basic skills reading: Topics by Science.gov

Sample records for basic skills reading

Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

ERIC Educational Resources Information Center

Comings, John P.; Strucker, John; Bell, Brenda

2017-01-01

This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…
Cueing Strategies and Basic Skills in Early Reading.

ERIC Educational Resources Information Center

Beebe, Mona J.; Bulcock, Jeffrey W.

The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…
Functional basic reading skills in Williams syndrome.

PubMed

Brawn, Gabrielle; Kohnen, Saskia; Tassabehji, May; Porter, Melanie

2018-03-30

This study investigated whether individuals with Williams syndrome (WS) can attain a functional level of basic reading skills. The Study also investigated broader cognitive factors associated with reading ability in individuals with WS. Thirty individuals with WS participated in this study (mean chronological age 21 years and mean mental age 7 years 7 months). The results supported our hypotheses that: firstly, reading abilities would be heterogeneous in WS; secondly, at least some WS individuals are capable of achieving a functional basic reading level; and thirdly, on average, WS individuals would find reading of nonwords more difficult than reading of regular and irregular words. Moreover, higher reading ability was found to be associated with increased outcomes in adaptive functioning, in particular, Written and Expressive Communication skills and Community Living skills, highlighting the potential benefits of developing reading abilities in WS. Although Intelligence Quotient (IQ) was related to overall basic reading ability generally, it was not found to be a determining factor in reading subtypes. Several cognitive skills known to be related to reading ability in typically developing individuals were found to be associated with reading performance and reading subtypes. Implications for appropriate reading instruction are discussed.
Readers in Adult Basic Education.

PubMed

Barnes, Adrienne E; Kim, Young-Suk; Tighe, Elizabeth L; Vorstius, Christian

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.
Integration of Basic Skills into Social Studies Content.

ERIC Educational Resources Information Center

Lunstrum, John P.; Irvin, Judith L.

1981-01-01

A basic skills model is presented which stresses the skills of writing, reading, study, and research for elementary school pupils. The model focuses on lesson background, the purpose of the reading, independent reading, follow-up discussion, developing related skills, and extending and applying ideas. A lesson about the 1910 British expedition to…
Readers in Adult Basic Education: Component Skills, Eye Movements, and Fluency

ERIC Educational Resources Information Center

Barnes, Adrienne E.; Kim, Young-Suk; Tighe, Elizabeth L.; Vorstius, Christian

2017-01-01

The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this…
Basic Learning Skills Grades K-6. Minimum Statewide Educational Objectives Approved by the Board of Education May 27, 1977.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond. Div. of Elementary Education.

The specific educational objectives or basic learning skills are listed for the Virginia elementary school grades. Minimum skills are listed in reading, communications, and mathematics. Terminal objectives for reading include skills in word identification or decoding, comprehension, and study skills. Communication skills include listening,…
I-N-D-E-P-E-N-D-E-N-T: Increasing Reading Independence for Students with Dyslexia

ERIC Educational Resources Information Center

Milner, Diane Hansen

2017-01-01

Due to their unique brain profile, children with dyslexia struggle with acquiring basic literacy skills. Even after basic reading skills have been learned students with dyslexia may still struggle greatly with generalizing their skills to new contexts. Researchers have found that 75 percent of children identified with reading problems in third…
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…
Teaching Moderately Mentally Retarded Children Basic Reading Skills.

ERIC Educational Resources Information Center

Hoogeveen, Frans R.; And Others

1989-01-01

Four moderately mentally retarded students, aged 8-13, were instructed in a basic skills reading program which emphasized a phonemic alphabet, pictorial cueing, and stimulus manipulation techniques. The training improved the Dutch students' ability to read one- and two-syllable words, and was generalizable to untrained words of the same…
The Development of Basic Reading Skills in Children: A Cross-Language Perspective.

ERIC Educational Resources Information Center

Geva, Esther; Wang, Min

2001-01-01

Reviews recent research evidence for universal and orthography- or language-specific processes in the development of basic reading skills in school-age children. The review focuses on three different aspects of reading--phonological processing, rapid naming, and morphosyntactic complexity--targeted in recent research on development of word…
The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

ERIC Educational Resources Information Center

Echols, Julie M. Young

2010-01-01

Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…
Basic Reading Skills in Swedish Children with Late Developing Language and with or without Autism Spectrum Disorder or ADHD

ERIC Educational Resources Information Center

Miniscalco, Carmela; Sandberg, Annika Dahlgren

2010-01-01

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

ERIC Educational Resources Information Center

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

2010-01-01

The purposes of this study were to investigate the reliability and construct validity of measures of reading component skills with a sample of adult basic education (ABE) learners, including both native and nonnative English speakers, and to describe the performance of those learners on the measures. Investigation of measures of reading components…
A Comparative Study of the Reliability and Validity of the "Degrees of Reading Power" and the "Iowa Tests of Basic Skills."

ERIC Educational Resources Information Center

Hildebrand, Myrene; Hoover, H. D.

This study compared the reliability and validity of two different measures of reading ability, the Degrees of Reading Power (DRP) and the Iowa Tests of Basic Skills (ITBS) Reading test and the ITBS Vocabulary test. The data consisted of scores of 377 grade 5 and grade 6 students on these tests, along with their assigned reading levels in the…
Subgroups of Adult Basic Education Learners with Different Profiles of Reading Skills

ERIC Educational Resources Information Center

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

2012-01-01

The purpose of this study was to identify subgroups of adult basic education (ABE) learners with different profiles of skills in the core reading components of decoding, word recognition, spelling, fluency, and comprehension. The analysis uses factor scores of those 5 reading components from on a prior investigation of the reliability and…
Low-Skilled Adult Readers Look Like Typically Developing Child Readers: A Comparison of Reading Skills and Eye Movement Behavior

ERIC Educational Resources Information Center

Barnes, Adrienne E.; Kim, Young-Suk

2016-01-01

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. t tests…
Developing Critical Reading Skills through Whole Language Strategies.

ERIC Educational Resources Information Center

Combs, Robin

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

ERIC Educational Resources Information Center

CUTTS, WARREN G.

CULTURALLY DEPRIVED CHILDREN HAVE DIFFICULTY MASTERING BASIC COMMUNICATION SKILLS. WHILE UNDERPRIVILEGED CHILDREN CAN COMMUNICATE AMONG THEMSELVES AT A RATHER HIGH LEVEL OF FLUENCY, THEIR ONE-WORD SENTENCES, STRANGE SPEAKING NOISES, AND IRREGULARITIES PREVENT THE DEVELOPMENT OF BASIC READING READINESS SKILLS. A FUNDAMENTAL NECESSITY IN OVERCOMING…
Family Literacy Works: Key Findings from the NFER Evaluation of the Basic Skills Agency's Demonstration Programmes

ERIC Educational Resources Information Center

Basic Skills Agency, 2006

2006-01-01

The Basic Skills Agency (formerly the Adult Literacy and Basic Skills Unit--ALBSU) is the national development agency for literacy, numeracy and related basic skills in England and Wales. This agency defines basic skills as " the ability to read, write, and speak in English and use mathematics at a level necessary to function and progress at…

Participants in Adult Basic Skills Classes Using Intertextual and Metacognitive Skills and Strategies to Aid Reading Comprehension and Written Expression

ERIC Educational Resources Information Center

MacMonagle, William Peter

2012-01-01

The purpose of this research was to seek evidence of awareness of metacognitive processes and intertextuality in the reading comprehension of students in an adult basic education class. Its purpose was to interweave several strands of research investigation and theory to explain the reading and writing capabilities of a representative population…
Cognitive and linguistic predictors of reading comprehension in children with intellectual disabilities.

PubMed

van Wingerden, Evelien; Segers, Eliane; van Balkom, Hans; Verhoeven, Ludo

2014-11-01

A considerable number of children with intellectual disabilities (ID) are able to acquire basic word reading skills. However, not much is known about their achievements in more advanced reading comprehension skills. In the present study, a group of 49 children with ID and a control group of 21 typically developing children with word decoding skills in the normal ranges of first grade were compared in lower level (explicit meaning) and higher level (implicit meaning) reading comprehension abilities. Moreover, in the group of children with ID it was examined to what extent their levels of lower level and higher level reading comprehension could be predicted from their linguistic skills (word decoding, vocabulary, language comprehension) and cognitive skill (nonverbal reasoning). It was found that children with ID were weaker than typically developing children in higher level reading comprehension but not in lower level reading comprehension. Children with ID also performed below the control group on nonverbal reasoning and language comprehension. After controlling for nonverbal reasoning, linguistic skills predicted lower level reading comprehension but not higher level reading comprehension. It can be concluded that children with ID who have basic decoding skill do reasonably well on lower level reading comprehension but continue to have problems with higher level reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.
An Internal Construct Validation Study of the "Iowa Tests of Basic Skills" (Level 12, Form G) Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Perkins, Kyle; Duncan, Ann

An assessment analysis was performed to determine whether sets of items designed to measure three different subskills of reading comprehension of the Iowa Tests of Basic Skills (ITBSs) did, in fact, distinguish among these subskills. The three major skills objectives were: (1) facts; (2) generalizations; and (3) inferences. Data from…
Learning to Read and Write the Woodworking Way.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

This curriculum guide, one of 15 volumes written for field test use with educationally disadvantaged industrial education students needing additional instruction in the basic skill areas, deals with helping students to develop basic reading and writing skills while studying woodworking. Addressed in the individual units of the guide are the…
Teaching Basic Reading Skills in Secondary Schools.

ERIC Educational Resources Information Center

Carnine, Linda

1980-01-01

This document presents diagnostic and prescriptive techniques that will enable teachers to enhance secondary school students' learning through reading in content areas. Three terms used in the document are defined in Section I: "vocabulary skills" include word attack skills, sight word skills, and word meanings; "comprehension skills" are literal,…
Improving Congolese Children's Early Math and Reading Ability: Preliminary Results from a Cluster Randomized Trial in the Democratic Republic of the Congo

ERIC Educational Resources Information Center

Starkey, Leighann; Aber, J. Lawrence; Johnston, Brian M.

2014-01-01

Mastering basic numeracy and literacy skills is one of the most fundamental goals of education. However, it is estimated that 250 million primary-school-age children lack basic reading, writing and math skills (UN, 2013). Children living in war and poverty stricken countries are among the least likely to attain those basic goals. The United States…
Critical Reading Deficiency: Cause, Scope, Remediation.

ERIC Educational Resources Information Center

Giordano, Gerald

The extent of deficiencies in critical reading skills among 153 entering college students enrolled in basic skills reading courses at New Mexico State University was studied. Forty-nine percent of the sample were Hispanic Americans. The students were administered the Nelson-Denny Reading Test and the scores were converted into grade equivalents.…
An Independent Evaluation of the Technical Features of the Basic Reading Inventory

ERIC Educational Resources Information Center

Bieber, Gregg; Hulac, David M.; Schweinle, William

2015-01-01

The present study investigated some psychometric properties of the Basic Reading Inventory (BRI), a widely used informal reading inventory. The BRI and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) probes were administered to 149 third, fourth, and fifth graders. Test--retest and alternate forms reliability analyses indicated adequate…
Basic Skills in Asian Studies: India.

ERIC Educational Resources Information Center

Hantula, James

Designed for an Asian studies program at the secondary level and using learning activities centering on India, the guide develops four basic skills: reading, applying critical thinking, interpreting the geography, and understanding history. Five learning activities are provided for each basic skill and each unit is introduced with a description…
Reading-Boxing Class

ERIC Educational Resources Information Center

Kravitz, Richard; Shapiro, Marvin

1969-01-01

The physical education department of the Pennsylvania Advancement School of Philadelphia has established a reading and communication skill project that uses the appeal of sports to help students improve their basic skills. (Author)
Enhancing Maintenance and Generalization of Incremental Rehearsal through Theory-Based Modifications

ERIC Educational Resources Information Center

Petersen-Brown, Shawna M.

2013-01-01

The attainment of basic early literacy skills at an early age is one way to ensure children become proficient readers as adults. Word recognition is an important basic early literacy skill that is related to reading fluency and overall reading competency. Incremental rehearsal (IR) is a flashcard technique that has produced strong outcomes for a…
Red Cloud Reading Test: American Indian Form of the Test of Individual Needs in Reading, a Competency Based Test of Reading Skills [and] Instructor's Manual.

ERIC Educational Resources Information Center

Gilliland, Hap

The oral Red Cloud Reading Test provides a complete analysis of reading level and skills for American Indian students in grades 1-7 or for high school and adult students reading at or below high school levels. The test determines the basic and recreational reading levels, identifies reading problems, determines reading speeds, and analyzes the…
Basic Skills Resource Center: Teaching Reading Comprehension to Adults in Basic Skills Courses

DTIC Science & Technology

1985-08-01

paper trash out to be burned 4. A hockey coach telling his players to keep shooting at the goalie . What skill, or skills, did you use to answer the...With this exercise the learner is introduced to the idea of INFERENCE. The learner’s mind must INFER the rest of the idea in order to pull the four...to pull the ideas of the paragraph together. (Lesson 3 will teach learners how to construct an "umbrella" idea to act as a topic sentence for readings
Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

ERIC Educational Resources Information Center

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan C.; Lovett, Maureen W.; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2017-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching).…
Learn to Read.

ERIC Educational Resources Information Center

Appelson, Marilyn; And Others

The Learn to Read project was designed to provide a supportive setting in which functionally illiterate adult students from suburban Cook County, Illinois, and surrounding areas could develop reading and writing skills. The target population included English-dominant adults with basic oral competency but no literacy skills, as well as…
Job-Related Basic Skills: Cases and Conclusions.

ERIC Educational Resources Information Center

Sticht, Thomas G.; Mikulecky, Larry

This monograph describes the job-related basic skills requirements of the work force and explores ways of developing and improving the reading, writing, and computational abilities of workers. The paper first examines trends that are influencing the demand for basic skills, such as the decline in youth population and the increase in service and…
Basic Workplace Skills: The Foundation for Productivity Improvement. Workforce Brief #4.

ERIC Educational Resources Information Center

Bergman, Terri

Studies have confirmed that there is a strong correlation between employees' levels of basic workplace skills and their productivity in the workplace. Programs to build basic workplace skills have been shown to yield the following positive results: more instances of employees using reading and writing on the job, higher employee participation in…
Does the Dynamic Indicators of Basic Early Literacy Skills Next Assessment Take a "Simple View" of Reading?

ERIC Educational Resources Information Center

Munger, Kristen A.; LoFaro, Stephen A.; Kawryga, Erin A.; Sovocool, Elizabeth A.; Medina, Siani Y.

2014-01-01

This study involved examination of the validity evidence of the Dynamic Indicators of Basic Early Literacy Skills-Next Edition (DIBELS Next) for a sample of 85 third-and fifth-grade students, in reference to the "simple view" of reading. Tests administered included DIBELS Next, Peabody Picture Vocabulary Test-IV (PPVT-IV), Group Reading…
The Effect of Classroom Performance Assessment on EFL Students' Basic and Inferential Reading Skills

ERIC Educational Resources Information Center

El-Koumy, Abdel Salam Abdel Khalek

2009-01-01

The purpose of this study was to investigate the effect of classroom performance assessment on the EFL students' basic and inferential reading skills. A pretest-posttest quasi-experimental design was employed in the study. The subjects of the study consisted of 64 first-year secondary school students in Menouf Secondary School for Boys at Menoufya…
Does Prior Knowledge Affect College Students' Performance on a State Developed Reading Competency Test?

ERIC Educational Resources Information Center

Feeley, Joan T.; Wepner, Shelley B.

Using 33 college freshmen enrolled in a basic reading skills course as subjects, a study was conducted for two purposes: (1) to determine the effects of direct exposure to the topics of the selections in the New Jersey College Basic Skills Placement Test (NJCBSPT) on their posttest scores, and (2) to investigate whether students exposed to the…

Basic Skills for Reflective Inquiry in the Social Studies. Bridges to the Future.

ERIC Educational Resources Information Center

Rodabaugh, Mary Jane; And Others

The document consists of five social studies units for developing basic inquiry skills at the secondary level. Students read and analyze data through the construction of a table and a graph in Unit I, "Reading Graphs and Charts." Topics include a model of consumer demand, census information, and national budgeting. In Unit II, "Community Change,"…
Life Management Skills, 8230. Home Economics Education.

ERIC Educational Resources Information Center

Loudoun County Public Schools, Leesburg, VA.

The middle school home economics curriculum on Life Management Skills I (eighth grade) meets the needs of the early adolescent. It is based upon three major concepts: (1) basic skills; (2) self-knowledge/understanding/decision making; and (3) independence/interdependence. Emphasis on the basic skills of reading, writing, communicating, using…
Reading Readiness Deficiency in Children: Causes and Ways of Improvement

ERIC Educational Resources Information Center

Akubuilo, Francis; Okorie, Eugene U.; Onwuka, Gloria; Uloh-Bethels, Annah Chinyeaka

2015-01-01

Reading is one of the important skills of language. It is a basic tool of education whether formal or informal. Reading is a receptive skill, which involves the ability to meaningfully interpret or decode written or graphic symbols of language. Through reading, the hidden treasure of knowledge is unfolded; knowledge is gained thereby empowering…
Applying Research in Reading Instruction for Adults: First Steps for Teachers

ERIC Educational Resources Information Center

McShane, Susan

2005-01-01

Reading is the most basic of skills. Reading provides access to other skills and knowledge, facilitates life-long learning, and opens doors to opportunity. The National Institute for Literacy is authorized by the U.S. Congress to collect and disseminate information on the components of reading and the findings from scientific research. The…
Exploring the Implementation, Effectiveness and Costs of the Reading Partners Program

ERIC Educational Resources Information Center

Jacob, Robin; Elson, Dean; Bowden, Brooks; Armstrong, Catherine

2015-01-01

Reading skills are the key building blocks of a child's formal education. Yet, the national statistics on literacy attainment are profoundly distressing: two out of three American fourth graders are reading below grade level and almost one third of children nationwide lack even basic reading skills. This study reports on an evaluation of the…
GED Test Preparation: Practical Reading. Nutrition, Health, Recipes.

ERIC Educational Resources Information Center

Goodman, Deborah

These instructional materials provide reading materials, recipes, and exercises to help students prepare for the practical reading section of the General Educational Development (GED) Tests. The passages can also help students learn and practice some important life skills in the areas of nutrition and food safety. Basic skill improvement is in…
Teacher's Guide for Home Economics Curriculum Competency Based Modules for Integrating Basic Skills in Reading, Writing, and Mathematics.

ERIC Educational Resources Information Center

Crabtree, Myrna P.; Maltby, Carolyn T.

This teacher's guide is designed to encourage home economics teachers to plan and implement units of study that will facilitate student competency development in home economics content areas as well as in basic skills. It is intended to assist teachers in the effective use of "Home Economics Curriculum Competency Based Modules in Reading,…
Basic Reading Skills in High-Functioning Swedish Children with Autism Spectrum Disorders or Attention Disorder

ERIC Educational Resources Information Center

Asberg, Jakob; Dahlgren, SvenOlof; Dahlgren Sandberg, Annika

2008-01-01

High-functioning children with autism spectrum disorders (ASD) have been reported to have an early success in reading. Children with attention disorders such as DAMP or ADHD, on the other hand, often struggle acquiring reading skills. The primary aim of the study was two-fold: (a) to compare reading performance of children with ASD, DAMP and…
Workplace Literacy and Basic Skills = L'alphabetisation et les competences de base en milieu de travail.

ERIC Educational Resources Information Center

Waugh, Sue

Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global…
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…
Integrating Reading, Writing, and Thinking Skills into the Music Class.

ERIC Educational Resources Information Center

Duke, Charles R.

Music education is uniquely suited to reinforce several basic skills that are part of the overall reading and writing processes of students. These skills include freedom of expression and the fluency of ideas, identifying a composer's purpose and message, and reasoning and comprehension. Musicians should develop the habit of using journals for…
Job-Related Basic Skills. ERIC Digest No. 94.

ERIC Educational Resources Information Center

Kerka, Sandra

Seven job-related basic skills identified as skills employers want are as follows: (1) learning to learn; (2) reading, writing, and computation; (3) oral communication and listening; (4) creative thinking and problem solving; (5) personal management, including self-esteem, goal setting, motivation, and personal and career development; (6) group…
The Emergence of Route Map Reading Skills in Young Children.

ERIC Educational Resources Information Center

Frank, Rita E.

There is little agreement about how the ability to read route maps initially emerges and about how it should be stimulated by early childhood educators. This study assessed the route map reading behavior of young children and the basic skills that might contribute to that behavior. In individual videotaped sessions, 120 four, five, and six year…
Reading and Readability Affect on E-Learning Success in a Fortune 100 Company: A Correlational Study

ERIC Educational Resources Information Center

Finnegan, Denis Michael Thomas

2010-01-01

The purpose of this quantitative correlational study was to examine the relationship between employees' reading skills, E-learning readability, student learning, and student satisfaction. The Tests of Adult Basic Education (TABE) form 10 Level A instrument evaluated student-reading skills. The Flesch-Kincaid Grade Level Index course assessed…
Adult Literacy & Basic Skills Unit Newsletter. Nos. 32-35.

