,000 to 1,000,000/sq cm. Excess tracks of fissiogenic origin were found near the grain edges and across cleavage planes in eight enstatite grains out of the 300 analyzed. The track data rule out preirradiation of any of the analyzed samples with shielding of less than a few tens of cm. The isotrack density contours on the plane of the slab imply an asymmetric ablation of the Abee chondrite during its atmospheric transit. A sphere of about 30 cm radius approximates the preatmospheric shape and size of the Abee meteorite, which underwent a 70% mass loss during ablation.

  17. Multimedia Book Reviews: An Instructional Resource Developed for and Disseminated by the National Reading Research Center. Instructional Resource No. 40.

    ERIC Educational Resources Information Center

    Reinking, David; Bonham, Steve

    This guide highlights the basic operation of software that provides a framework and tools for students to encounter computer-based multimedia reviews of the books the have read independently given minimal equipment and expertise, and suggests ways to go beyond the basic operation for those who have the capability to do so. After a background and…

  18. The Relationship between the Level of Implementation of Scientifically Based Reading Instructional Practices in K-3 and Grade 3 Pennsylvania System of School Assessment Reading Achievement in Northeastern Pennsylvania

    ERIC Educational Resources Information Center

    Fedor, Linda C.

    2013-01-01

    In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading…

  19. 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

  20. Intensifying Reading Instruction for Students within a Three-Tier Model: Standard-Protocol and Problem Solving Approaches within a Response-to-Intervention (RTI) System

    ERIC Educational Resources Information Center

    Marchand-Martella, Nancy E.; Ruby, Susan F.; Martella, Ronald C.

    2007-01-01

    Response to Intervention (RTI) provides a challenge for schools to deliver appropriate and scientifically validated reading instruction to all students through a three-tier model. While many educators recognize the need for a strong core-reading program (Tier 1), interventions for Tier 2 and Tier 3 students remain more difficult to implement. We…