ERIC Educational Resources Information Center

Adult Literacy & Basic Skills Unit Newsletter, 1989

1989-01-01

This packet contains the four issues of a newsletter published in 1989 by the Adult Literacy & Basic Skills Unit in England. The Winter issue contains the following articles: "After the Act"; "An Evening at the Theatre"; "Horticulture: A Practical Project with Autistic Adults"; "Shared Reading"; and "Literacy and Adult Basic Education in…
Reading as a Pastime: Competition for Time in the Elementary School Classroom.

ERIC Educational Resources Information Center

Fowler, William R.

Reading as a pastime is basic to creativity and intellectual mind expansion as well as to the appropriate development of listening skills. Reasons for the decline of listening and communication skills can be attributed in part to misuse of media, to latch-key children, to decreased support from parents for reading at home, to lack of sufficient…
The Effects of Intertextual Reading Approach on the Development of Creative Writing Skills

ERIC Educational Resources Information Center

Akdal, Deniz; Sahin, Ayfer

2014-01-01

Problem Statement: The aim of the first five years of primary school is to teach and help the students develop basic skills as stated in the Primary School Language Program and Guide. Creative thinking and intertextual reading are among these skills, and it is important to give these to the students during language courses. Purpose of Study: The…
Gender Difference in Mathematics Achievement and Its Relation with Reading Comprehension of Children at Upper Primary Stage

ERIC Educational Resources Information Center

Anjum, Sabahat

2015-01-01

The progress and prosperity of a country depends on the quality of mathematics taught in its school system. For people to survive and improve the quality of life, basic learning skills, reading, writing, arithmetic and life skills, are necessary and mathematics education is intended to develop these skills. The importance of mathematics transcends…
Proofreading using an assistive software homophone tool: compensatory and remedial effects on the literacy skills of students with reading difficulties.

PubMed

Lange, Alissa A; Mulhern, Gerry; Wylie, Judith

2009-01-01

The present study investigated the effects of using an assistive software homophone tool on the assisted proofreading performance and unassisted basic skills of secondary-level students with reading difficulties. Students aged 13 to 15 years proofread passages for homophonic errors under three conditions: with the homophone tool, with homophones highlighted only, or with no help. The group using the homophone tool significantly outperformed the other two groups on assisted proofreading and outperformed the others on unassisted spelling, although not significantly. Remedial (unassisted) improvements in automaticity of word recognition, homophone proofreading, and basic reading were found over all groups. Results elucidate the differential contributions of each function of the homophone tool and suggest that with the proper training, assistive software can help not only students with diagnosed disabilities but also those with generally weak reading skills.
A Summary of an Assessment of Fourth and Sixth Grade Basic Skills.

ERIC Educational Resources Information Center

CTB / McGraw-Hill, Monterey, CA.

A comprehensive assessment was made of the status of elementary education in Missouri in reading, mathematics, language, and study skills. The Comprehensive Tests of Basic Skills (CTBS) and the Short Form Test of Academic Aptitude (SFTAA) were administered to a sample of Missouri fourth and sixth graders. For each curricular area, Missouri…

Rate- and accuracy-disabled subtype profiles among adults with dyslexia in the Hebrew orthography.

PubMed

Shany, Michal; Breznitz, Zvia

2011-01-01

This study examined a subtyping scheme rooted in the dissociation between reading rate and accuracy in an exceptionally large sample of adult readers with dyslexia using a wide variety of behavioral and event-related potential (ERP) measures. Stage 1 was a behavioral study, in which basic reading skill, reading comprehension, linguistic and cognitive tasks were administered to 661 learning-disabled university students (n = 382) and their non-learning-disabled peers (n = 279). Based on a word reading measure, accuracy-disabled and rate-disabled subgroups were identified, as was a subgroup with deficits in both rate and accuracy. The results support the persistence of a rate versus accuracy dissociation into adulthood. Accuracy disability was related to a broad range of deficits affecting phonological, orthographic, and morphological processing, verbal memory, attention, and reading comprehension. Rate disability appeared to be associated with slower processing of printed material, alongside largely intact functioning resembling those of skilled readers. In stage 2, electroencephalogram (EEG)-ERP measurements were obtained from 140 participants recruited from the larger sample. Activation in visual association cortex, indicated by the N170 amplitude, was found to be lower for accuracy-disabled than skilled readers, and comparable between rate-disabled and skilled readers. The lowest amplitude was found in the double-deficit subgroup. The findings support the existence of distinctive reading disability profiles, based on selective deficits in reading rate versus accuracy and associated with different basic reading, linguistic, and cognitive skills as well as electrophysiological responses.
Dynamic Indicators of Basic Early Literacy Skills: An Effective Tool to Assess Adult Literacy Students?

ERIC Educational Resources Information Center

Binder, Katherine S.; Snyder, Melissa A.; Ardoin, Scott P.; Morris, Robin K.

2011-01-01

This study examined the reliability and validity of administering Dynamic Indicators of Basic Early Literacy Skills (DIBELS) to adult basic education (ABE) students. Ninety ABE participants were administered DIBELS measures, the Woodcock-Johnson III Broad Reading (WJ III BR) measures, and four orthographic ability tests. Since ABE students are a…
Automobile Maintenance. Reading and Language Activities.

ERIC Educational Resources Information Center

Kessman, William A.

Designed primarily for special needs students in a vocational program in automobile maintenance, this book was written to refine the basic skills of following directions, reading comprehension, vocabulary building, spelling, word usage, and word recognition, while relating these skills to some of the tasks a beginning student in the program must…
Behavioral Evaluation of Preference for Game-Based Teaching Procedures

ERIC Educational Resources Information Center

Marques, Leonardo Brandão; das Graças de Souza, Deisy

2013-01-01

Recent research has evaluated the motivational functions of educational games and its potential role for the teaching of reading skills. Educational games must maintain their educational function retaining clear definitions of the teaching objectives and instructional methods. Reading skills can be broken down into more basic behavioral units.…
The Effects of Irlen Colored Lenses on Students' Specific Reading Skills and Their Perception of Ability: A 12-Month Validity Study.

ERIC Educational Resources Information Center

Robinson, Gregory L. W.; Conway, Robert N. F.

1990-01-01

The study examined the effectiveness of the use of nonoptical tinted (Irlen) lenses with 44 children (ages 9-16) with reading disabilities. Evaluation after 6 and 12 months indicated a significant improvement in attitude to school and to basic academic skills. Reading comprehension and accuracy, but not rate, were also significantly improved.…
A Review on Reading-Supported Values Education of 7th Grade Students (Case of Kars Province, Turkey)

ERIC Educational Resources Information Center

Karahan, Berna Ürün; Atalay, Tazegül Demir

2017-01-01

As is known, reading is a skill the individual faces throughout his/her life. Reading, which is also one of the four basic language skills, allows an individual to establish a connection with life. So that, self-improvement of the individual, the process of understanding and interpreting what is happening around him/her, expressing himself/herself…
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading comprehension effect sizes among the 10 constructs. The results indicated that six of the component skills exhibited strong relationships with reading comprehension (average rs ≥ .50): morphological awareness, language comprehension, fluency, oral vocabulary knowledge, real word decoding, and working memory. Three of the component skills yielded moderate relationships with reading comprehension (average rs ≥ .30 and < .50): pseudoword decoding, orthographic knowledge, and phonological awareness. Rapid automatized naming (RAN) was the only component skill that was weakly related to reading comprehension (r = .15). Morphological awareness was a significantly stronger correlate of reading comprehension than phonological awareness and RAN. This study provides the first attempt at a systematic synthesis of the recent research investigating the reading skills of adults with low literacy skills, a historically understudied population. Directions for future research, the relation of our results to the children's literature, and the implications for researchers and adult basic education programs are discussed. © Hammill Institute on Disabilities 2014.
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers: A Meta-Analysis

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

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

PubMed

Jacobson, Lisa A; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan C; Lovett, Maureen W; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R; Mahone, E Mark

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.
Project Trade Related Reading Packets for Disabled Readers. Final Report 1984-85.

ERIC Educational Resources Information Center

Davis, Beverly; Woodruff, Nancy S.

A comprehensive, shop-related curriculum was developed for special needs students who are severely disabled readers. The basic approach of the curriculum was to provide individualized diagnostic-prescriptive materials that correlate basic reading skills and the required vocational and technical concepts. Trade-related packets were written for…
Chinese EFL teachers' knowledge of basic language constructs and their self-perceived teaching abilities.

PubMed

Zhao, Jing; Joshi, R Malatesha; Dixon, L Quentin; Huang, Liyan

2016-04-01

The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to teach vocabulary was the highest and self-perceived ability to teach reading to struggling readers was the lowest. Morphological knowledge was positively correlated with teachers' self-perceived teaching abilities, and it contributed unique variance even after controlling for the effects of ultimate educational attainment and years of teaching. Findings suggest that elementary school EFL teachers in China, on average, were able to display implicit skills related to certain basic language constructs, but less able to demonstrate explicit knowledge of other skills, especially sub-lexical units (e.g., phonemic awareness and morphemes). The high self-perceived ability of teaching vocabulary and high scores on syllable counting reflected the focus on larger units in the English reading curriculum.
Developing Basic Mathematics Skills through the Use of African-American Children's Literature.

ERIC Educational Resources Information Center

Stewart, Loraine Moses

1997-01-01

Discusses several books, such as "Feast for 10" and "One Smiling Grandma," which are effective in reinforcing basic mathematical skills. States that counting books ("Feast for 10," for example) are useful for elementary curriculum enhancement as well as fun to read. (PA)
34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2014 CFR

2014-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...
34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2013 CFR

2013-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...
34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2011 CFR

2011-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...
34 CFR 668.142 - Special definitions.

Code of Federal Regulations, 2012 CFR

2012-07-01

.... General learned abilities: Cognitive operations, such as deductive reasoning, reading comprehension, or translation from graphic to numerical representation, that may be learned in both school and non-school...,” “curricula,” or “basic verbal and quantitative skills,” the basic knowledge or skills generally learned in...
Basic Skills Resource Center. Part 2

DTIC Science & Technology

1985-05-01

side if neceseary and Identify by block number) Basic Skills Education Curriculum Development Learning Strategies Reading Comprehension Motivational ... Motivational Skills Training for Military Technical Training Students ...... Barbara L. McCombs 25 Problem 27 Purpose 27 Approach 28 - Phase 1 28 - Phase...and Learning ...... John J. Hedl , Jr. 53 Purpose of Project 55 Description of Work 55 V Products 56 Virtual Videodisc Software Requirements ...... J.D
Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy.

PubMed

Sabatini, John P; Shore, Jane; Holtzman, Steven; Scarborough, Hollis S

2011-01-01

To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.
Quality and Equality: Basic Skill Requirements at the University Level.

ERIC Educational Resources Information Center

Guskin, Alan E.; Greenebaum, Ben

1979-01-01

The University of Wisconsin-Parkside's comprehensive collegiate skills program is described from proposal to implementation. Junior year students must demonstrate competence in: writing, reading, mathematics, research paper writing, and library skills. (MLW)
The Language of Mathematics: Learning to Read Mathematics for Understanding and Success

ERIC Educational Resources Information Center

Im, Yang Ok

2013-01-01

The intention of this project was to explore the effect of utilizing basic reading skills to promote student growth in mathematical literacy among middle school students. Mathematics was approached as a linquistical language and teachers utilized decoding skills as the treatment. This study used a nonequivalent control group quasi-experimental…

Contextualized Literacy in Green Jobs Training

ERIC Educational Resources Information Center

Waugh, Alexandra

2013-01-01

Millions of adult Americans lack the basic literacy skills necessary to perform everyday tasks requiring basic reading and math. This stifles our economy, given that employers are increasingly likely to require education or training beyond high school. Organizations that provide job training to lower-skilled adults through Jobs for the Future's…
Adult Education Basic Skills Task Force: Writing Skills.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

In response to the Utah State Board of Education's new high school graduation requirements, five task forces of adult basic education teachers were charged with the identification of functional competencies for adult students in the areas of reading, writing, speaking, listening, and computation, and with the development of curricular materials…
Vocational Curriculum Resources for Handicapped Students. A Guide to Print and Non-Print Instructional Materials.

ERIC Educational Resources Information Center

Mangano, R. Michael; And Others

This guide to vocational curriculum resources for handicapped students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, career education, carpentry, cosmetology, custodial and maintenance, data…
Basic Skills Resource Center: Documentation and Phaseover Report for the Military Educators Resource NETWORK

DTIC Science & Technology

1985-01-01

narrative form. 111. Describe the subject of your request in 3 or 4 precise terms (e.g., reading skills , computer assisted instruction, adult literacy ...00 Research Product 85-03 L’C £ BASIC SKILLS RESOURCE CENTER: DOCUMENTATION AND PHASEOVER REPORT FOR THE MILITARY EDUCATORS RESOURCE NETWORK... SKILLS RESOURCE CENTER: DOCUMENTATION AND Interim Report PHLASEOVER REPORT FOR THE MILITARY EDUCATORS Feb 1982 - Sept 1984 RESOURCE NETWORK 6
The effect of reading assignments in guided inquiry learning on students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Syarkowi, A.

2018-05-01

The purpose of this study was to determine the effect of reading assignment in guided inquiry learning on senior high school students’ critical thinking skills. The research method which was used in this research was quasi-experiment research method with reading task as the treatment. Topic of inquiry process was Kirchhoff law. The instrument was used for this research was 25 multiple choice interpretive exercises with justification. The multiple choice test was divided on 3 categories such as involve basic clarification, the bases for a decision and inference skills. The result of significance test proved the improvement of students’ critical thinking skills of experiment class was significantly higher when compared with the control class, so it could be concluded that reading assignment can improve students’ critical thinking skills.
Skills and Content: Coordinating the Classroom.

ERIC Educational Resources Information Center

Erlich, Howard; Kennedy, Mary Lynch

1983-01-01

Describes Ithaca College's project incorporating basic skills development in traditional liberal arts courses. Explains the techniques used to develop skills in reading and studying, writing, speaking and listening, and language and reasoning in courses from nine disciplines. (DMM)
Reading Attitudes as a Predictor of Latino Adolescents' Reading Comprehension

ERIC Educational Resources Information Center

Crosby, Robert Glenn, III.

2013-01-01

Although literacy skills have been associated with critical academic, social, and economic outcomes, most adolescents in the United States lack basic proficiency in reading comprehension. Experts in the field of adolescent literacy have identified affective components of reading (e.g., reading attitudes) as a critical topic in need of further…
Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

PubMed Central

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2018-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569
A Reading Skills Development Program for Adult Non-Readers. Featuring: Supplementary Graphics and Sound (Voice Tutorials). Volumes 1 and 2. The TRS-80 Computer Assisted Instruction Series for Adult Basic Education Students.

ERIC Educational Resources Information Center

San Antonio State Hospital, TX. Office of Education Services.

This instructional manual consists of materials for use in implementing a computer-assisted instructional program in reading skills development for adult nonreaders. Discussed first are the project during which this instructional program and manual were developed and the goals of the computer-assisted beginning reading program, a major feature of…
Accuracy of the DIBELS Oral Reading Fluency Measure for Predicting Third Grade Reading Comprehension Outcomes

ERIC Educational Resources Information Center

Roehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K.

2008-01-01

We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously…
South Carolina Word List, Grades 1-12. Basic Skills Assessment Program.

ERIC Educational Resources Information Center

Instructional Objectives Exchange, Los Angeles, CA.

Designed as a resource for reading teachers who are attempting to enhance their students' fundamental reading skills and to permit the more rigorous determination of readability levels for both instructional materials and testing devices, this word list provides a grade-by-grade set of key words students need to master for grades 1 through 12 The…
Stimulating Prewriting Skills with the Help of Pictorial Images

ERIC Educational Resources Information Center

Podobnik, Uršula

2017-01-01

Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we…
The Special Education Core Curriculum Manual, Basic Level. Learning Skills, Oral Language, Reading, Mathematics.

ERIC Educational Resources Information Center

Margolis, Leonard

The manual is designed to serve as a guideline for teachers and child study teams who have the primary responsibility for the education of handicapped children in four areas--learning skills, oral language, reading, and mathematics. Sections for each of the above areas are subdivided into the following objectives and activities: gross motor…
Good Citizens through Literacy Network. A 353 Project Final Report.

ERIC Educational Resources Information Center

Leto, Lyn

An adult basic education (ABE) class was developed to help parolees of the Schuylkill County Prison develop reading, writing, and communication skills and use those skills in a community service project aimed at helping at-risk youth. Parolees were recruited into the project through county parole officers, and their reading, writing, self-esteem,…
Workforce Improvement Network 2000 Survey of Virginia Employers.

ERIC Educational Resources Information Center

Foucar-Szocki, Diane; Bolt, Les

A stratified random sample of Virginia's 4,000 employers with over 100 employees was surveyed about workplace-based foundational basic skills (oral and written communication, reading, math, thinking skills, teamwork, English proficiency, and basic computer literacy). A total of 446 surveys were sent with a usable response rate of 18 percent.…
Grades 1-3: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Provided as a framework for use in curriculum development are Arkansas' course content guides for the primary grades one, two, and three. At each grade level, language arts, mathematics, and reading skills have been identified at three instructional levels: basic, developmental, and extensional. Basic skills are those which all students must…
Vocational Curriculum Resources for Disadvantaged Students. A Guide to Print and Non-Print Instructional Materials. Volume I.

ERIC Educational Resources Information Center

Mangano, R. Michael; And Others

Volume 1 of a three-volume guide to vocational curriculum resources for disadvantaged students consists of instructional checklists for resources identified in the following areas: agriculture, auto body repair, automobile mechanics, basic math skills, basic reading skills, business education, carpentry, cosmetology, custodial and maintenance,…
An Examination of the Basic Reading Skills of Incarcerated Males

ERIC Educational Resources Information Center

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

2010-01-01

One of the most common characteristics prison inmates typically share is unsuccessful educational experiences including dropping out of school, repeating grades, and not gaining basic literacy skills. The most recent National Assessment of Adult Prison Literacy Survey (NAAPLS) by the U.S. Department of Education indicates that large disparities in…
Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items.

PubMed

Elbro, C; Nielsen, I; Petersen, D K

1994-01-01

Difficulties in reading and language skills which persist from childhood into adult life are the concerns of this article. The aims were twofold: (1) to find measures of adult reading processes that validate adults' retrospective reports of difficulties in learning to read during the school years, and (2) to search for indications of basic deficits in phonological processing that may point toward underlying causes of reading difficulties. Adults who reported a history of difficulties in learning to read (n=102) were distinctly disabled in phonological coding in reading, compared to adults without similar histories (n=56). They were less disabled in the comprehension of written passages, and the comprehension disability was explained by the phonological difficulties. A number of indications were found that adults with poor phonological coding skills in reading (i.e., dyslexia) have basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness, educational level, and daily reading habits are taken into account. It is suggested that dyslexics possess less distinct phonological representations of spoken words.
Looking Ahead with Hope: Reviving the Reading Maturity Construct as Social Science for Adolescent and Adult Readers

ERIC Educational Resources Information Center

Thomas, Matt

2013-01-01

"Reading maturity" is a construct that looks broadly at reading development encompassing not only basic reading skills but reading habits, attitudes, and dispositions. It has a rich history and this article calls for a need to make reading maturity a necessary part of the literacy curriculum. It offers a working description and reviews…

Read to Eat: A Teaching Strategy.

ERIC Educational Resources Information Center

Eshelman, Martha

1988-01-01

Teachers may use classroom cooking projects to encourage students to read. While developing basic reading skills, students also learn to follow directions and to cooperate in a group project. Three sample recipes are given. The article outlines steps to successfully complete a classroom cooking project. (JL)
Text-to-Speech and Reading While Listening: Reading Support for Individuals with Severe Traumatic Brain Injury

ERIC Educational Resources Information Center

Harvey, Judy

2013-01-01

Individuals with severe traumatic brain injury (TBI) often have reading challenges. They maintain or reestablish basic decoding and word recognition skills following injury, but problems with reading comprehension often persist. Practitioners have the potential to accommodate struggling readers by changing the presentational mode of text in a…
From Autos To Stereos. A Collection of Readings.

ERIC Educational Resources Information Center

Ferri, Kathy

Designed to provide materials which the high school teacher can use to teach some of the basic reading skills or as supplementary reading material, this guide is composed of thirty-five articles of general interest which are vocationally oriented, followed by exercises designed to test comprehension and to teach reading concepts. The articles have…
Increasing Emergent Reading Skills for First Grade Students through Peer Action Program.

ERIC Educational Resources Information Center

Toliver, Mary A.

A program was developed and implemented to help identify, give direction to, and build self-confidence in children who lack emergent reading skills on entering first grade. Objectives were for 80% of the 18 students at a Florida elementary school to recognize the basic concepts about print, and that two or more cueing systems be used to decode or…
Manual for Administrators and Teachers. New York State Preliminary Competency Test on Reading: Form C.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Program has two basic purposes: (1) to assure the early identification of students who need help in developing reading, writing, and mathematics skills and (2) to assure that students have acquired adequate competency in these skills before receiving a high school diploma. The New York State Preliminary Competency Test in…
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…
Basic Skill Centers Evaluation, September, 1969 - June, 1971.

ERIC Educational Resources Information Center

Clark, Sara Page

The Basic Skill Centers (BSC) program was developed to help students, primarily from the inner-city Target Area schools of Minneapolis, learn to read. The BSC approach was remedial, and each year more than 700 students, the majority in grades four through six, participated in the program. In 1969-70 the Talking Typewriter was one major aspect of…
A Nongraded Phase Elective Senior High English Curriculum.

ERIC Educational Resources Information Center

South Bend Community School Corp., IN.

The course content in this nongraded phase elective curriculum is classified into Phase 1, designed for students who find reading, writing, and speaking difficult, Phase 2 for students who need to improve and refine basic skills at a somewhat slower pace, Phase 3 for those who have an average command of basic language skills and want to advance at…
A Literature Review on Disciplinary Literacy: How Do Secondary Teachers Apprentice Students Into Mathematical Literacy?

ERIC Educational Resources Information Center

Hillman, Ann Marie

2014-01-01

Current adolescent literacy rates cause concerns at the number of students who graduate high school with basic or below-basic reading skills. The Common Core State Standards promote disciplinary literacy, which presents advanced literacy skills embedded in content area instruction. Disciplinary literacy is argued as a way to raise adolescent…
The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model.

PubMed

Lipka, Orly; Siegel, Linda S

2010-11-01

This study examined the development of literacy skills in children in a district that used a Response to Intervention (RTI) model. The district included children whose first language was English and children who were learning English as a second language (ESL). Tasks measuring phonological awareness, lexical access, and syntactic awareness were administered when the children entered school in kindergarten at age 5. Reading, phonological processing, syntactic awareness, memory, and spelling were administered in grade 7. When the children entered school, significant numbers of them were at risk for literacy difficulties. After systematic instruction and annual monitoring of skills, their reading abilities improved to the extent that only a very small percentage had reading difficulties. The results demonstrated that early identification and intervention and frequent monitoring of basic skills can significantly reduce the incidence of reading problems in both the ESL and language majority children.
Microcomputers in the Curriculum: Micros and the First R.

ERIC Educational Resources Information Center

Balajthy, Ernest; Reinking, David

1985-01-01

Introduces the range of computer software currently available to aid in developing children's basic skills in reading, including programs for reading readiness, word recognition, vocabulary development, reading comprehension, and learning motivation. Additional information on software and computer use is provided in sidebars by Gwen Solomon and…
Revisiting the Relations between the WJ-IV Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; McGrew, Kevin S.; Bulut, Okan; Funamoto, Allyson

2017-01-01

This study examined associations between broad cognitive abilities (Fluid Reasoning [Gf], Short-Term Working Memory [Gwm], Long-Term Storage and Retrieval [Glr], Processing Speed [Gs], Comprehension-Knowledge [Gc], Visual Processing [Gv], and Auditory Processing [Ga]) and reading achievement (Basic Reading Skills, Reading Rate, Reading Fluency,…
Basic reading skills in Swedish children with late developing language and with or without autism spectrum disorder or ADHD.

PubMed

Miniscalco, Carmela; Dahlgren Sandberg, Annika

2010-01-01

Reading skills at age 7-8 years were examined in a community-representative sample of 21 screened and clinically examined children with language delay (LD) followed prospectively from 2.5 years of age. The present study aimed to (1) determine whether these children with a history of LD had deficits in basic reading skills, i.e. decoding and comprehension, compared to the age norms of standardized tests, (2) analyze if there was a relationship between reading outcome and neuropsychiatric diagnosis by comparing three subgroups of children, LD pure, LD+ASD (autism spectrum disorder) and LD+ADHD, and, (3) determine what language measures at age 6 years were associated with the 7-8-year reading outcome. Both decoding and comprehension of single word reading were significantly below the norm for the whole LD group, where children with LD+ASD scored lowest, and children with LD highest. However, the differences between the three groups did not reach significance. Two reader groups were identified according to the results of word decoding and comprehension, respectively, resulting in the same 7 children. ANOVA revealed that the only differences on the 6-year language tests between the two groups were found on color naming and word memory. This study has shown that children with LD and subsequently identified neurodevelopmental problems such as ASD and ADHD experience continued deficits, demonstrated also in reading skills and that the picture of the reading problems seemed to resemble those of typically developing children. Copyright (c) 2010 Elsevier Ltd. All rights reserved.
The role of simultaneous and successive processing in EFL reading.

PubMed

Filickova, Marta; Kovalcikova, Iveta; Ropovik, Ivan

2016-10-01

This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension. © 2015 International Union of Psychological Science.
Essential Learning Skills in Vocational Technical Education.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Div. of Vocational Education.

This document provides basic skill performance expectations for all Oregon students by the end of grade 11 to be incorporated into 15 vocational programs. (Exceptions are that in technology education, the skills identified are only for grade 8; in home economics, the identified skills are for grades 8 and 11.) The skills, which are in reading,…
A Quantile Regression Approach to Understanding the Relations Between Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2015-01-01

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in Adult Basic Education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. PMID:25351773
A School-Wide Attack on Reading Problems

ERIC Educational Resources Information Center

Shuman, R. Baird

2006-01-01

The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen…
The Schema Strategies in Reading Comprehension Tasks of Fourth-Grade Students with Reading Difficulties

ERIC Educational Resources Information Center

Gutkind, Rebeka Chaia

2012-01-01

This mixed method study investigated the schema strategy uses of fourth-grade boys with reading challenges; specifically, their ability to understand text based on two components within schema theory: tuning and restructuring. Based on the reading comprehension scores from the Iowa Test of Basic Skills (Form 2010), four comparison groups were…
The Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

ERIC Educational Resources Information Center

Coats-Kitsopoulos, Gloria Jean

2011-01-01

The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…
A Longitudinal Study of Reading Comprehension Achievement from Grades 3 to 10: Investigating Models of Stability, Cumulative Growth, and Compensation

ERIC Educational Resources Information Center

Kwiatkowska-White, Bozena; Kirby, John R.; Lee, Elizabeth A.

2016-01-01

This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension…

Reading Comprehension: From Research to Practice.

ERIC Educational Resources Information Center

Orasanu, Judith, Ed.

In response to recommendations by a National Institute of Education (NIE) planning group to the effect that NIE should support efforts to understand the cognitive processes involved in acquiring basic reading skills and in comprehending linguistic messages, this book summarizes what has been learned about reading comprehension in the decade since…
Teaching Reading through the Arts.

ERIC Educational Resources Information Center

Cowen, John E., Ed.

Exploring ways of using the arts in humanizing reading instruction and in the development of lifetime readers, the articles in this volume offer many creative approaches to help reading and classroom teachers provide their students with educational experiences that will not only help them master basic skills but also affect their capacity for…
Concurrent Validity of the Test of Silent Word Reading Fluency

ERIC Educational Resources Information Center

Bell, Sherry Mee; McCallum, R. Steve; Burton, Bobbie; Gray, Rebecca; Windingstad, Sunny; Moore, Jessica

2006-01-01

Relationships between the Test of Silent Word Reading Fluency (TOSWRF; Mather, Hammill, Allen, & Roberts, 2004), a recently developed measure of fluency, and other operationalizations of reading, including subtests from the Comprehensive Test of Basic Skills (CTBS; 1996), and the Woodcock-Johnson-III Tests of Achievement, (WJ-III; Woodcock,…
Adults Who Read Like Children: The Psycholinguistic Bases. Final Report.

ERIC Educational Resources Information Center

Read, Charles

A study examined basic reading skills among men in prison, comparing poor and adequate readers with respect to comprehension, decoding, short-term memory, and speech perception. Subjects, 88 inmates of normal intelligence, normal hearing, and no significant speech abnormalities, at a minimum-security prison, were given reading comprehension tests…
Dynamic Visual Perception and Reading Development in Chinese School Children

ERIC Educational Resources Information Center

Meng, Xiangzhi; Cheng-Lai, Alice; Zeng, Biao; Stein, John F.; Zhou, Xiaolin

2011-01-01

The development of reading skills may depend to a certain extent on the development of basic visual perception. The magnocellular theory of developmental dyslexia assumes that deficits in the magnocellular pathway, indicated by less sensitivity in perceiving dynamic sensory stimuli, are responsible for a proportion of reading difficulties…
Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills

PubMed Central

Krieber, Magdalena; Bartl-Pokorny, Katrin D.; Pokorny, Florian B.; Zhang, Dajie; Landerl, Karin; Körner, Christof; Pernkopf, Franz; Pock, Thomas; Einspieler, Christa; Marschik, Peter B.

2017-01-01

The present study aimed to define differences between silent and oral reading with respect to spatial and temporal eye movement parameters. Eye movements of 22 German-speaking adolescents (14 females; mean age = 13;6 years;months) were recorded while reading an age-appropriate text silently and orally. Preschool cognitive abilities were assessed at the participants’ age of 5;7 (years;months) using the Kaufman Assessment Battery for Children. The participants’ reading speed and reading comprehension at the age of 13;6 (years;months) were determined using a standardized inventory to evaluate silent reading skills in German readers (Lesegeschwindigkeits- und -verständnistest für Klassen 6–12). The results show that (i) reading mode significantly influenced both spatial and temporal characteristics of eye movement patterns; (ii) articulation decreased the consistency of intraindividual reading performances with regard to a significant number of eye movement parameters; (iii) reading skills predicted the majority of eye movement parameters during silent reading, but influenced only a restricted number of eye movement parameters when reading orally; (iv) differences with respect to a subset of eye movement parameters increased with reading skills; (v) an overall preschool cognitive performance score predicted reading skills at the age of 13;6 (years;months), but not eye movement patterns during either silent or oral reading. However, we found a few significant correlations between preschool performances on subscales of sequential and simultaneous processing and eye movement parameters for both reading modes. Overall, the findings suggest that eye movement patterns depend on the reading mode. Preschool cognitive abilities were more closely related to eye movement patterns of oral than silent reading, while reading skills predicted eye movement patterns during silent reading, but less so during oral reading. PMID:28151950
A Comparison of Methodological Approaches for Evaluating the Quality of Basic Skills Programs. AIR Forum 1982 Paper.

ERIC Educational Resources Information Center

Dumont, Richard G.; And Others

A multiple-indicator and multiple-design approach for evaluating the quality of basic skills programs in reading, writing, and mathematics that has been implemented within a statewide system of higher education in the southeastern United States was assessed. Several of the evaluation methodologies are compared in order to determine whether results…
QuickSmart: a basic academic skills intervention for middle school students with learning difficulties.

PubMed

Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

2007-01-01

QuickSmart is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The QuickSmart instructional program consists of three structured, teacher- or teacher aide-directed, 30-minute, small-group lessons each week for approximately 26 weeks. In this study, 42 middle school students experiencing learning difficulties (LD) completed the QuickSmart reading program, and a further 42 students with LD took part in the QuickSmart mathematics program. To investigate the effects of the intervention, comparisons were made between the reading and mathematics progress of the intervention group and a group of 10 high-achieving and 10 average-achieving peers. The results indicated that although the standardized reading comprehension and mathematics scores of QuickSmart students remained below those of comparison students, they improved significantly from pretest to posttest. In contrast, the standardized scores of comparison students were not significantly different from pretest to posttest. On measures of response speed and accuracy gathered using the Cognitive Aptitude Assessment System (CAAS), QuickSmart students were able to narrow the gap between their performance and that of their high- and average-achieving peers. Implications are drawn regarding the importance of interventions that emphasize the automaticity of basic academic skills for students with learning difficulties.
The skills related to the early reading acquisition in Spain and Peru

PubMed Central

Ávila, Vicenta; Martínez, Tomás; Ysla, Liz

2018-01-01

This paper deals with the skills related to the early reading acquisition in two countries that share language. Traditionally on reading readiness research there is a great interest to find out what factors affect early reading ability, but differ from other academic skills that affect general school learnings. Furthermore, it is also known how the influence of pre-reading variables in two countries with the same language, affect the development of the reading. On the other hand, several studies have examined what skills are related to reading readiness (phonological awareness, alphabetic awareness, naming speed, linguistic skills, metalinguistic knowledge and basic cognitive processes), but there are no studies showing whether countries can also influence the development of these skills.Our main objective in this study was to establish whether there were differences in the degree of acquisition of these skills between Spanish (119 children) and Peruvian (128 children), five years old children assessed in their own countries and after controlling Economic, Social and Cultural Status (ESCS). The results show that there are significant differences in the degree of acquisition of these skills between these two samples. It's especially relevant, in these results, that the main predictor in a regression study was the country of origin, explaining a higher percentage of variance than other variables such as age differences, in months, or gender. These findings corroborate the results obtained in other studies with migrant population. PMID:29505592
Human Services. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level human services occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…
Technical/Engineering. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in secondary-level technical/engineering programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…
Health Care. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level health care occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…
A Correlational Study of the Relationships between Music Aptitude and Phonemic Awareness of Kindergarten Children

ERIC Educational Resources Information Center

Rubinson, Laura E.

2010-01-01

More than one third of American children cannot read at a basic level by fourth grade (Lee, Grigg, & Donahue, 2007) and those numbers are even higher for African American, Hispanic and poor White students (Boorman et al., 2007). These are alarming statistics given that the ability to read is the most basic and fundamental skill for academic…
Reading Recovery versus Informal Reading Instruction on the Reading Achievement of Preschoolers at the End of First Grade.

ERIC Educational Resources Information Center

Jelks-Emmanuel, Merry

A study examined the effectiveness of a Reading Recovery program. Subjects, 14 first-grade students who received the Reading Recovery program and 20 first-grade students who did not receive the program, were administered the Iowa Tests of Basic Skills in the spring of 1994. The subject population was comprised of 100% minority students attending…
Nurturing a lexical legacy: reading experience is critical for the development of word reading skill

NASA Astrophysics Data System (ADS)

Nation, Kate

2017-12-01

The scientific study of reading has taught us much about the beginnings of reading in childhood, with clear evidence that the gateway to reading opens when children are able to decode, or `sound out' written words. Similarly, there is a large evidence base charting the cognitive processes that characterise skilled word recognition in adults. Less understood is how children develop word reading expertise. Once basic reading skills are in place, what factors are critical for children to move from novice to expert? This paper outlines the role of reading experience in this transition. Encountering individual words in text provides opportunities for children to refine their knowledge about how spelling represents spoken language. Alongside this, however, reading experience provides much more than repeated exposure to individual words in isolation. According to the lexical legacy perspective, outlined in this paper, experiencing words in diverse and meaningful language environments is critical for the development of word reading skill. At its heart is the idea that reading provides exposure to words in many different contexts, episodes and experiences which, over time, sum to a rich and nuanced database about their lexical history within an individual's experience. These rich and diverse encounters bring about local variation at the word level: a lexical legacy that is measurable during word reading behaviour, even in skilled adults.
The inadequacy of Individual Educational Program (IEP) goals for high school students with word-level reading difficulties.

PubMed

Catone, William V; Brady, Susan A

2005-06-01

This investigation analyzed goals from the Individual Educational Programs (IEPs) of 54 high school students with diagnosed reading disabilities in basic skills (decoding and/or word identification). Results showed that for 73% of the students, the IEPs written when they were in high school failed to specify any objectives regarding their acute difficulties with basic skills. IEPs from earlier points in the students' educations were also reviewed, as available. For 23 of the students, IEPs were present in the students' files for three time points: elementary school (ES), middle school (MS), and high school (HS). Another 20 students from the sample of 54 had IEPs available for two time points (HS and either MS or ES). Comparisons with the IEPs from younger years showed a pattern of decline from ES to MS to HS in the percentage of IEPs that commented on or set goals pertaining to weaknesses in decoding. These findings suggest that basic skills deficits that persist into the upper grade levels are not being sufficiently targeted for remediation, and help explain why older students frequently fail to resolve their reading problems.
Heuristic and algorithmic processing in English, mathematics, and science education.

PubMed

Sharps, Matthew J; Hess, Adam B; Price-Sharps, Jana L; Teh, Jane

2008-01-01

Many college students experience difficulties in basic academic skills. Recent research suggests that much of this difficulty may lie in heuristic competency--the ability to use and successfully manage general cognitive strategies. In the present study, the authors evaluated this possibility. They compared participants' performance on a practice California Basic Educational Skills Test and on a series of questions in the natural sciences with heuristic and algorithmic performance on a series of mathematics and reading comprehension exercises. Heuristic competency in mathematics was associated with better scores in science and mathematics. Verbal and algorithmic skills were associated with better reading comprehension. These results indicate the importance of including heuristic training in educational contexts and highlight the importance of a relatively domain-specific approach to questions of cognition in higher education.
Critical Skills Survey

ERIC Educational Resources Information Center

Education Digest: Essential Readings Condensed for Quick Review, 2010

2010-01-01

As the U.S. economy begins to show signs of improvement, executives say they need a workforce fully equipped with skills beyond just the basics of reading, writing, and arithmetic (the three Rs). Skills such as critical thinking and problem solving, communication, collaboration, and creativity and innovation (the four Cs) will become even more…
Contributions of Phonological Processing Skills to Reading Skills in Arabic Speaking Children

ERIC Educational Resources Information Center

Taibah, Nadia J.; Haynes, Charles W.

2011-01-01

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

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

Business, Marketing, and Information Management. Georgia Core Standards for Occupational Clusters.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Occupational Studies.

This document lists core standards and occupational knowledge and skills that have been identified and validated by industry as necessary to all Georgia students in business, marketing, and information management programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…
Cognitive Components of Developmental Writing Skill

ERIC Educational Resources Information Center

Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.

2016-01-01

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…
White House Suggests Model Used in Reading to Elevate Math Skills

ERIC Educational Resources Information Center

Cavanagh, Sean

2006-01-01

This article discusses the Bush administration's aim to improve mathematics education through a suggested reading model. The White House is focusing on research to shape how students across the country are taught the most basic mathematical concepts. This undertaking would be modeled on the government's action toward reading, which includes the…
Teaching Reading to the Disadvantaged Adult.

ERIC Educational Resources Information Center

Dinnan, James A.; Ulmer, Curtis, Ed.

This manual is designed to assess the background of the individual and to bring him to the stage of unlocking the symbolic codes called Reading and Mathematics. The manual begins with Introduction to a Symbolic Code (The Thinking Process and The Key to Learning Basis), and continues with Basic Reading Skills (Readiness, Visual Discrimination,…
Tom, Tom, the Piper's Son: Reading While Having Fun.

ERIC Educational Resources Information Center

Holmes, Kerry

2003-01-01

This article describes how a first-grade teacher used poetry to provide students of diverse ability levels with reading and language activities that stimulated their interest and improved basic skills. Activities with poetry included reading the poems aloud individually and as a group, discussing and analyzing the poems' words and meanings, and…
Collaborative Action Research Summary. How To Help Children Learn To Read.

ERIC Educational Resources Information Center

Summers, Claudia

A study examined the effectiveness of specific teaching strategies in the reading curriculum that would help underachieving first-grade students meet reading standards by the end of the school year. Subjects, 6 underachieving students, were given the Basic Phonics Skills Test (BPST), the Results high frequency word list, and the Results reading…
Reading Comprehension, Learning Styles, and Seventh Grade Students

ERIC Educational Resources Information Center

Williams, Judy

2010-01-01

Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…
Some Relationships Between Birth Order, Sex, Family Size, Sibling Span, and Reading Achievement.

ERIC Educational Resources Information Center

Grygo, Rosemary E. Cox

Reading scores earned by 286 fifth-grade pupils taking the California Test of Basic Skills were used in a study examining the relationship between reading achievement and birth order and related family factors. Vocabulary scores were significantly related to birth order, family size, and socioeconomic status. Comprehension scores were…
Everyday Reading and Writing: English. 5112.24.

ERIC Educational Resources Information Center

Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…
Relationships Between School District Level Inputs and the Output Performance of Students on the Missouri Basic Essential Skills Test.

ERIC Educational Resources Information Center

Freeman, Vera E.; Hatley, Richard V.

Missouri requires the testing of all eighth grade students on their competence in reading and language arts, mathematics, and government and economics. This statewide assessment is referred to as the Missouri Basic Essential Skills Test (BEST) and has been given in the spring of each year since 1978. A study was undertaken to determine which…
A Program to Train Apprentices to Lead Inservice Workshops for Secondary Teachers of Basic Skills. Developer/Demonstration Project. Final Report.

ERIC Educational Resources Information Center

Stallings, Jane A.

The Development and Demonstration project has trained interns to lead Effective Use of Time inservice workshops for secondary school teachers of basic reading and mathematical skills. These interns then returned to their home bases and trained teachers who could in turn train other teachers to use the Stallings Effective Use of Time methods. The…
The Regents Competency Testing Program. Setting Standards in the Basic Skills as a Requirement for High School Graduation. Information Brochure.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The New York State Regents Competency Testing Program is described. Competency tests have been developed in the basic skills of reading, writing, and mathematics, for two purposes: (1) to identify those students who need remedial help; and (2) to assure that students receiving high school diplomas have acquired adequate competence in these areas.…
EMH Curriculum Guide.

ERIC Educational Resources Information Center

Gwinnett County Schools, GA.

The guide consists of behaviorally stated, developmentally sequenced curriculum objectives for mentally retarded students from preprimary through high school levels. Five major sections present detailed skill objectives in the following areas: (1) basic academic skills (motor development, perceptual development, language development, reading,…
A predictive study of reading comprehension in third-grade Spanish students.

PubMed

López-Escribano, Carmen; Elosúa de Juan, María Rosa; Gómez-Veiga, Isabel; García-Madruga, Juan Antonio

2013-01-01

The study of the contribution of language and cognitive skills to reading comprehension is an important goal of current reading research. However, reading comprehension is not easily assessed by a single instrument, as different comprehension tests vary in the type of tasks used and in the cognitive demands required. This study examines the contribution of basic language and cognitive skills (decoding, word recognition, reading speed, verbal and nonverbal intelligence and working memory) to reading comprehension, assessed by two tests utilizing various tasks that require different skill sets in third-grade Spanish-speaking students. Linguistic and cognitive abilities predicted reading comprehension. A measure of reading speed (the reading time of pseudo-words) was the best predictor of reading comprehension when assessed by the PROLEC-R test. However, measures of word recognition (the orthographic choice task) and verbal working memory were the best predictors of reading comprehension when assessed by means of the DARC test. These results show, on the one hand, that reading speed and word recognition are better predictors of Spanish language comprehension than reading accuracy. On the other, the reading comprehension test applied here serves as a critical variable when analyzing and interpreting results regarding this topic.
The Predictive Utility of DIBELS Reading Assessment for Reading Comprehension among Third Grade English Language Learners and English Speaking Children

ERIC Educational Resources Information Center

Scheffel, Debora; Lefly, Dianne; Houser, Janet

2012-01-01

The study addresses the extent to which subtests on the Dynamic Indicators of Basic Early Literacy Skills Reading Assessment (DIBELS; Good & Kaminski, 2002) predict student success on a measure of reading comprehension and if prediction is consistent for native and second English Language Learners. 2,649 elementary students were assessed on a…
A Quantile Regression Approach to Understanding the Relations Among Morphological Awareness, Vocabulary, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-07-01

The purpose of this study was to investigate the joint and unique contributions of morphological awareness and vocabulary knowledge at five reading comprehension levels in adult basic education (ABE) students. We introduce the statistical technique of multiple quantile regression, which enabled us to assess the predictive utility of morphological awareness and vocabulary knowledge at multiple points (quantiles) along the continuous distribution of reading comprehension. To demonstrate the efficacy of our multiple quantile regression analysis, we compared and contrasted our results with a traditional multiple regression analytic approach. Our results indicated that morphological awareness and vocabulary knowledge accounted for a large portion of the variance (82%-95%) in reading comprehension skills across all quantiles. Morphological awareness exhibited the greatest unique predictive ability at lower levels of reading comprehension whereas vocabulary knowledge exhibited the greatest unique predictive ability at higher levels of reading comprehension. These results indicate the utility of using multiple quantile regression to assess trajectories of component skills across multiple levels of reading comprehension. The implications of our findings for ABE programs are discussed. © Hammill Institute on Disabilities 2014.
Name that Word: Using Song Lyrics to Improve the Decoding Skills of Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Hines, Sara J.

2010-01-01

Many adolescents, especially those with learning disabilities, lack basic word identification skills. Finding motivating instructional techniques to improve word-level reading skills is increasingly difficult as students move through the grades. One technique that holds promise in motivating adolescents involves using song lyrics from their…
Elementary Basic Skills Program State Report, Elementary and Secondary Education Act, Title I. Part I--Regular Term 1972-73; Part II--Summer Term 1972.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore. Div. of Compensatory, Urban, and Supplementary Programs.

The Elementary Secondary Education Act Title I Elementary Basic Skills program operated in 72 schools during fiscal year 1973. There were approximately 23,443 identified Title I pupils who received the services of the program. The first major program objective pertains directly to reading comprehension and anticipates a gain of ten school months…
Basic Skills--Identifying and Meeting Needs. Information for People Who Give Advice on Courses, Careers and Employment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

There are very few jobs today that do not require basic literacy and numeracy skills. Even when the job itself is manual, employees need to read health and safety notices, fill in a job sheet and check their pay and overtime hours. Service industry jobs place even more demands on the workforce, with their emphasis on efficiently and rapidly…
A Culturally Appropriate Approach to Teaching Basic (and Other) Critical Communication Skills to Black College Students.

ERIC Educational Resources Information Center

Hoover, Mary Rhodes

1982-01-01

The Culturally Appropriate Teaching (C.A.T.) method combines the "Back to Basics" paradigm with a culturally oriented approach and has proved to be successful in Black colleges and adult education programs. The C.A.T. method improves the reading levels of students by two years per semester and gives them standard English as a skill in one or two…

Back to the Basics: Birmingham, Alabama, Measurement and Scale

ERIC Educational Resources Information Center

Handley, Lawrence R.; Lockwood, Catherine M.; Handley, Nathan

2005-01-01

"Back to the Basics: Birmingham, Alabama" is the fourth in a series of workshops that focus on teaching foundational map reading and spatial differentiation skills. It is the second published exercise from the Back to the Basics series developed by the Wetland Education through Maps and Aerial Photography (WETMAAP) Program (see…
Back to the Basics: Lake Tahoe, California/Nevada--Spatial Measurement

ERIC Educational Resources Information Center

Handley, Lawrence R.; Lockwood, Catherine M.; Handley, Nathan

2006-01-01

"Back to the Basics: South Lake Tahoe, California/Nevada" continues the series of exercises on teaching foundational map reading and spatial differentiation skills. It is the third published exercise from the Back to the Basics series developed by the Wetland Education through Maps and Aerial Photography (WETMAAP) Program. The current…
The Joliet Junior College Center for Adult Basic Education and Literacy's "Families about Success": Intergenerational Programming That Works.

ERIC Educational Resources Information Center

Irby, Terry R.; And Others

Joliet Junior College's Center for Adult Basic Education and Literacy (CABEL) is responsible for providing adult basic education and support services for adults whose skills in reading and mathematics are below the 12th grade level. Its offerings include instruction in Adult Basic Education (ABE), General Educational Development (GED), English as…
Project CLIMB.

ERIC Educational Resources Information Center

DeLucca, Adolph

1982-01-01

As a state and national model for a basic skills curriculum for Kindergarten through grade 12 students, Coordination Learning Integration--Middlesex Basics (Project CLIMB) is described. The unified system was developed by teachers with administrative support to accomodate all students' reading and mathematics needs. Project CLIMB's development and…
Communication: Beyond the Basics: Other Communication Levels.

ERIC Educational Resources Information Center

Gratz, J. E.; Gratz, Elizabeth

1979-01-01

In addition to the basic communication skills of reading, writing, listening, and speaking, the authors suggest five other levels of communication to help teachers expand students' horizons: kinetic and symbolic; mental; extraterrestrial, biological, and technological; imagery; and perceptual. Each level is briefly discussed. (MF)
Mentor Texts Squared: Helping Students Explore Voice through Readings That Promote Critical Consciousness

ERIC Educational Resources Information Center

Molina, Sarina Chugani; Manasse, Mark

2015-01-01

Much research has been conducted documenting the reading and writing challenges students in pre-college courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses "developmental," "remedial," or "basic skills" courses. These "developmental" students comprise both US-born and immigrant…
Helping Children Develop Skills in Phonic Analysis, Sight Vocabulary and Handwriting.

ERIC Educational Resources Information Center

Rinder, Susan

A study tested the effectiveness of precision teaching through a summer pilot project involving four male students between the ages of 6 and 7, all of whom had demonstrated some difficulty with basic reading skills. The 6-week program concentrated on those skills most important to emergent readers, namely, phonic analysis, sight vocabulary and…
Kodak Skills Enhancement Program Curriculum: Effective Written Communication in the Workplace. Report No. AEP-93-02.

ERIC Educational Resources Information Center

Beaudin, Bart P.; And Others

This teacher's guide is intended for use in presenting a course to help Kodak Corporation employees develop the basic reading skills required in their workplace. The following topics are covered in the modules: prewriting thinking skills; information identification and organization strategies; awareness of the receiver's characteristics and needs;…
Employment Skills for the 21st Century: Applied Activities To Develop a Competitive American Workforce. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This publication is a collection of 201 activities designed to give students practice in developing and applying in meaningful real-life settings both basic academic skills in reading, writing, and computation, and the more advanced higher-order skills of problem solving, critical thinking, group interaction, and oral communication. These…
Preparacion e Iniciacion de la Lectura en Espanol para Maestros de Programas Bilingues. Serie Tierra de Encanto (Preparation and Initiation of Reading in Spanish for Teachers of Bilingual Programs. Land of Enchantment Series).

ERIC Educational Resources Information Center

New Mexico Univ., Albuquerque.

Part of the "Land of Enchantment" series of instructional materials, this very detailed teaching manual is designed to help teachers in bilingual programs prepare students to read Spanish. It contains suggestions for developing reading readiness skills and ways to teach a basic 30-word reading vocabulary. The reading program follows five steps:…
Examining Agreement and Longitudinal Stability among Traditional and RTI-Based Definitions of Reading Disability Using the Affected-Status Agreement Statistic

ERIC Educational Resources Information Center

Waesche, Jessica S. Brown; Schatschneider, Christopher; Maner, Jon K.; Ahmed, Yusra; Wagner, Richard K.

2011-01-01

Rates of agreement among alternative definitions of reading disability and their 1- and 2-year stabilities were examined using a new measure of agreement, the affected-status agreement statistic. Participants were 288,114 first through third grade students. Reading measures were "Dynamic Indicators of Basic Early Literacy Skills" Oral…
Helping Struggling Adolescent Readers: Is Implementation of Different Components of Scholastic's READ 180 Associated with Differences in Student Achievement Gains?

ERIC Educational Resources Information Center

Coffey, Debra J.

2013-01-01

This dissertation uses data from the evaluation of a Striving Readers project to examine the associations between levels of implementation of different components of Scholastic's "READ 180" and student achievement as measured on the Iowa Test of Basic Skills (ITBS) reading assessment. The approach was hierarchical linear modeling using…
A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools

ERIC Educational Resources Information Center

Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.

2010-01-01

This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…
The Effect of a Reading Accommodation on Standardized Test Scores of Learning Disabled and Non Learning Disabled Students.

ERIC Educational Resources Information Center

Meloy, Linda L.; Deville, Craig; Frisbie, David

The effect of the Read Aloud accommodation on the performances of learning disabled in reading (LD-R) and non-learning disabled (non LD) middle school students was studied using selected texts from the Iowa Tests of Basic Skills (ITBS) achievement battery. Science, Usage and Expression, Math Problem Solving and Data Interpretation, and Reading…
Dyslexia in Adults: Evidence for Deficits in Non-Word Reading and in the Phonological Representation of Lexical Items.

ERIC Educational Resources Information Center

Elbro, Carsten; And Others

1994-01-01

Compared to controls, adults (n=102) who reported a history of difficulties in learning to read were disabled in phonological coding, but less disabled in reading comprehension. Adults with poor phonological coding skills had basic deficits in phonological representations of spoken words, even when semantic word knowledge, phonemic awareness,…
A Quest for Quality: Consumer and Homemaking Education in the 80s.

ERIC Educational Resources Information Center

Illinois Teacher of Home Economics, 1985

1985-01-01

Discusses the contributions that consumer and homemaking education make towards improving students' basic skills. These skills include verbal (discussing consumer issues, family relations, child development); reading (product labels, magazine articles, newspapers); writing (reports, notes, term papers); mathematics (budgets, recipe ingredients,…
Language Arts

ERIC Educational Resources Information Center

Fisher, Carol J.

1978-01-01

Presents ideas and activities for teaching basic skills including vocabulary building, learning science from the microclimates, using tape recorders to teach reading, and using monsters to teach metrics. (JMB)
A TEACHER'S GUIDE FOR ADULT BASIC EDUCATION.

ERIC Educational Resources Information Center

BROWN, ANTRONETTE

COMPILED AS AN IDEA AND INFORMATION GUIDE FOR TEACHERS OF ADULT BASIC EDUCATION, THIS DOCUMENT INCLUDES DETAILED TEACHING OBJECTIVES, METHODS, AND MATERIALS (FILMS, FILMSTRIPS, BOOKS, TRANSPARENCIES). THE COURSE INCLUDES (1) READING AND COMMUNICATION SKILLS--PHONICS, VOCABULARY, REFERENCE, AND SO ON, (2) SOCIAL STUDIES--GOVERNMENT, GEOGRAPHY,…
Basic Auditory Processing and Developmental Dyslexia in Chinese

ERIC Educational Resources Information Center

Wang, Hsiao-Lan Sharon; Huss, Martina; Hamalainen, Jarmo A.; Goswami, Usha

2012-01-01

The present study explores the relationship between basic auditory processing of sound rise time, frequency, duration and intensity, phonological skills (onset-rime and tone awareness, sound blending, RAN, and phonological memory) and reading disability in Chinese. A series of psychometric, literacy, phonological, auditory, and character…
Teaching Children to Identify the Main Idea of Expository Texts.

ERIC Educational Resources Information Center

Williams, Joanna P.

1986-01-01

When 11-year-old learning disabled students who were two years behind in reading participated in an instructional program emphasizing comprehension of main ideas using basic categorization and classification skills, there was a significant and substantial improvement in reading comprehension and ability to write sentences containing the main idea…

Sex Differences in Phonological Awareness and Reading Ability

ERIC Educational Resources Information Center

Chipere, Ngoni

2014-01-01

A study was conducted to measure possible sex differences in phonological awareness and reading ability among children in early primary school. A subset of the "Dynamic Indicators of Basic Early Literacy Skills" (DIBELS) was administered to 140 children in kindergarten through to second grade (mean ages five to seven years). Independent…
Poor Anchoring Limits Dyslexics' Perceptual, Memory, and Reading Skills

ERIC Educational Resources Information Center

Oganian, Yulia; Ahissar, Merav

2012-01-01

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

USGS Publications Warehouse

Handley, L.R.; Lockwood, C.M.; Handley, N.

2005-01-01

Back to the Basics: Birmingham, Alabama is the fourth in a series of workshops that focus on teaching foundational map reading and spatial differentiation skills. It is the second published exercise from the Back to the Basics series developed by the Wetland Education through Maps and Aerial Photography (WETMAAP) Program (see Journal of Geography 103, 5: 226-230). Like its predecessor, the current exercise is modified from the Birmingham Back to the Basics workshop offered during the annual National Council for Geographic Education meeting. The focus of this exercise is on scale and measurement, foundational skills for spatial thinking and analysis. ?? 2005 National Council for Geographic Education.
Adult Basic Skills Instructor Training and Experiential Learning Theory.

ERIC Educational Resources Information Center

Marlowe, Mike; And Others

1991-01-01

Competency-based training workshops based on Kolb's experiential learning theory were held for North Carolina adult basic education teachers; 251 attended 1-day sessions and 91 a week-long summer institute. Topics included interpersonal communication, reading, numeracy, language arts, math, assessment, and program evaluation. (SK)
Growth in Oral Reading Fluency in a Semitransparent Orthography: Concurrent and Predictive Relations with Reading Proficiency in Norwegian, Grades 2-5

ERIC Educational Resources Information Center

Arnesen, Anne; Braeken, Johan; Baker, Scott; Meek-Hansen, Wilhelm; Ogden, Terje; Melby-Lervåg, Monica

2017-01-01

This study investigated an adaptation of the Oral Reading Fluency (ORF) measure of the Dynamic Indicators of Basic Early Literacy Skills into a European context for the Norwegian language, which has a more transparent orthography than English. Second-order latent growth curve modeling was used to examine the longitudinal measurement invariance of…
The Validity of ITBS Reading Comprehension Test Scores for Learning Disabled and Non Learning Disabled Students under Extended-Time Conditions.

ERIC Educational Resources Information Center

Huesman, Ronald L., Jr.; Frisbie, David A.

This study investigated the effect of extended-time limits in terms of performance levels and score comparability for reading comprehension scores on the Iowa Tests of Basic Skills (ITBS). The first part of the study compared the average reading comprehension scores on the ITBS of 61 sixth-graders with learning disabilities and 397 non learning…
The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension

ERIC Educational Resources Information Center

Petscher, Yaacov; Kim, Young-Suk

2011-01-01

This study used data from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2002) oral reading fluency (ORF) probes to examine variation among different ORF score types (i.e., the median of three passages, the mean of all three passages, the mean of passages 2 and 3, and the score from passage 3) in predicting…
Budgeting Skills: Functional Living Skills for Adolescents and Adults with Mild and Moderate Disabilities.

ERIC Educational Resources Information Center

Nishioka-Evans, Vicki; And Others

Intended primarily for parents of teenagers or young adults with mild and moderate mental disabilities, this guide offers a specific program to teach basic budgeting skills. The program is differentiated for teenagers who either can count money or who have trouble reading and counting money. The program for teenagers who can count money begins…
Understanding Our World through Geography. Activities To Improve Geography Skills and Promote Ecology.

ERIC Educational Resources Information Center

Aten, Jerry

This book focuses on improving geography skills and knowledge of basic concepts for grades 4-8, through a variety of activities and resources. The book is divided into six sections that combine to make it convenient for use. The sections include: (1) "Map Reading Skills"; (2) "Geography Concepts and Definitions"; (3) "Peoples of the World"; (4) "A…
Between the Lines. A Basic Skills Newspaper Pack.

ERIC Educational Resources Information Center

Adult Literacy and Basic Skills Unit, London (England).

This document incorporates source materials from local and regional newspapers from different parts of the United Kingdom into learning activities to develop literacy skills. The activities are organized into seven sections as follows: local newspapers (types of local newspapers, regular and special features, columns and blocks, and reading the…
The Dynamics of Motivation in Teaching Literacy Skills.

ERIC Educational Resources Information Center

Stanchfield, Jo M.

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

ERIC Educational Resources Information Center

Kaplan, Gary

2014-01-01

Accuplacer is, like the SAT, a suite of tests. It assesses concrete English and math skills--things like decimals, percents, equations, reading comprehension and basic writing skills. Accuplacer tests are used by community colleges, state colleges and public universities in all New England states to place incoming students in the right courses.…
Basic Mathematics Operations--A Math Practice Booklet.

ERIC Educational Resources Information Center

Herr, Nicholas K.

Intended for use in vocational high schools, the workbook is designed to help the student understand and develop skill in performing the four basic arithmetical operations: addition, subtraction, multiplication, and division. Also stressed is the correct reading and writing of numbers. The booklet consists of explanatory text, arithmetic problems,…
KANSAS STATE PLAN FOR ADULT BASIC EDUCATION.

ERIC Educational Resources Information Center

Kansas State Dept. of Public Instruction, Topeka.

THE KANSAS PLAN IS DESIGNED TO HELP ESTABLISH NEW LOCAL ADULT BASIC EDUCATION PROGRAMS, AND TO EXPAND AND IMPROVE EXISTING ONES. INSTRUCTIONAL CONTENT WILL INCLUDE READING AND WRITING, SPEAKING AND LISTENING SKILLS, CITIZENSHIP, CONSUMER EDUCATION, HUMAN RELATIONS, AND FAMILY LIFE EDUCATION. EARLY STAGES OF PLANNING (TO JUNE 30, 1966) WILL STRESS…
Homemaking. A Reading & Language Workbook.

ERIC Educational Resources Information Center

Mankoski, Linda C.

Developed for use in the academic communication classroom of a middle school for the deaf, this student workbook is designed to reinforce the vocabulary and skills presented by the pre-vocational teacher in three areas of home economics: basic cooking, home care, and basic sewing. Each section contains new word lists, short stories, comprehension…
WIOA: Implications for Low-Scoring Adult Learners

ERIC Educational Resources Information Center

Pickard, Amy

2016-01-01

A substantial proportion of participants in public adult education programs struggle with "basic" academic print literacy skills. According to the 2014-2015 National Reporting System (NRS) data, 48.7% of the national adult basic education/adult secondary education (ABE/ ASE) population tested as reading at or below the "Low…
Back to the Basics: An Investigation of School- and District-Level Remediation Efforts Associated with Minnesota's Basic Standards for High School Graduation.

ERIC Educational Resources Information Center

Schleisman, Jane L.; Peterson, Kristin A.; Davison, Mark L.

This report describes an investigation of the types of additional instructional opportunities and remediation efforts provided by Minnesota schools and districts for students who do not initially meet basic skill requirements in reading and/or mathematics in eighth grade. Primary research questions included: What additional instructional…
Meaningful Reading Gains by Adult Literacy Learners

ERIC Educational Resources Information Center

Scarborough, Hollis S.; Sabatini, John P.; Shore, Jane; Cutting, Laurie E.; Pugh, Kenneth; Katz, Leonard

2013-01-01

To obtain a fuller picture of the efficacy of reading instruction programs for adult literacy learners, gains by individual students were examined in a sample (n = 148) in which weak to moderate gains at the group level had been obtained in response to tutoring interventions that focused on strengthening basic decoding and fluency skills of low…
The Quotation Theory of Writing

ERIC Educational Resources Information Center

Olson, David R.; Oatley, Keith

2014-01-01

Learning to read and write is seen as both the acquisition of skills useful in a modern society and an introduction to a world increasingly organized around the reading and writing of authoritative texts. While most agree on the importance of writing, insufficient attention has been given to the more basic question of just what writing is, that…
Recipe for Reading.

ERIC Educational Resources Information Center

Jenkins, Jacquelyn W.; Shaul, Nancy Pera

The program described in this paper was based upon the premise that the activity of cooking in the classroom is an excellent way of integrating all areas of learning and a very useful reading vehicle. Through cooking activities and related field trips, children can add to both their knowledge in basic subject areas and their motor skills as well…

Promoting Literacy in Students with ASD: The Basics for the SLP

ERIC Educational Resources Information Center

Lanter, Elizabeth; Watson, Linda R.

2008-01-01

Purpose: This article provides a tutorial for speech-language pathologists (SLPs) concerning approaches for improving the reading skills of students with autism spectrum disorder (ASD). SLPs are encouraged to modify their role to include a literacy focus, not only because of inclusion and standardized reading tests, but also because SLPs offer…
Are Fluency Measures Accurate Predictors of Reading Achievement?

ERIC Educational Resources Information Center

Schilling, Stephen G.; Carlisle, Joanne F.; Scott, Sarah E.; Zeng, Ji

2007-01-01

This study focused on the predictive validity of fluency measures that comprise Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Data were gathered from first through third graders attending 44 schools in 9 districts or local educational agencies that made up the first Reading First cohort in Michigan. Students were administered DIBELS…
Literacy Coaches' Perceptions of a Formative Fluency Assessment in Urban Elementary Schools

ERIC Educational Resources Information Center

Ellison, Marclette

2013-01-01

In "Reading First" schools throughout the United States, literacy coaches administer the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) as the sole measure of fluency and then offer instructional recommendations for students with reading difficulties based on those results. However, critics of DIBELS question its accuracy for…
Teaching Both Sides of the Brain: Book II: Reading.

ERIC Educational Resources Information Center

Dombrower, Jule; And Others

Part of a program to increase the academic growth of preschool and primary grade students through the utilization of brain hemisphere research, this volume contains lessons designed to improve basic reading skills. Material is divided into two sections. Section 1 contains 17 activities to develop letter and word recognition. In activities 1-12,…
Reading Comprehension & Social Information Processing of Students with and without Learning Disabilities

ERIC Educational Resources Information Center

Kessler, Michele Lynn

2009-01-01

Students with learning disabilities (LD) often struggle with reading comprehension (Shaywitz, 2003), even after attaining basic decoding skills. Similar proportions of students with LD have also been found to differ from their typical peers in some aspect of social adjustment (Kavale & Forness, 1996). Yet there is very little known about the…
Interaction Quality during Partner Reading

PubMed Central

Meisinger, Elizabeth B.; Schwanenflugel, Paula J.; Bradley, Barbara A.; Stahl, Steven A.

2009-01-01

The influence of social relationships, positive interdependence, and teacher structure on the quality of partner reading interactions was examined. Partner reading, a scripted cooperative learning strategy, is often used in classrooms to promote the development of fluent and automatic reading skills. Forty-three pairs of second grade children were observed during partner reading sessions taking place in 12 classrooms. The degree to which the partners displayed social cooperation (instrumental support, emotional support, and conflict management) and on/off task behavior was evaluated. Children who chose their own partners showed greater social cooperation than those children whose teacher selected their partner. However, when the positive interdependence requirements of the task were not met within the pair (neither child had the skills to provide reading support or no one needed support), lower levels of on-task behavior were observed. Providing basic partner reading script instruction at the beginning of the year was associated with better social cooperation during partner reading, but providing elaborated instruction or no instruction was associated with poorer social cooperation. It is recommended that teachers provide basic script instruction and allow children to choose their own partners. Additionally, pairings of low ability children with other low ability children and high ability children with other high ability children should be avoided. Teachers may want to suggest alternate partners for children who inadvertently choose such pairings or adjust the text difficulty to the pair. Overall, partner reading seems to be an enjoyable pedagogical strategy for teaching reading fluency. PMID:19830259
Introductory Spanish: Part 3.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

These Quinmester Program materials are intended for students developing the basic skills of reading, writing, speaking, and listening. Performance Objectives are outlined and structural exercises treating "-e" and "-i" verbs,…
Orthographic learning and self-teaching in a bilingual and biliterate context.

PubMed

Schwartz, Mila; Kahn-Horwitz, Janina; Share, David L

2014-01-01

The aim of this study was to examine self-teaching in the context of English as a foreign language literacy acquisition. Three groups comprising 88 sixth-grade children participated. The first group consisted of Russian-Hebrew-speaking bilinguals who had acquired basic reading skills in Russian as their first language (L1) and literacy and who were literate in Hebrew as a second language. The second group consisted of Russian-Hebrew-speaking bilinguals who had not learned to read in their native Russian but had acquired Hebrew as their first literate language. The third group consisted of Hebrew-speaking monolingual children who were literate in Hebrew. This design facilitated examining the effect of biliteracy and bilingualism on basic English reading skills. We hypothesized that due to the proximity between the Russian and English orthographies as opposed to the Hebrew-English "distance," the Russian-Hebrew-speaking biliterate group who acquired basic reading and spelling skills in L1 Russian would have superior self-teaching in English as opposed to the two other groups. The standard two-session self-teaching paradigm was employed with naming (speed and accuracy) and orthographic choice as posttest measures of orthographic learning. Results showed that after 4 years of English instruction, all three groups showed evidence of self-teaching on naming speed and orthographic recognition. The Russian-Hebrew-speaking biliterate group, moreover, showed a partial advantage over the comparison groups for initial decoding of target pseudowords and clear-cut superiority for measures of later orthographic learning, thereby showing self-teaching while supporting the script dependence hypothesis. Copyright © 2013 Elsevier Inc. All rights reserved.
Shop Math for the Metal Trades. Combination Welder Apprentice, Machinist Helper, Precision Metal Finisher, Sheet Metal Worker Apprentice. A Report on Metal Trades Industry Certified, Single-Concept, Mathematical Learning Projects to Eliminate Student Math Fears.

ERIC Educational Resources Information Center

Newton, Lawrence R.

This project (1) identifies basic and functional mathematics skills (shop mathematics skills), (2) provides pretests on these functional mathematics skills, and (3) provides student learning projects (project sheets) that prepare metal trades students to read, understand, and apply mathematics and measuring skills that meet entry-level job…
Test Content Specifications for the Survey of Basic Skills; Mathematics, Grades Six and Twelve.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento.

Under the California Assembly Bill 665 of 1972, the state assessment program must test all students in grades 1, 2, 3, 6, and 12 in reading skills, and those in grades 6 and 12 to assess their skills in effectiveness of written expression, spelling, and mathematics. The state may develop its own tests, and a matrix sampling approach may be used…
AI Tools for Foreign Language Training

DTIC Science & Technology

1989-07-01

certain of the four basic language skills (reading, writing, speak- ing, hearing ) are supported in this envircnmnnt. hile this argument is valid, we... skills . While this paper will not review the psycholinguistic parameters pertaining to foreign language learning, we mention it as cne of the essential...Institute Technologies for Skill Acquisition and Retention Technical Area Zita M. Simutis, Chief Training Research Laboratory Jack H. HiJler, Director U.S
My Name is not Kevin...It's Michelangelo

ERIC Educational Resources Information Center

Elliott, Marion L.

1977-01-01

An unique approach toward a deeper understanding of art and artists by elementary school students, author also suggests implications for strengthening the basic skills of reading and writing. (Editor)
ABE/Pre-Vocational Skills Program. A Teacher's Guide and Curriculum for Pre-Clerical Training.

ERIC Educational Resources Information Center

Johnson, Brenda J.

This manual is designed for teacher use for a 10-week course to prepare chronically unemployed adults to enter traditional clerical courses or job training programs offered by temporary-employment-agencies. The competency-based curriculum provides adults with basic skills in grammar, usage, reading, writing, listening, mathematics, keyboarding,…
English Spelling Errors Made by Arabic-Speaking Students

ERIC Educational Resources Information Center

Al-Busaidi, Saleh; Al-Saqqaf, Abdullah H.

2015-01-01

Spelling is a basic literacy skill in any language as it is crucial in communication. EFL students are often unable to spell or pronounce very simple monosyllabic words even after several years of English instruction. Similarly, teachers and researchers usually focus on the larger skills such as speaking and reading and ignore the smaller…
Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

ERIC Educational Resources Information Center

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2016-01-01

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…
Northern Cheyenne Follow Through Project. Lame Deer, Montana 59043.

ERIC Educational Resources Information Center

Montana State Dept. of Public Instruction, Helena.

Focusing on the basic skills of reading, math, and handwriting, the Northern Cheyenne Follow Through Project utilizes six concepts. First, token delivery of contract system for motivation involves having the child earn tokens or work on a contract as he accomplishes tasks in specific skills. During the spend period, he may trade for desired…
That Figures. A Mathematics Resource Package for Intermediate Grades. Revised.

ERIC Educational Resources Information Center

Hintz, Marilyn; Ziegler, Jerry

This resource package deals with elementary level mathematics in daily living, substituting newspapers as a refreshing change from mathematics texts. A total of 40 exercises are intended to provide review and reinforcement for skills previously taught in formal lessons. Skill or concept areas included are: reading large numbers; basic operations;…
Technology Education: A Contemporary Perspective

ERIC Educational Resources Information Center

Litowitz, Len S.; Warner, Scott A.

2008-01-01

In the June 2007 issue of "Phi Delta Kappan" (EJ767455), James Howlett and Brad Huff authored an article about the strong relationship between basic skills in math and reading and such technical skills as machining, drafting, and working with electricity or electronics. They also suggested that, as a result of No Child Left Behind, the…
School to Work Program as a Contributor to Adult Literacy Skill Development

ERIC Educational Resources Information Center

Nuno-Toledo, Elsa

2010-01-01

The purpose of this study was to investigate the relationship between the learning of basic reading literacy skills in a contextualized, educational career technical training program, specifically the School to Work Program. The study explores whether adult literacy rates can change through students' participation in a contextualized, educational…
Poetry and Alkali Metals: Building Bridges to the Study of Atomic Radius and Ionization Energy

ERIC Educational Resources Information Center

Araujo, J. L.; Morais, C.; Paiva, J. C.

2015-01-01

Exploring chemistry through its presence in the literature in general, and poetry in particular, may increase students' curiosity, may enhance several basic skills, such as writing, reading comprehension and argumentative skills, as well as may improve the understanding of the chemistry topics covered. Nevertheless, the pedagogical potential of…

Bridging Authentic Experiences and Literacy Skills through the Language Experience Approach

ERIC Educational Resources Information Center

Huang, Jiuhan

2013-01-01

Although the research base is small on adult English language learners (ELLs) who are learning English while also acquiring basic literacy, this research can still guide instructional practices. The essential components of reading skills suggests that the Language Experience Approach has the potential to integrate relevant meaning-focused reading…
State Compensatory Education: 1979-80. Final Technical Report. Publication No. 79.18.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

A major portion of Texas' State Compensatory Education (SCE) evaluation resources for 1979-80 was devoted to activities related to the statewide assessment of fifth and ninth graders' skills in reading, mathematics, and writing (the Texas Assessment of Basic Skills Project). For purposes of this report, evaluation activity and information is…
Basic Auditory Processing Skills and Phonological Awareness in Low-IQ Readers and Typically Developing Controls

ERIC Educational Resources Information Center

Kuppen, Sarah; Huss, Martina; Fosker, Tim; Fegan, Natasha; Goswami, Usha

2011-01-01

We explore the relationships between basic auditory processing, phonological awareness, vocabulary, and word reading in a sample of 95 children, 55 typically developing children, and 40 children with low IQ. All children received nonspeech auditory processing tasks, phonological processing and literacy measures, and a receptive vocabulary task.…
Strategic Interventions

ERIC Educational Resources Information Center

Deshler, Donald D.; Tollefson, Julie M.

2006-01-01

Despite numerous successes achieved by American schools in recent years, one of the remaining challenges is the large number of adolescents who lack basic literacy skills. Nearly 25 percent of 8th and 12th graders score below the basic level in reading on the National Assessment of Educational Progress and only 70 percent of all high school…
Development and Evaluation of a Vocational Experience Curriculum for Educable and Disadvantaged Students. Final Report.

ERIC Educational Resources Information Center

Hardin County Board of Education, Elizabethtown, KY.

A project was designed to measure the effects of integrating basic reading and mathematical instruction with prevocational instruction through the addition of a basic skills resource room, a technical simulation unit, and guidance and counseling to the ninth grade vocational experience program for educable mentally handicapped and disadvantaged…
Literacy Competence Formation of the Modern School

ERIC Educational Resources Information Center

Tavdgiridze, Lela

2016-01-01

In 2006 45 countries carried out the international literacy survey which revealed that the majority of 9-10 years children have not proper basic reading skills. Georgian children also took part in the survey. The fact that I work with future-teachers, who have to teach children to read and write, led me to become interested in this issue. Literacy…
Classification of High and Low Achievers in a Music Sight-Reading Task

ERIC Educational Resources Information Center

Kopiez, Reinhard; Weihs, Claus; Ligges, Uwe; Lee, Ji In

2006-01-01

The unrehearsed performance of music, called "sight-reading" (SR), is a basic skill for all musicians. It is of particular interest for musical occupations such as the piano accompanist, the conductor, or the correpetiteur. However, up until now, there is no theory of SR which considers all relevant factors such as practice-related…
Response to Intervention within Tier 3: A Model for Data Teams

ERIC Educational Resources Information Center

Sgouros, Ilana; Walsh, Karen

2012-01-01

There is increasing evidence that a significant number of children in America are not learning important basic reading skills. Response to intervention (RTI) for support in reading is appropriate, but what does a school district do about students who are in Tier 3 and not making progress? Teachers and psychologists at the Special School District…
Head Start for Learning Disabled Students. Final Report 1990-1991.

ERIC Educational Resources Information Center

Reading Area Community Coll., PA.

A project was conducted at Reading Area Community College (Pennsylvania) to develop the basic reading, writing, and mathematics skills of students with learning disabilities, to develop the self-esteem of these students, to motivate them, and to develop a model program that could be used by other adult education providers. The project featured a…
Let's Read Together: Tools for Early Literacy Development for All Young Children

ERIC Educational Resources Information Center

Bruns, Deborah A.; Pierce, Corey D.

2007-01-01

Early literacy development is the gateway to reading and future academic success. Learning about sound-letter correspondence and basic decoding strategies are but two fundamental skills that have been found to support this later success. In addition, an emphasis on environmental print (e.g., McDonald's, Wal-Mart, Shell) and functional print (e.g.,…
Fostering Intrinsic Motivation, Learning Goals, and Fluid Beliefs of Intelligence among Struggling Readers: An Intervention Study

ERIC Educational Resources Information Center

Orkin, Melissa

2013-01-01

Beginning in elementary school, those students who struggle to acquire basic reading skills tend to demonstrate a stronger tendency towards task avoidance. As a result of their avoidant behaviors, students' reading ability progresses at a slower rate, which leads to further task evasion. The current study addressed task avoidance among…
An Analysis of Teacher Candidate Success as Measured by Admission Requirements

ERIC Educational Resources Information Center

Texas, Araceli Garza; Mundy, Marie-Anne; Varela, Daniella; Ybarra, Anissa; Yuma, Stephanie

2016-01-01

There has been little to no data indicating that candidate scores on the Nelson Denny Reading Assessment, entrance GPA, and basic skills were effective measures for success in educator preparation programs. This study contributed to the body of knowledge by evaluating whether candidate scores on the Nelson Denny Reading Assessment, entrance GPA,…
The Relation between DIBELS, Reading Comprehension, and Vocabulary in Urban First-Grade Students

ERIC Educational Resources Information Center

Riedel, Brant W.

2007-01-01

The relation between Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and reading comprehension at the end of first grade and second grade was examined in a sample of 1,518 first-grade students from a large urban school district. Receiver Operating Characteristic (ROC) analyses were used to determine optimal DIBELS cut scores for…
Test Review: Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement

ERIC Educational Resources Information Center

Villarreal, Victor

2015-01-01

The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014a) is an individually administered measure containing tests of reading, mathematics, written language, and academic knowledge. Areas of reading, mathematics, and written language each include tests of basic skills, fluency, and application. Academic…
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,…
The PRAXIS I Math Study Guide Questions and the PRAXIS I Math Skills Test Questions: A Statistical Study

ERIC Educational Resources Information Center

Wilkins, M. Elaine

2012-01-01

In 2001, No Child Left Behind introduced the highly qualified status for k-12 teachers, which mandated the successful scores on a series of high-stakes test; within this series is the Pre-Professional Skills Test (PPST) or PRAXIS I. The PPST measures basic k-12 skills for reading, writing, and mathematics. The mathematics sub-test is a national…
Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background

PubMed Central

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

2015-01-01

The core deficit underlying developmental dyslexia (DD) has been identified in difficulties in dynamic and rapidly changing auditory information processing, which contribute to the development of impaired phonological representations for words. It has been argued that enhancing basic musical rhythm perception skills in children with DD may have a positive effect on reading abilities because music and language share common mechanisms and thus transfer effects from the former to the latter are expected to occur. A computer-assisted training, called Rhythmic Reading Training (RRT), was designed in which reading exercises are combined with rhythm background. Fourteen junior high school students with DD took part to 9 biweekly individual sessions of 30 min in which RRT was implemented. Reading improvements after the intervention period were compared with ones of a matched control group of 14 students with DD who received no intervention. Results indicated that RRT had a positive effect on both reading speed and accuracy and significant effects were found on short pseudo-words reading speed, long pseudo-words reading speed, high frequency long words reading accuracy, and text reading accuracy. No difference in rhythm perception between the intervention and control group were found. Findings suggest that rhythm facilitates the development of reading skill because of the temporal structure it imposes to word decoding. PMID:26500581
Reading Scientific Papers for Understanding: Revisiting Watson and Crick (1953)

ERIC Educational Resources Information Center

Kinchin, Ian M.

2005-01-01

The ability to use the research literature within a given field is a basic skill that students should acquire as part of their higher education studies. However, undergraduates need support in developing this skill. The use of concept maps as an aid to interrogating the literature is described here. This may help students to highlight key issues…
Primary School Curriculum for Educable Mentally Retarded Children: A Turkish Case

ERIC Educational Resources Information Center

Demirel, Melek

2010-01-01

Educable mental retardation is a delay in acquiring basic reading, writing and counting skills emerging through late speaking and linguistic development along with social, emotional or behavioral problems. It is pointed out that such children have intelligence in the 45-74 range, and that they are incompetent in terms of language skills,…
Recent Federal Legislation Added Listening as a Determinant of Literacy: Educators Must Provide Listening Instruction.

ERIC Educational Resources Information Center

West, Judy Ferguson

Listening skills are the most used and least taught of the communication skills. However, in 1978 the United States federal government, through the Elementary and Secondary Education Act, added listening and speaking to reading, writing, and arithmetic as determinants of literacy and needed basic competencies. Through the 1978 legislation, funds…

Six-Year Ukrainian as a Second Language Program, Grade 11 Teaching Unit.

ERIC Educational Resources Information Center

Boruszczak, Bohdan

The teaching unit provides materials for the fifth year of the six-year secondary school curriculum in Ukrainian as a second language. It focuses on basic vocabulary and communications skills related to the theme of "the restaurant" including: the development of listening, speaking, reading, and writing skills; specific elements of grammar (verb…
Secondary School Violence and Hawai'i's Mahu Population

ERIC Educational Resources Information Center

Morgan, Dan

2010-01-01

Education is central to the lives of U.S. children. Aside from learning reading and writing, children in schools learn social and cultural norms as well as the development of basic communicative, critical thinking, and interpersonal skills. Schools are a fundamental institution in the U.S. and it is here that students learn not only skills and…
Kodak Skills Enhancement Program Curriculum: Applying Written Information in the Workplace. Report No. AEP-93-03.

ERIC Educational Resources Information Center

Beaudin, Bart P.; And Others

This teacher's guide is intended for use in helping Kodak Corporation employees develop the basic reading skills required in their workplace. The following topics are covered in the individual modules: identifying and summarizing key ideas; mastering four techniques for accessing information (i.e., skimming, scanning, sequencing, and identifying a…
Can Explicit Teaching of Knowledge Improve Reading Attainment? An Evaluation of the Core Knowledge Curriculum

ERIC Educational Resources Information Center

See, Beng Huat; Gorard, Stephen; Siddiqui, Nadia

2017-01-01

In England, as elsewhere, there is a tension in primary schools between imparting knowledge and teaching basic skills like literacy and numeracy. State-mandated programmes are generally concerned with structure and skills. However, a number of ministers and advisers across administrations have sought to expand the explicit teaching of world…
Making the Link between Libraries and Adult Basic Skills.

ERIC Educational Resources Information Center

Clarke, Genevieve

2002-01-01

Vital Link is a British program that links national reading and literacy organizations with libraries. The focus is on how libraries can support and motivate existing learners while attracting new learners. (JOW)
Perceptual-cognitive skills and performance in orienteering.

PubMed

Guzmán, José F; Pablos, Ana M; Pablos, Carlos

2008-08-01

The goal was analysis of the perceptual-cognitive skills associated with sport performance in orienteering in a sample of 22 elite and 17 nonelite runners. Variables considered were memory, basic orienteering techniques, map reading, symbol knowledge, map-terrain-map identification, and spatial organisation. A computerised questionnaire was developed to measure the variables. The reliability of the test (agreement between experts) was 90%. Findings suggested that competence in performing basic orienteering techniques efficiently was a key variable differentiating between the elite and the nonelite athletes. The results are discussed in comparison with previous studies.
Reading impairments in schizophrenia relate to individual differences in phonological processing and oculomotor control: evidence from a gaze-contingent moving window paradigm.

PubMed

Whitford, Veronica; O'Driscoll, Gillian A; Pack, Christopher C; Joober, Ridha; Malla, Ashok; Titone, Debra

2013-02-01

Language and oculomotor disturbances are 2 of the best replicated findings in schizophrenia. However, few studies have examined skilled reading in schizophrenia (e.g., Arnott, Sali, Copland, 2011; Hayes & O'Grady, 2003; Revheim et al., 2006; E. O. Roberts et al., 2012), and none have examined the contribution of cognitive and motor processes that underlie reading performance. Thus, to evaluate the relationship of linguistic processes and oculomotor control to skilled reading in schizophrenia, 20 individuals with schizophrenia and 16 demographically matched controls were tested using a moving window paradigm (McConkie & Rayner, 1975). Linguistic skills supporting reading (phonological awareness) were assessed with the Comprehensive Test of Phonological Processing (R. K. Wagner, Torgesen, & Rashotte, 1999). Eye movements were assessed during reading tasks and during nonlinguistic tasks tapping basic oculomotor control (prosaccades, smooth pursuit) and executive functions (predictive saccades, antisaccades). Compared with controls, schizophrenia patients exhibited robust oculomotor markers of reading difficulty (e.g., reduced forward saccade amplitude) and were less affected by reductions in window size, indicative of reduced perceptual span. Reduced perceptual span in schizophrenia was associated with deficits in phonological processing and reduced saccade amplitudes. Executive functioning (antisaccade errors) was not related to perceptual span but was related to reading comprehension. These findings suggest that deficits in language, oculomotor control, and cognitive control contribute to skilled reading deficits in schizophrenia. Given that both language and oculomotor dysfunction precede illness onset, reading may provide a sensitive window onto cognitive dysfunction in schizophrenia vulnerability and be an important target for cognitive remediation. 2013 APA, all rights reserved
Under Federal Pressure, District Addresses ELLs

ERIC Educational Resources Information Center

Zehr, Mary Ann

2009-01-01

Nurta Muktar, a 17-year-old refugee of Somali heritage, learned to read this school year at East High School. It likely would not have happened if East High did not provide classes in basic reading skills for English-language learners (ELLs). And the school likely would not have such classes, some Salt Lake City teachers say, if the U.S.…
The Effects of Curriculum in Motion on Reading Scores for Male Students with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Pritchard, Jan Teena

2013-01-01

The most basic and fundamental skill for academic success is the ability to read. The purpose of this 1-group pretest and posttest pre-experimental quantitative study was to investigate how a unique instructional approach, called "curriculum in motion" with an emphasis on therapeutic martial arts and Brain Gym exercises influenced…
Mission I'm Possible: Effects of a Community-Based Project on the Basic Literacy Skills of At-Risk Kindergarteners

ERIC Educational Resources Information Center

Chong, Wan Har; Moore, Dennis W.; Nonis, Karen P.; Tang, Hui Nee; Koh, Patricia; Wee, Sharon

2014-01-01

This study used a nonequivalent group design to evaluate the impact of an emergent literacy intervention on preschool children identified with early reading difficulties. Thirty-five children were compared with 39 typically developing classroom peers on various reading measures in a community-based project--"Mission I'm Possible" (MIP),…
Affected Aspects Regarding Literacy and Numeracy in Children Treated for Brain Tumors.

PubMed

Lönnerblad, Malin; Lovio, Riikka; Berglund, Eva; Van't Hooft, Ingrid

The aim of this study was to investigate the test results of reading speed, reading comprehension, word comprehension, spelling, basic arithmetic skills, and number sense (intuitive understanding of numbers) by children treated for brain tumors. This is a retrospective study based on medical records, including standardized academic tests. In the years of 2010 to 2014, all children in the area of Stockholm between 7 and 18 years (IQ <70) who had no major linguistic or motor difficulties after they had undergone treatment for brain tumors were offered a special education assessment one year after treatment, at school start, or the year before a transition from one stage to another. Our results indicate that children treated for a brain tumor are at risk of having difficulties in spelling, reading speed, and arithmetic and that the test performance may decline over years in arithmetic and spelling. Children diagnosed at age 0 to 6 years may need extra tutoring at school start, especially in basic arithmetic skills. In both reading and mathematics, many children perform better on tests focused on understanding than on tests focused on speed. Continuous special needs assessments including different aspects of literacy and numeracy, are important for understanding each child's specific needs.
Reading, Writing & Rings: Science Literacy for K-4 Students

NASA Astrophysics Data System (ADS)

McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

2007-12-01

Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.
Enhancing academic achievement for children with Attention-Deficit Hyperactivity Disorder: evidence from school-based intervention research.

PubMed

Jitendra, Asha K; Dupaul, George J; Someki, Fumio; Tresco, Katy E

2008-01-01

Although children with Attention-Deficit Hyperactivity Disorder (ADHD) exhibit significant academic difficulties in school settings, considerably less attention is devoted to remediating their academic problems when compared to behavioral and social difficulties. The purpose of this article is to review empirically supported academic interventions for children with ADHD. Specific evidence-based academic interventions are described under the categories of reading and mathematics, with examples that illustrate teacher-mediated interventions focusing on basic skills (e.g., phonological awareness in reading, mathematics computation) and higher-level cognitive skills (e.g., collaborative strategic reading, CSR; schema-based instruction, SBI). Finally, implications for educational practice and directions for future research on school-based academic interventions for students with ADHD are discussed.
An Examination of the Quality of Literacy Skill Assessments across Levels of Second-Grade, Spanish-Speaking, English-Language Learners

ERIC Educational Resources Information Center

Gutierrez, Gabriel

2010-01-01

The current study examined the quality of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) across a sample of second-grade English Language (EL) learners with varying degrees of English proficiency (e.g., students with beginning, early intermediate, intermediate, early advanced, and advanced levels). DIBELS Oral Reading Fluency…
Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.

ERIC Educational Resources Information Center

Mikulecky, Larry

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…
Re-Conceptualizing Extra Help for High School Students in a High Standards Era.

ERIC Educational Resources Information Center

Balfanz, Robert; McPartland, James; Shaw, Alta

The push for higher academic standards has resulted in an increase in the numbers of high school students needing extra help. The need for extra help is most pervasive in high-poverty areas and most high school students need extra help not in traditional basic elementary skills but in reading, mathematics, and advanced reasoning skills. Most…
Linea abierta -- Comunicacion en espanol. Nivel Uno (Open Line -- Communication in Spanish. Level One).

ERIC Educational Resources Information Center

Dissemination and Assessment Center for Bilingual Education, Austin, TX.

This text is the first of a series of four units concerning language skills for Spanish speakers of limited English-speaking ability in grades 6-9. The text includes a variety of learning experiences designed to develop competence in the student's cognitive and affective skills derived from the following basic areas: listening, speaking, reading,…
Literacy and Social Justice: Understanding Student Perceptions and Conceptions about Literature

ERIC Educational Resources Information Center

Crosthwaite, Jennifer M.

2015-01-01

Literacy and learning is a social process, one that is both transformative, empowering, and can often lead to social change. The following study is based on the idea that literacy can be used as a tool not only to teach the basic skills of reading, but the skills for individuals to learn to be compassionate towards others, understand their…
Designing Personalized Spaces that Impact Student Achievement

ERIC Educational Resources Information Center

Fielding, Randy

2009-01-01

"Yes we can!" Those famous three words of the Obama campaign could serve as the theme for the culture of hope and excellence at the Cristo Rey Jesuit High School in Minneapolis, Minnesota. Many of the students arrive in the 9th grade with reading and math skills at an early elementary school level. Others lack the basic life skills to…
How logical reasoning mediates the relation between lexical quality and reading comprehension.

PubMed

Segers, Eliane; Verhoeven, Ludo

The present study aimed to examine the role of logical reasoning in the relation between lexical quality and reading comprehension in 146 fourth grade Dutch children. We assessed their standardized reading comprehension measure, along with their decoding efficiency and vocabulary as measures of lexical quality, syllogistic reasoning as measure of (verbal) logical reasoning, and nonverbal reasoning as a control measure. Syllogistic reasoning was divided into a measure tapping basic, coherence inferencing skill using logical syllogisms, and a measure tapping elaborative inferencing skill using indeterminate syllogisms. Results showed that both types of syllogisms partly mediated the relation between lexical quality and reading comprehension, but also had a unique additional effect on reading comprehension. The indirect effect of lexical quality on reading comprehension via syllogisms was driven by vocabulary knowledge. It is concluded that measures of syllogistic reasoning account for higher-order thinking processes that are needed to make inferences in reading comprehension. The role of lexical quality appears to be pivotal in explaining the variation in reading comprehension both directly and indirectly via syllogistic reasoning.

Writing for New Readers: Message-Making in Print. Workshop Series. Occasional Papers on Basic Education. Paper Nr. 1.

ERIC Educational Resources Information Center

Bhola, H. S.

At the heart of the enterprise of providing reading materials to new readers is the writer. The writer must write before the new literates can read and must write both effectively and interestingly. Although talent helps, acquired skills play an important part in writing, especially in expository writing. More important, to enable them to produce…
Basic Education for Adults: Pathways to College and Careers for Washington's Emerging Workforce. Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2015

2015-01-01

This brief describes the Basic Education for Adults (BEdA) programs that bridge the gap between school and work, thereby creating pathways to college and careers for Washington's emerging workforce. BEdA programs teach foundational skills--reading, writing, math, technology and English language--so adults can move through college and into…
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. PMID:26869981
Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.
Numerical Capacities as Domain-Specific Predictors beyond Early Mathematics Learning: A Longitudinal Study

PubMed Central

Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

2013-01-01

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3rd and 4th grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively “start-up” tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school. PMID:24255710
Numerical capacities as domain-specific predictors beyond early mathematics learning: a longitudinal study.

PubMed

Reigosa-Crespo, Vivian; González-Alemañy, Eduardo; León, Teresa; Torres, Rosario; Mosquera, Raysil; Valdés-Sosa, Mitchell

2013-01-01

The first aim of the present study was to investigate whether numerical effects (Numerical Distance Effect, Counting Effect and Subitizing Effect) are domain-specific predictors of mathematics development at the end of elementary school by exploring whether they explain additional variance of later mathematics fluency after controlling for the effects of general cognitive skills, focused on nonnumerical aspects. The second aim was to address the same issues but applied to achievement in mathematics curriculum that requires solutions to fluency in calculation. These analyses assess whether the relationship found for fluency are generalized to mathematics content beyond fluency in calculation. As a third aim, the domain specificity of the numerical effects was examined by analyzing whether they contribute to the development of reading skills, such as decoding fluency and reading comprehension, after controlling for general cognitive skills and phonological processing. Basic numerical capacities were evaluated in children of 3(rd) and 4(th) grades (n=49). Mathematics and reading achievements were assessed in these children one year later. Results showed that the size of the Subitizing Effect was a significant domain-specific predictor of fluency in calculation and also in curricular mathematics achievement, but not in reading skills, assessed at the end of elementary school. Furthermore, the size of the Counting Effect also predicted fluency in calculation, although this association only approached significance. These findings contrast with proposals that the core numerical competencies measured by enumeration will bear little relationship to mathematics achievement. We conclude that basic numerical capacities constitute domain-specific predictors and that they are not exclusively "start-up" tools for the acquisition of Mathematics; but they continue modulating this learning at the end of elementary school.
Science Illiteracy: Breaking the Cycle

NASA Astrophysics Data System (ADS)

Lebofsky, L. A.; Lebofsky, N. R.

2003-12-01

At the University of Arizona, as at many state universities and colleges, the introductory science classes for non-science majors may be the only science classes that future K--8 teachers will take. The design of the UA's General Education program requires all future non-science certified teachers to take the General Education science classes. These classes are therefore an ideal venue for the training of the state's future teachers. Many students, often including future teachers, are ill-prepared for college, i.e., they lack basic science content knowledge, basic mathematics skills, and reading and writing skills. They also lack basic critical thinking skills and study skills. It is within this context that our future teachers are trained. How do we break the cycle of science illiteracy? There is no simple solution, and certainly not a one-size-fits-all panacea that complements every professor's style of instruction. However, there are several programs at the University of Arizona, and also principles that I apply in my own classes, that may be adaptable in other classrooms. Assessment of K--12 students' learning supports the use of inquiry-based science instruction. This approach can be incorporated in college classes. Modeling proven and productive teaching methods for the future teachers provides far more than ``just the facts,'' and all students gain from the inquiry approach. Providing authentic research opportunities employs an inquiry-based approach. Reading (outside the textbook) and writing provide feedback to students with poor writing and critical thinking skills. Using peer tutors and an instant messaging hot line gives experience to the tutors and offers "comfortable" assistance to students.
At-risk elementary school children with one year of classroom music instruction are better at keeping a beat.

PubMed

Slater, Jessica; Tierney, Adam; Kraus, Nina

2013-01-01

Temporal processing underlies both music and language skills. There is increasing evidence that rhythm abilities track with reading performance and that language disorders such as dyslexia are associated with poor rhythm abilities. However, little is known about how basic time-keeping skills can be shaped by musical training, particularly during critical literacy development years. This study was carried out in collaboration with Harmony Project, a non-profit organization providing free music education to children in the gang reduction zones of Los Angeles. Our findings reveal that elementary school children with just one year of classroom music instruction perform more accurately in a basic finger-tapping task than their untrained peers, providing important evidence that fundamental time-keeping skills may be strengthened by short-term music training. This sets the stage for further examination of how music programs may be used to support the development of basic skills underlying learning and literacy, particularly in at-risk populations which may benefit the most.
Improving Basic Skills in the Workplace. A Core Course for the Catering and Hospitality Industries.

ERIC Educational Resources Information Center

Collins, Lorraine

This training pack is designed for use with employees in the catering and hospitality industries. The material takes common workplace procedures and terminology and uses these as the basis for improving reading, writing, oral communication, and math skills. The pack is designed as a complete course of 13 modules over a period of 32-48 hours, but…
Developing Basic and Higher Level Reading Processing Skills: Exploring an Instructional Framework with the Progress in International Reading Literacy Study (PIRLS) 2006 Database

ERIC Educational Resources Information Center

Deasy, Michael Joseph

2012-01-01

Concern over worldwide literacy rates prompted the United Nations to establish the UN Literacy Decade (2003-2012) with one area of focus being to provide support to schools to develop effective literacy programs (UNESCO, 2005). This study addressed the area of providing support to schools to develop effective literacy programs by exploring the…
Phoenix Union High School District #210 Adult Academy Evaluation Report, 1980-81. Research Services Report No. 33:08:80/81:010.

ERIC Educational Resources Information Center

Norris, Carol A.; Wheeler, Linda

The Adult Reading Academy, a federally-funded service of the Phoenix Union High School District, serves native- and foreign-born adult students who are deficient in the basic skills of reading, writing, arithmetic, and oral communication. In 1980/81, the program served 476 students at 17 sites. Approximately 24 percent of the clients served were…
Kansas Students Enjoy Summertime "Mountain Ventures"

ERIC Educational Resources Information Center

Highfill, Kenneth M.

1974-01-01

Describes an elective biology program offered at Lawrence High School (Kansas) that emphasizes basic field biology, ecology, conservation, camping, first aid, mountaineering, and map reading. Groups of students spend two weeks in the Rocky Mountains developing knowledge and skills in these areas. (JR)
Vernier But Not Grating Acuity Contributes to an Early Stage of Visual Word Processing.

PubMed

Tan, Yufei; Tong, Xiuhong; Chen, Wei; Weng, Xuchu; He, Sheng; Zhao, Jing

2018-03-28

The process of reading words depends heavily on efficient visual skills, including analyzing and decomposing basic visual features. Surprisingly, previous reading-related studies have almost exclusively focused on gross aspects of visual skills, while only very few have investigated the role of finer skills. The present study filled this gap and examined the relations of two finer visual skills measured by grating acuity (the ability to resolve periodic luminance variations across space) and Vernier acuity (the ability to detect/discriminate relative locations of features) to Chinese character-processing as measured by character form-matching and lexical decision tasks in skilled adult readers. The results showed that Vernier acuity was significantly correlated with performance in character form-matching but not visual symbol form-matching, while no correlation was found between grating acuity and character processing. Interestingly, we found no correlation of the two visual skills with lexical decision performance. These findings provide for the first time empirical evidence that the finer visual skills, particularly as reflected in Vernier acuity, may directly contribute to an early stage of hierarchical word processing.
Improved Outcomes with Computer-Assisted Instruction in Mathematics and English Language Skills for Hispanic Students in Need of Remedial Education at Miami Dade College, Florida

ERIC Educational Resources Information Center

Vassiliou, John

2011-01-01

In this study, 180 first-time-in-college (FTIC) students at Miami Dade College, Florida in need of remedial instruction in basic mathematics, reading, and sentence skills utilized the A[superscript +]dvancer[R] College Readiness Online software. Significant results were found with increased ACCUPLACER[R] scores; number of students who avoided at…
Research on the Management Training, and Utilization of Low-Aptitude Personnel: An Annotated Bibliography

DTIC Science & Technology

1976-12-01

intercorrelated, resulting in several significant relationships involving verbal andtarithmetic skills , particularly the AFQT, GCT, ARI, and the Navy Literacy ...training in literacy and basic arithmetic skills for Category IV personnel would play a role at least as important as course modifications. When... relationship between reading level and performance is, at best, only partially uncovered. Other studies have dealt with concerns related to literacy but
College Press and Student Fit.

ERIC Educational Resources Information Center

Neumann, William

Six generalizations are offered regarding the collective requirements and expectations that colleges and universities impose on, or expect of, their students. (1) Colleges and universities in varying degrees expect and require students to demonstrate "basic academic skills" in reading, writing, and mathematics. Students must also learn…
An Integrated Interdisciplinary Model for Accelerating Student Achievement in Science and Reading Comprehension across Grades 3-8: Implications for Research and Practice

ERIC Educational Resources Information Center

Romance, Nancy R.; Vitale, Michael R.

2011-01-01

The purpose of this cross-sectional study was to investigate the effects of a multi-year implementation of the Science IDEAS model on (a) the Iowa Tests of Basic Skills (ITBS) achievement growth in Reading Comprehension and Science of grade 3-5 students receiving the model, and (b) the transfer effects of the model as measured by ITBS Reading…
The Use of Dynamic Indicators of Basic Early Language Skills (DIBELS) and Measures of Academic Progress (MAP) to Compare Reading Proficiency in Native English Speakers and English Language Learners

ERIC Educational Resources Information Center

Ellett, Ryan

2014-01-01

This study compares native English, Spanish, Lao, Chinese, Korean, Vietnamese, Arabic, and all other ELL students over one, two, three, and four-year spans to determine if certain groups appear to face more difficulties in developing early reading mastery by third grade. This study also examines whether socio-economic status impacts the…
Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study.

PubMed

Pienaar, A E; Barhorst, R; Twisk, J W R

2014-05-01

Perceptual-motor skills contribute to a variety of basic learning skills associated with normal academic success. This study aimed to determine the relationship between academic performance and perceptual-motor skills in first grade South African learners and whether low SES (socio-economic status) school type plays a role in such a relationship. This cross-sectional study of the baseline measurements of the NW-CHILD longitudinal study included a stratified random sample of first grade learners (n = 812; 418 boys and 394 boys), with a mean age of 6.78 years ± 0.49 living in the North West Province (NW) of South Africa. The Beery-Buktenica Developmental Test of Visual-Motor Integration-4 (VMI) was used to assess visual-motor integration, visual perception and hand control while the Bruininks Oseretsky Test of Motor Proficiency, short form (BOT2-SF) assessed overall motor proficiency. Academic performance in math, reading and writing was assessed with the Mastery of Basic Learning Areas Questionnaire. Linear mixed models analysis was performed with spss to determine possible differences between the different VMI and BOT2-SF standard scores in different math, reading and writing mastery categories ranging from no mastery to outstanding mastery. A multinomial multilevel logistic regression analysis was performed to assess the relationship between a clustered score of academic performance and the different determinants. A strong relationship was established between academic performance and VMI, visual perception, hand control and motor proficiency with a significant relationship between a clustered academic performance score, visual-motor integration and visual perception. A negative association was established between low SES school types on academic performance, with a common perceptual motor foundation shared by all basic learning areas. Visual-motor integration, visual perception, hand control and motor proficiency are closely related to basic academic skills required in the first formal school year, especially among learners in low SES type schools. © 2013 John Wiley & Sons Ltd.
An Innovative Approach to Science Instruction

NASA Astrophysics Data System (ADS)

McNamara, Bernard; Burnham, Chris; Bridges, Bill

1994-12-01

This paper reports on the results of a multi-year NSF project aimed at undergraduate instruction in astronomy. Its goal is to help incoming university students, particularly from minority groups, develop critical thinking skills and a better understanding of basic scientific principles. The project employs the techniques of ``Writing Across the Curriculum" to counter student math and science anxiety. It employs a workbook consisting of four sections: (1) basic skills exercises, (2) an evolving cosmology, (3) chapter reading responses, and (4) an astronomical scrapbook. Experience with this workbook in introductory astronomy classes at NMSU is discussed, along with suggestions on how the exercises can be incorporated into beginning astronomy classes at other universities.

Your Job.

ERIC Educational Resources Information Center

Torre, Liz; And Others

Information and accompanying exercises are provided in this learning module to reinforce basic reading, writing, and math skills and, at the same time, introduce personal assessment and job-seeking techniques. The module's first section provides suggestions for assessing personal interests and identifying the assets one has to offer an employer.…
Reading component skills of learners in adult basic education.

PubMed

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

2010-01-01

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

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen

2004-12-01

This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers' word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly from pre-test to post-test on all assessments. Teachers' post-test knowledge on the graphophonemic segmentation and irregular words tasks correlated significantly with tutored children's progress in decoding phonetically regular words; error analyses indicated links between teachers' patterns of word-structure knowledge and children's patterns of decoding progress. The study suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include this information in teacher preparation.
Training Aids for Basic Combat Skills: Developing Map-Reading Skills

DTIC Science & Technology

2011-03-01

types of training aids were developed for determining grid coordinates. Each training aid consisted of a set of self-study flashcards . One set of... flashcards contained scaled sections of topological maps and asked the Soldiers to find map features based on grid coordinates or to provide the grid...coordinates for a given map feature. The reverse of each flashcard provided feedback (i.e., correct answers and rationale to help the Soldier
The Contributions of Phonological and Morphological Awareness to Literacy Skills In the Adult Basic Education Population

PubMed Central

Fracasso, Lucille E.; Bangs, Kathryn; Binder, Katherine S.

2014-01-01

The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners. PMID:24935886
Web-Based Technology for Children with Learning Disabilities

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2010-01-01

Individuals with special educational needs may face difficulties in acquiring basic skills needed for learning such as reading, spelling, writing, speaking, understanding, listening, thinking or arithmetic. The difficulties they face in the learning process have begun to attract serious attention throughout the globe. They suffer from severe…
Champions of Literacy 1991.

ERIC Educational Resources Information Center

Royce and Royce, Lancaster, PA.

The stories of 10 outstanding Pennsylvania men and women in this booklet illustrate the determination of educationally disadvantaged people to overcome insurmountable obstacles. They were aided in their successful struggles to enhance their reading and math skills as well as their careers by their participation in various adult basic education and…
To Sing or Not to Sing in Instrumental Class.

ERIC Educational Resources Information Center

Robinson, Mitchell

1996-01-01

Recommends incorporating singing activities as an instructional component of orchestra and band rehearsals. Notes that singing helps students develop aural skills, learn sight-reading, and make connections between the basic elements of music theory and the practical application of these elements. Also includes suggested activities. (MJP)
Standard and modified administrations of the Iowa Tests of Basic Skills with learning disabled students.

PubMed

Estes, R E; Baum, D L; Bray, N M

1986-04-01

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.
Implementing software based on relation frame theory to develop and increase relational cognitive skills

NASA Astrophysics Data System (ADS)

Presti, Giovambattista; Messina, Concetta; Mongelli, Francesca; Sireci, Maria Josè; Collotta, Mario

2017-11-01

Relational Frame Theory is a post-skinnerian theory of language and cognition based on more than thirty years of basic and applied research. It defines language and cognitive skills as an operant repertoire of responses to arbitrarily related stimuli specific, as far as is now known, of the human species. RFT has been proved useful in addressing cognitive barriers to human action in psychotherapy and also improving children skills in reading, IQ testing, and in metaphoric and categorical repertoires. We present a frame of action where RFT can be used in programming software to help autistic children to develop cognitive skills within a developmental vision.
THE LANGUAGE LABORATORY. A HANDBOOK FOR TEACHERS OF FOREIGN LANGUAGE.

ERIC Educational Resources Information Center

New Orleans Public Schools, LA.

THE PURPOSE OF THE LABORATORIES IS TO DEVELOP FOUR BASIC SKILLS IN FOREIGN LANGUAGE STUDY--AURAL UNDERSTANDING, SPEAKING, READING, WRITING, AND TO SUPPORT AN UNDERSTANDING AND APPRECIATION OF THE CULTURE OF THE COUNTRY STUDIED. THE LABORATORY PROVIDES INDIVIDUAL SEMI-SOUNDPROOF BOOTHS EQUIPPED WITH HEADPHONES, MICROPHONES AND TAPE RECORDING…
Predicting Achievement Using Intellectual, Academic-Motivational, and Selected Non-Intellectual Factors

ERIC Educational Resources Information Center

Lehrer, Barry E.; Hieronymous, Albert N.

1977-01-01

This research attempts to determine the usefulness of assessing academic achievement motivation, biographical information, and parental perceptions in the prediction of academic achievement and reading efficiency. The Iowa Test of Basic Skills (ITBS) and the Lorge-Thorndike IQ test provided data for criterion measures of educational achievement…
Literacy and Trowel Trades Project. Evaluation Report.

ERIC Educational Resources Information Center

International Masonry Inst., Washington, DC.

In a workplace literacy program designed by the International Union of Bricklayers and Allied Craftsmen and the International Masonry Institute, the basic skills of 615 participants were assessed in mathematics, reading, writing, presentation, listening-responding, and problem-solving at sites in Chicago, Los Angeles, and New York. Available data…
Grades 4-6: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Provided as a framework for use in curriculum development are Arkansas' course content guides for the intermediate elementary grades four, five, and six. At each grade level, language arts, mathematics, reading, social studies, and science skills have been identified at three instructional levels: basic, developmental, and extensional. Basic…
The Investment Case for Education and Equity

ERIC Educational Resources Information Center

Wils, Annababette; Bonnet, Gabrielle

2015-01-01

Education is in crisis worldwide. Millions of children, especially the most marginalized, are excluded from school. Many millions more attend school, but they do not learn basic reading and math skills. In addition, international funding for education is on the decline. "The Investment Case for Education and Equity" explains the global…
The Regents Competency Testing Program. Information Bulletin.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Testing Program has been designed to assure that all students develop adequate skills in reading comprehension, writing, and mathematics before graduation from high school in New York. This bulletin provides information on two of the program's three basic elements that contribute to the accomplishment of this goal. First,…
Your Money: Budget, Banking, Credit, Taxes, & Insurance.

ERIC Educational Resources Information Center

Torre, Liz

Information and accompanying exercises in this learning module are provided to reinforce basic reading, spelling, writing, and math skills while at the same time introducing the fundamentals of personal money management. Written at an elementary level, the module covers five areas of personal finance: (1) planning a household budget on the basis…
Beginning a Learning Community: Pilot Fall 2006

ERIC Educational Resources Information Center

Buttram, Shirley

2016-01-01

Colleges and universities across the United States are still enrolling students who are underprepared for college-level courses of study. Tinto (1998) stated at the Conference on Replacing Remediation in Higher Education: "Students are entering college with no more than a sixth-grade education in basic skills such as reading, writing, and…
The Legal Implications of Statewide Pupil Performance Standards.

ERIC Educational Resources Information Center

Tractenberg, Paul L.

About half the states in the U.S., either by legislative or administrative action, have moved toward the imposition of statewide performance standards in their elementary and secondary schools. Typically these standards pertain to the basic skills--reading, mathematical computation, and written and oral expression. Almost all of these programs…
Literacy by Design: A Universal Design for Learning Approach for Students with Significant Intellectual Disabilities

ERIC Educational Resources Information Center

Coyne, Peggy; Pisha, Bart; Dalton, Bridget; Zeph, Lucille A.; Smith, Nancy Cook

2012-01-01

Literacy instruction for students with significant intellectual disabilities traditionally emphasizes isolated skills instruction focusing on sight words and basic vocabulary. Recent research suggests these students benefit from high-quality instruction that includes comprehension and storybook reading. This study examined the effect of a…

Conflicts in Developing an Elementary STEM Magnet School

ERIC Educational Resources Information Center

Sikma, Lynn; Osborne, Margery

2014-01-01

Elementary schools in the United States have been the terrain of a highly politicized push for improved reading and mathematics attainment, as well as calls for increased importance to be given to science, technology, engineering, and mathematics (STEM). With priorities placed on basic skills, however, instructional time in subjects such as…
Intensive Reading Remediation in Grade 2 or 3: Are There Effects a Decade Later?

PubMed Central

Blachman, Benita A.; Schatschneider, Christopher; Fletcher, Jack M.; Murray, Maria S.; Munger, Kristen A.; Vaughn, Michael G.

2014-01-01

Despite data supporting the benefits of early reading interventions, there has been little evaluation of the long-term educational impact of these interventions, with most follow-up studies lasting less than two years (Suggate, 2010). This study evaluated reading outcomes more than a decade after the completion of an 8-month reading intervention using a randomized design with second and third graders selected on the basis of poor word-level skills (Blachman et al., 2004). Fifty-eight (84%) of the original 69 participants took part in the study. The treatment group demonstrated a moderate to small effect size advantage on reading and spelling measures over the comparison group. There were statistically significant differences with moderate effect sizes between treatment and comparison groups on standardized measures of word recognition (i.e., Woodcock Basic Skills Cluster, d = 0.53; Woodcock Word Identification, d = 0.62), the primary, but not exclusive, focus of the intervention. Statistical tests on other reading and spelling measures did not reach thresholds for statistical significance. Patterns in the data related to other educational outcomes, such as high school completion, favored the treatment participants, although differences were not significant. PMID:24578581
Tracking the Eye Movement of Four Years Old Children Learning Chinese Words.

PubMed

Lin, Dan; Chen, Guangyao; Liu, Yingyi; Liu, Jiaxin; Pan, Jue; Mo, Lei

2018-02-01

Storybook reading is the major source of literacy exposure for beginning readers. The present study tracked 4-year-old Chinese children's eye movements while they were reading simulated storybook pages. Their eye-movement patterns were examined in relation to their word learning gains. The same reading list, consisting of 20 two-character Chinese words, was used in the pretest, 5-min eye-tracking learning session, and posttest. Additionally, visual spatial skill and phonological awareness were assessed in the pretest as cognitive controls. The results showed that the children's attention was attracted quickly by pictures, on which their attention was focused most, with only 13% of the time looking at words. Moreover, significant learning gains in word reading were observed, from the pretest to posttest, from 5-min exposure to simulated storybook pages with words, picture and pronunciation of two-character words present. Furthermore, the children's attention to words significantly predicted posttest reading beyond socioeconomic status, age, visual spatial skill, phonological awareness and pretest reading performance. This eye-movement evidence of storybook reading by children as young as four years, reading a non-alphabetic script (i.e., Chinese), has demonstrated exciting findings that children can learn words effectively with minimal exposure and little instruction; these findings suggest that learning to read requires attention to the basic words itself. The study contributes to our understanding of early reading acquisition with eye-movement evidence from beginning readers.
Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing

PubMed Central

Zhao, Jing; Kwok, Rosa K. W.; Liu, Menglian; Liu, Hanlong; Huang, Chen

2017-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency. PMID:28119663
Underlying Skills of Oral and Silent Reading Fluency in Chinese: Perspective of Visual Rapid Processing.

PubMed

Zhao, Jing; Kwok, Rosa K W; Liu, Menglian; Liu, Hanlong; Huang, Chen

2016-01-01

Reading fluency is a critical skill to improve the quality of our daily life and working efficiency. The majority of previous studies focused on oral reading fluency rather than silent reading fluency, which is a much more dominant reading mode that is used in middle and high school and for leisure reading. It is still unclear whether the oral and silent reading fluency involved the same underlying skills. To address this issue, the present study examined the relationship between the visual rapid processing and Chinese reading fluency in different modes. Fifty-eight undergraduate students took part in the experiment. The phantom contour paradigm and the visual 1-back task were adopted to measure the visual rapid temporal and simultaneous processing respectively. These two tasks reflected the temporal and spatial dimensions of visual rapid processing separately. We recorded the temporal threshold in the phantom contour task, as well as reaction time and accuracy in the visual 1-back task. Reading fluency was measured in both single-character and sentence levels. Fluent reading of single characters was assessed with a paper-and-pencil lexical decision task, and a sentence verification task was developed to examine reading fluency on a sentence level. The reading fluency test in each level was conducted twice (i.e., oral reading and silent reading). Reading speed and accuracy were recorded. The correlation analysis showed that the temporal threshold in the phantom contour task did not correlate with the scores of the reading fluency tests. Although, the reaction time in visual 1-back task correlated with the reading speed of both oral and silent reading fluency, the comparison of the correlation coefficients revealed a closer relationship between the visual rapid simultaneous processing and silent reading. Furthermore, the visual rapid simultaneous processing exhibited a significant contribution to reading fluency in silent mode but not in oral reading mode. These findings suggest that the underlying mechanism between oral and silent reading fluency is different at the beginning of the basic visual coding. The current results also might reveal a potential modulation of the language characteristics of Chinese on the relationship between visual rapid processing and reading fluency.
Teaching Mathematical Biology in High School Using Adapted Primary Literature

NASA Astrophysics Data System (ADS)

Norris, Stephen P.; Stelnicki, Nathan; de Vries, Gerda

2012-08-01

The study compared the effect of two adaptations of a scientific article on students' comprehension and use of scientific inquiry skills. One adaptation preserved as much as possible the canonical form of the original article (APL, Adapted Primary Literature) and the other was written in a more narrative mode typical of secondary literature (SL). Both adaptations contained the same content. Two hundred and eleven senior high school students in a Western Canadian school district participated. The numbers of males and females were approximately equal, and all students were registered in an introductory calculus course. All students were given a 90 min class by their teachers that introduced them to the basic mathematical concepts needed to read the articles. Students were randomly assigned to read either the APL or the SL and afterwards to complete a questionnaire, which was common to both groups. Major findings showed that the SL students better understood the article, that the APL students thought more critically about the article, that females understood the article better than males, and that students' attitudes towards reading the articles, regardless of group, were positively associated with their comprehension and use of inquiry skills. The results coincide in important ways with those of similar studies in Israel, and show that asking students to read text that resembles scientific writing increases their use of critical thinking skills when reading.
The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population.

PubMed

Fracasso, Lucille E; Bangs, Kathryn; Binder, Katherine S

2016-01-01

The Adult Basic Education (ABE) population consists of a wide range of abilities with needs that may be unique to this set of learners. The purpose of this study was to better understand the relative contributions of phonological decoding and morphological awareness to spelling, vocabulary, and comprehension across a sample of ABE students. In this study, phonological decoding was a unique predictor of spelling ability, listening comprehension, and reading comprehension. We also found that morphological awareness was a unique predictor of spelling ability, vocabulary, and listening comprehension. Morphological awareness indirectly contributed to reading comprehension through vocabulary. These findings suggest the need for morphological interventions for this group of learners. © Hammill Institute on Disabilities 2014.
Integrating Learner-Driven and Organization-Driven Agendas: A Workplace Study.

ERIC Educational Resources Information Center

Lessard, Richard

For the past 4 years, Alpena Community College (ACC) in Michigan has been involved in the Workplace Partnership Project (WPP), a federally funded program which brings basic skills classes into the worksite to help upgrade employees' math, reading, writing, problem-solving, and science knowledge. The college works with partner companies to help…
Relationship of Technology Education to Tech Prep.

ERIC Educational Resources Information Center

Anderson, Lowell D.

With increased global competition, it is imperative that secondary school programs be reformed so as to be able to turn out productive workers having basic skills in reading, writing, and mathematics and the ability to solve problems and learn new information. One proposed reform, tech prep, can be defined as a technical education alternative to…
Teaching Food Preparation with Video Flash Cards

ERIC Educational Resources Information Center

Scholl, Jan F.; Cason, Katherine; Cherry, Tom

2004-01-01

Food preparation skills are needed to prepare low-cost, nutritious meals that meet current dietary recommendations. Research indicates that many youth and adults can read a recipe for ingredients, but they often do not know basic food preparation techniques such as how to broil, fold, dredge, baste and other cooking methods. To address the need to…
Construction Cluster Volume I [Wood Structural Framing].

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Justice, Harrisburg. Bureau of Correction.

The document is the first of a series, to be integrated with a G.E.D. program, containing instructional materials at the basic skills level for the construction cluster. It focuses on wood structural framing and contains 20 units: (1) occupational information; (2) blueprint reading; (3) using leveling instruments and laying out building lines; (4)…
Georgia Kids Count Factbook, 1998-99.

ERIC Educational Resources Information Center

Georgians for Children, Atlanta, GA.

This Kids Count factbook presents statistical data and examines trends for 10 indicators of children's well-being in Georgia. The indicators are: (1) low birthweight babies; (2) infant mortality; (3) child deaths; (4) teen deaths by accident, homicide, and suicide; (5) juvenile arrests; (6) reading and math scores on the Iowa Test of Basic Skills;…
Centrifuge. Operational Control Tests for Wastewater Treatment Facilities. Instructor's Manual [and] Student Workbook.

ERIC Educational Resources Information Center

Arasmith, E. E.

Designed for individuals who have completed National Pollutant Discharge Elimination System (NPDES) level 1 laboratory training skills, this module provides waste water treatment plant operators with the basic information needed to: (1) successfully run a centrifuge test; (2) accurately read results obtained in test tubes; and (3) obtain…
Let the Data Speak: Gender Differences in Math Curriculum-Based Measurement

ERIC Educational Resources Information Center

Yarbrough, Jamie L.; Cannon, Laura; Bergman, Shawn; Kidder-Ashley, Pamela; McCane-Bowling, Sara

2017-01-01

Numerous studies have identified differences between males and females in academic performance across the areas of reading, writing, and mathematics. The current study examined whether or not gender differences exist when math curriculum-based measures (M-CBMs) are used to assess basic math computation skills in a sample of third- through…
Forming Well Organized Writing Activities

ERIC Educational Resources Information Center

Tosuncuoglu, Irfan

2018-01-01

English has been widely spoken in the world and seen as the language of education, communication, economics and etc., for a long time and it can be accepted as lingua franca. Knowledge of a language includes four basic language skills, these are listening, reading, speaking, and writing. In this study writing was investigated in detail and it was…
Manual de Cocina y Nutricion (Handbook on Cooking and Nutrition).

ERIC Educational Resources Information Center

Ruiz, Mercedes M., Ed.; Pavon, Elena S., Ed.

This manual is part of a Mexican series of instructional materials designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. Its objective is to strengthen reading and writing skills while teaching basic nutrition and food preparation techniques. The manual provides…
POWER for Progress: A Model for Partnerships in Workplace Literacy.

ERIC Educational Resources Information Center

Triton Coll., River Grove, IL.

Project POWER is an educational program developed jointly by Triton College, River Grove, Illinois, and the Labor Management Center of the Mid-Metro Economic Development Group, for employees of local companies who are interested in improving basic skills in English, reading, mathematics, and writing, as well as for employees who want to prepare…
The IGAP and the ITBS: A Comparative Study.

ERIC Educational Resources Information Center

Perlman, Carole L.; And Others

This study was designed to examine the extent to which Illinois Goal Assessment Program (IGAP) constructing meaning scores correlate with Iowa Tests of Basic Skills (ITBS) reading scores and with performance on ITBS items dealing with literal meaning, inferences, and generalizations. In addition, this study assessed the ability of the IGAP reading…
Balancing Open Access with Academic Standards: Implications for Community College Faculty

ERIC Educational Resources Information Center

Gabbard, Anita; Mupinga, Davison M.

2013-01-01

Community colleges act as the gateway for students to higher education. Many of these colleges realize this mission through open-door policies where students lacking in basic reading, writing, and mathematics skills can enroll. But, this open-access policy often creates challenges when meeting academic standards. Based on data collected from…
Child Development and the Tool Subjects in Rural Areas. Yearbook 1941.

ERIC Educational Resources Information Center

Wofford, Kate V., Ed.

This book, published in 1941, is a collection of articles that emphasize the value of teaching the "tool" or basic skills: reading, elementary mathematics, language arts, "and their subdivisions." The book emphasizes the value of using the environment and experiences of rural children in teaching these subjects. Chapter 1…

The Working Experience. Teacher's Manual.

ERIC Educational Resources Information Center

Smith, Jeanne H.; Ringel, Harry

A teacher's manual is presented for "The Working Experience," a series of three texts for English-as-a-Second-Language (ESL) students. The series builds on oral skills to develop reading and writing ability while still expanding oral English-language proficiency. Because one of the basic principles underlying the series is the idea that students…
Beginning English Day by Day.

ERIC Educational Resources Information Center

Roddy, Michael

This book aims to meet the needs of students who are beginning to learn English and to help them reach such goals as gaining an education, finding a job, continuing on to higher education, or functioning better in everyday life in the United States. The book stresses the basic language skills of vocabulary development, grammar, reading, writing,…
Parent Leadership Training Project, October 1, 1970-September 30, 1972. Independent Evaluator's Report.

ERIC Educational Resources Information Center

Arter, Rhetta M.

The Parent Leadership Training Project (PLTP) through Adult Basic Education was established as a two-year demonstration project designed to increase the reading skills of adults (16 and over) through a language-experience approach, using topics selected by the participants. The independent project evaluation covers the entire operational period…
The Relationship between Student Achievement and Multilingualism: A Quantitative Causal-Comparative Study

ERIC Educational Resources Information Center

Thomson, Jennifer Barbara

2010-01-01

Student performance in basic math and reading skills in the United States trails behind other developed countries, providing the rationale for more research to determine how performance might be improved. Following evidence to conclude that multilingualism enhances cognitive, neuro-linguistic and meta-linguistic development, it is proposed that…
Whole Language: Beliefs and Practices, K-8. Aspects of Learning Series.

ERIC Educational Resources Information Center

Manning, Gary, Ed.; Manning, Maryann, Ed.

This 25-chapter anthology includes the ideas of many of the leading authorities on whole language and contains chapters on the meaning of whole language, the skills movement, reading and writing development, and teacher autonomy. Chapters are: "Whole Language: What's New?" (Bess Altwerger and others); "Language Arts Basics: Advocacy…
What We Know about Student Achievement and School Improvement in Kansas. Focus On...

ERIC Educational Resources Information Center

Tallman, Mark

2012-01-01

Educational improvement can be measured over time and against benchmarks in four key areas: (1) mastery of basic reading and math skills; (2) high school completion; (3) preparation for postsecondary education; and (4) adult educational attainment. The first three reflect how the school system prepares students for postsecondary education. The…
Guitar Scales in Music Notation and Tablature Diagrams.

ERIC Educational Resources Information Center

Hammer, Petra

This study guide was designed to help high school students learn the basic skills in classical guitar playing, technique, fingerboard knowledge, and musicianship. The introduction describes how to read the music notation that is presented in traditional music form and also in tablature diagrams showing finger positioning in the guitar neck.…
Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

ERIC Educational Resources Information Center

Kwon, Heekyung; Linderholm, Tracy

2015-01-01

We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…
The development and validation of testing materials for literacy, numeracy and digital skills in a Dutch context

NASA Astrophysics Data System (ADS)

de Greef, Maurice; Segers, Mien; Nijhuis, Jan; Lam, Jo Fond; van Groenestijn, Mieke; van Hoek, Frans; van Deursen, Alexander J. A. M.; Bohnenn, Ella; Tubbing, Marga

2015-10-01

Besides work-oriented training, most Dutch adult learning courses of formal and non-formal education focus on three basic skills: literacy, numeracy and problem solving in technology-rich environments. In the Netherlands, the Ministry of Education, Culture and Science recently initiated the development of a new adult education framework concerning literacy, numeracy and digital skills. In order to monitor the progress of literacy, numeracy and digital competencies, it is necessary to develop and validate testing materials for specific competencies. This study validates the testing materials which were developed to assess learners' proficiency in literacy (reading and writing), numeracy and digital skills based on the new Dutch framework. The outcome is that the materials proved valid and can be used in different courses referring to basic skills and adult learning, though there are still some limitations. Besides adult education professionals (such teachers and trainers), policy makers can also use the results of these tests in order to describe and monitor the impact of adult education on the lives of adult learners.
Using equivalence-based instruction to teach piano skills to college students.

PubMed

Griffith, Kristin R; Ramos, Amber L; Hill, Kelli E; Miguel, Caio F

2018-04-01

The purpose of the current study was to evaluate the effects of equivalence-based instruction (EBI) on the emergence of basic music reading and piano playing skills. Six female college students learned to identify three musical chord notations given their respective dictated names. Participants also learned to play chords on the piano following the dictated name of the chord, and to play the chords to a song on a keyboard. Results are consistent with past research, in that stimuli became substitutable for each other and acquired a common behavioral function. Data suggest that EBI was an effective and efficient procedure to teach adults to read musical notation, as well as play chords and a song on a piano keyboard. © 2018 Society for the Experimental Analysis of Behavior.
Are preservice teachers prepared to teach struggling readers?

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks Cantrell, Emily

2011-06-01

Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers' knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers' knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.
Print-specific multimodal brain activation in kindergarten improves prediction of reading skills in second grade.

PubMed

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

2013-11-15

Children who are poor readers usually experience troublesome school careers and consequently often suffer from secondary emotional and behavioural problems. Early identification and prediction of later reading problems thus are critical in order to start targeted interventions for those children with an elevated risk for emerging reading problems. In this study, behavioural precursors of reading were assessed in nineteen (aged 6.4 ± 0.3 years) non-reading kindergarteners before training letter-speech sound associations with a computerized game (Graphogame) for eight weeks. The training aimed to introduce the basic principles of letter-speech sound correspondences and to initialize the sensitization of specific brain areas to print. Event-related potentials (ERP) and functional magnetic resonance imaging (fMRI) data were recorded during an explicit word/symbol processing task after the training. Reading skills were assessed two years later in second grade. The focus of this study was on clarifying whether electrophysiological and fMRI data of kindergarten children significantly improve prediction of future reading skills in 2nd grade over behavioural data alone. Based on evidence from previous studies demonstrating the importance of initial print sensitivity in the left occipito-temporal visual word form system (VWFS) for learning to read, the first pronounced difference in processing words compared to symbols in the ERP, an occipito-temporal negativity (N1: 188-281 ms) along with the corresponding functional activation in the left occipito-temporal VWFS were defined as potential predictors. ERP and fMRI data in kindergarteners significantly improved the prediction of reading skills in 2nd grade over behavioural data alone. Together with the behavioural measures they explained up to 88% of the variance. An additional discriminant analysis revealed a remarkably high accuracy in classifying normal (n=11) and poor readers (n=6). Due to the key limitation of the study, i.e. the small group sizes, the results of our prediction analyses should be interpreted with caution and regarded as preliminary despite cross-validation. Nevertheless our results indicate the potential of combining neuroimaging and behavioural measures to improve prediction at an early stage, when literacy skills are acquired and interventions are most beneficial. Copyright © 2013 Elsevier Inc. All rights reserved.
Educational attainment and adult literacy: A descriptive account of 31 Sub-Saharan Africa countries.

PubMed

Smith-Greenaway, Emily

2015-11-11

More than 60 years ago the international community declared literacy a basic human right. Recognition of its intrinsic value and evidence of its social and economic benefits have motivated an expansive international effort to estimate the percentage of adults that can read, especially in low-income countries where educational opportunities are limited. Population data on adults' educational attainment is commonly used to approximate adult literacy rates. Though increasing evidence from school-based studies of pupils confirm literacy achievement is not universal - even at advanced grades - it remains unclear whether adults' educational attainment is reflective of their literacy. This study leverages population-based data that include direct assessments of adults' literacy skills to provide a descriptive account of the proportion of adults that can read at each level of educational attainment. The study focuses on the Sub-Saharan African context, a world region where school participation has expanded rapidly in the last three decades. Because many African adults have discontinued their education at the primary level, the study focuses on basic reading skills at each level of primary school. The study focuses specifically on women, whose literacy has garnered extensive international interest. Demographic and Health Survey data from 31 African countries confirm that there are many instances in which women have several years of primary school but cannot read. In fact, in some countries, large proportions of African women who never went to school can read, even as some of their peers who have completed primary school cannot. The weak correlation between educational attainment and literacy is not specific to older cohorts of women, but is also observed among younger women. The findings demonstrate that educational attainment is generally a poor proxy for literacy, highlighting the need to measure, theorize, and study literacy as empirically distinct from education.
Effective literacy instruction for adults with specific learning disabilities: implications for adult educators.

PubMed

Hock, Michael F

2012-01-01

Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for this population are identified. Primary attention is given to instructional factors that have been shown to affect literacy outcomes for adults with LD. These factors include the use of explicit instruction, instructional technology, and intensive tutoring in skills and strategies embedded in authentic contexts.
The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools.

PubMed

Tse, Laura; Nicholson, Tom

2014-01-01

The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils.
The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools

PubMed Central

Tse, Laura; Nicholson, Tom

2014-01-01

The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness of Big Book reading is enhanced by adding explicit phonics. In this study, a group of 96 second graders from three lower SES primary schools in New Zealand were taught in 24 small groups of four, tracked into three different reading ability levels. All pupils were randomly assigned to one of four treatment conditions: a control group who received math instruction, Big Book reading enhanced with phonics (BB/EP), Big Book reading on its own, and Phonics on its own. The results showed that the BB/EP group made significantly better progress than the Big Book and Phonics groups in word reading, reading comprehension, spelling, and phonemic awareness. In reading accuracy, the BB/EP and Big Book groups scored similarly. In basic decoding skills the BB/EP and Phonics groups scored similarly. The combined instruction, compared with Big Book reading and phonics, appeared to have no comparative disadvantages and considerable advantages. The present findings could be a model for New Zealand and other countries in their efforts to increase the literacy achievement of disadvantaged pupils. PMID:25431560
Evaluation of the 1987-1988 EIA Remedial and Compensatory Program.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Research.

Evaluation of South Carolina's 1987-88 Remedial and Compensatory Program, funded by the state's Education Improvement Act of 1984 (EIA), shows that the program was successful in raising the participants' achievement. The programs include basic skills learning in reading and mathematics in all grades, and writing in grades 6-12, but not all grades…
Manual de Salud Familiar y Primeros Auxilios (Family Health and First Aid Manual).

ERIC Educational Resources Information Center

Torres De Leon, Juana Maria

This textbook is part of a Mexican series of instructional materials designed for Spanish speaking adults who are in the process of becoming literate or have recently become literate in their native language. This textbook is designed to strengthen reading and writing skills while teaching basic principles and techniques to improve family health.…
Project Assist: A Counseling, Communication and Instruction Program Manual. Title VII Demonstration Project 1981-1984.

ERIC Educational Resources Information Center

Ocean View School District, Oxnard, CA.

The goals of Project Assist in the Ocean View School District (California) are to socialize sixth through eighth grade recent immigrant and other limited English proficient students into the school mainstream and to aid them in passing eigth grade competency tests in basic skills of English reading, written composition, and mathematics. The…
Prevalence and Pattern of Learning Difficulties in Primary School Students in Jordan

ERIC Educational Resources Information Center

Abu-Hamour, Bashir; Al-Hmouz, Hanan

2016-01-01

The major purpose of this study was to investigate the prevalence of learning difficulties (LDs) among primary school students (Grade 1 to Grade 3) in Jordan. A total of 306 students were randomly selected and tested using the Arabic version of the Woodcock-Johnson Basic Achievement Tests that measure reading, spelling, and calculation skills. The…

Performance-Based Curriculum for Language Arts: From Knowing to Showing.

ERIC Educational Resources Information Center

Burz, Helen L.; Marshall, Kit

This book is intended to be used as a guide to develop a performance-based curriculum based on language arts standards recommended by the National Council of Teachers of English and the International Reading Association. The book helps teachers take their students beyond knowledge and basic skills by teaching them to be accountable for showing…
ANNUAL EVALUATION REPORT OF CONNECTICUT P.A. 523 PROJECTS FOR FISCAL YEAR 1966.

ERIC Educational Resources Information Center

ROBY, WALLACE

THIS REPORT SUMMARIZES EVALUATION OF PROGRAMS FOR DISADVANTAGED CHILDREN AND YOUTH FUNDED UNDER CONNECTICUT PUBLIC ACT 523 IN SCHOOL DISTRICTS IN TOWNS NOT SERVED BY TITLE I OF THE 1965 ELEMENTARY AND SECONDARY EDUCATION ACT. IN GENERAL, THE PROGRAMS ATTEMPTED TO IMPROVE THE STUDENTS' READING, LANGUAGE ARTS, AND BASIC SKILLS AND TO CHANGE THEIR…
Will Dyscalculics Be Benefitted by Dint of Visual Learning?

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

Not all children are made the same. Learning disabilities like dyslexia, dysgraphia or dyscalculia are either not understood or ignored in schools. As a result, the schoolchildren suffer for no fault of theirs and they lag behind in their course of learning. They may find it difficult to achieve the basic skills of learning such as reading,…
Final Evaluation Report 1976-77. Systemwide Evaluation. Publication Number: 76.70.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

A series of reports describes the activities of the Office of Research and Evaluation and compiles data descriptive of the Austin (Texas) Independent School District. This report describes the system-wide evaluation data for the school year 1976-77, which demonstrate improved performance in the basic skills areas of reading and mathematics,…
Is Retaining Students in the Early Grades Self-Defeating? CCF Brief #49

ERIC Educational Resources Information Center

West, Martin R.

2012-01-01

Whether a child is a proficient reader by the third grade is an important indicator of their future academic success. Indeed, substantial evidence indicates that unless students establish basic reading skills by that time, the rest of their education will be an uphill struggle. This evidence has spurred efforts to ensure that all students receive…
Hearsay: A Text for Listening. English for Special Purposes Series: Nursing Aide.

ERIC Educational Resources Information Center

Clark, Marybeth; Hubbard, Katherine E.

This is the student handbook for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher often with visual aids. There are "practice listening" sessions and…
Teacher's Manual for Hearsay. English for Special Purposes Series: Nursing Aide.

ERIC Educational Resources Information Center

Clark, Marybeth; Hubbard, Katherine E.

This is the teacher's manual for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher, often with visual aids. There are "practice listening" sessions and…
Med-Tech Program. Tech Prep Final Report.

ERIC Educational Resources Information Center

Chicago Public Schools, IL.

Staff from DuSable High School in Chicago, Illinois, collaborated with Malcolm X College and three area hospitals to develop a medical technician training program focusing on career awareness and development of the basic reading and math skills needed for any career. A 3-year Med Tech curriculum for grades 9, 10, and 11 and a career awareness…
Aiming High: Exploring the Influence of Implementation Fidelity and Cognitive Demand Levels on Struggling Readers' Literacy Outcomes

ERIC Educational Resources Information Center

Feldman, Jill; Feighan, Kelly; Kirtcheva, Elena; Heereen, Elizabeth

2012-01-01

Researchers studied components of a two-year school-wide Striving Readers intervention aimed at bolstering middle school teachers' use of literacy strategies to raise students' reading achievement. Although students of intervention teachers had significantly higher Iowa Test of Basic Skills (ITBS) scores than students of non-participating…
Michael's Inform Test of Student Ability (M.I.T.O.S.A.). Tester's Manual.

ERIC Educational Resources Information Center

Grafius, Thomas M.

Michael's Informal Test of Student Ability (MITOSA) is a diagnostic evaluative tool for adult students designed to test nine skills abilities in adult students functioning below a tenth grade level. The nine test sections are approximate reading level, understanding of basic math concepts and symbols, general thinking/reasoning ability, eye-hand…
SUGGESTIONS FOR DEVELOPING INDEPENDENT WORD ATTACK IN READING, FOR USE IN BASIC INSTITUTE MEETINGS, GRADES THREE AND FOUR.

ERIC Educational Resources Information Center

REECE, THOMAS E.; AND OTHERS

A GUIDE FOR PLANNING SPECIFIC INSTRUCTION FOR DEVELOPING INDEPENDENT WORD ATTACK PRESENTS THE SKILLS NECESSARY FOR MASTERING SIGHT VOCABULARY, WORD RECOGNITION, AND THE USE OF THE DICTIONARY. SPECIFIC DEFINITIONS OF TERMS AND EXAMPLES OF TEACHING TECHNIQUES WITH THE SEQUENCE OF INSTRUCTION FOR THE DEVELOPMENT OF PHONETIC AND STRUCTURAL ANALYSIS…
Assessing the Effectiveness of New Mexico's K-3 plus Summer Learning Initiative

ERIC Educational Resources Information Center

Cann, Damon; Karakaplan, Mustafa; Lubke, Margaret; Rowland, Cyndi

2014-01-01

Students' basic reading and math skills can decline significantly during the summer months. Most attribute this to the prolonged period during which young students are outside of a structured learning environment (Cooper et al 1996). While summer learning loss occurs among all income groups, the effects are more pronounced for those from…
Building English Vocabulary through Roots, Prefixes and Suffixes

ERIC Educational Resources Information Center

Yurtbasi, Metin

2015-01-01

Semantics, the study of the meaning of words, is the sum of the basic elements of four skills, namely, reading, writing, speaking and listening effectively. The knowledge of vocabulary words in lexico-semantics, on the other hand, is essential in every grade level, subject area and assessment for every student. In order to improve students'…
Test Review: The Comprehensive Adult Student Assessment System (CASAS) Life Skills Reading Tests

ERIC Educational Resources Information Center

Gorman, David; Ernst, Megan L.

2004-01-01

Lifelong learning has become an important goal of education over the last decade. According to the United States Department of Education (2001), nearly 3 million students over age 17 (excluding those institutionalized) enrolled in adult basic education, adult secondary education, or English as a second language classes in the United States.…
The Working Experience Books 1, 2, and 3.

ERIC Educational Resources Information Center

Smith, Jeanne H.; Ringel, Harry

Books 1, 2, and 3 of "The Working Experience," a series of texts for English-as-a-Second-Language (ESL) students, are contained in this document. The series builds on oral skills to develop reading and writing ability while still expanding oral English-language proficiency. Since one of the basic principles underlying the series is the idea that…
"Languagizing" Their World: Why Talking, Reading, and Singing Are So Important

ERIC Educational Resources Information Center

Hirsh-Pasek, Kathryn; Golinkoff, Roberta Michnick

2018-01-01

Language is the single best predictor of later success in school and beyond. Using new findings in the science of learning, this article outlines 6 basic principles that will help parents and caregivers interact with children in ways that grow important language skills. Creating environments that nurture these principles gives every child a chance…
A Guide To Test Instruments for Entry and Exit Assessment in Florida Department of Juvenile Justice Educational Programs.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services.

The 1999 Florida Legislature revised the laws pertaining to the assessment of students in Department of Juvenile Justice (DJJ) facilities. Revisions identified specific requirements for measuring student academic progress in the basic skill areas of reading, writing, and mathematics. Following the passage of this legislation, the Department of…
THE DIAGNOSIS AND TREATMENT OF SPEECH AND READING PROBLEMS.

ERIC Educational Resources Information Center

DELACATO, CARL H.

THE BASIC THESIS OF THE AUTHOR IS THAT THE NERVOUS SYSTEM OF MAN HAS EVOLVED FROM A VERY SIMPLE TO A VERY COMPLEX MECHANISM. MAN HAS ACHIEVED CORTICAL DOMINANCE WHEREIN ONE SIDE OF THE CORTEX CONTROLS THE SKILLS WHICH SEPARATE MAN FROM OTHER ANIMALS. THIS EVOLUTIONARY PROCESS MUST BE RECAPITULATED ONTOGENETICALLY OR MOBILITY AND COMMUNICATION…
What Do Phonological Processing Errors Tell about Students' Skills in Reading, Writing, and Oral Language?

ERIC Educational Resources Information Center

Choi, Dowon; Hatcher, Ryan C.; Dulong-Langley, Susan; Liu, Xiaochen; Bray, Melissa A.; Courville, Troy; O'Brien, Rebecca; DeBiase, Emily

2017-01-01

The kinds of errors that children and adolescents make on phonological processing tasks were studied with a large sample between ages 4 and 19 (N = 3,842) who were tested on the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Principal component analysis identified two phonological processing factors: Basic Phonological Awareness…
Chicago Record Shows Duncan as Collaborator

ERIC Educational Resources Information Center

Aarons, Dakarai I.

2009-01-01

This article features American educator administrator Arne Duncan, whose seven-year tenure as the head of the 408,000-student Chicago school district has been marked by innovations to improve the quality of teachers and principals and a focus on basic reading and math skills. His low-key, collaborative style was a key to his success in Chicago,…

In Search of Ernest Hemingway: A Model for Teaching a Literature Seminar.

ERIC Educational Resources Information Center

Workman, Brooke

Intended for use every day for a semester, this secondary seminar handbook provides a schedule, lesson plans, materials for classroom distribution, and a bibliography for a course designed to teach critical reading and basic writing skills through an in-depth study of Ernest Hemingway. Because the course requires that students write seven position…
Literacy promotion at the Montreal Children’s Hospital

PubMed Central

Erdos, Caroline; Ferdinand, Jae-Marie

2017-01-01

Abstract The foundations for language and literacy are set in utero when babies hear the tone of their mother’s voice (1). There is strong evidence of a positive relationship between early literacy experiences and language and academic outcomes (2). Unfortunately, many parents do not know about the benefits of reading to and with young children, and many children enter school without the basic skills needed to learn to read and succeed. Physicians who have contact with young families are in a distinctive position to promote reading, though despite its evidence base, it has not yet become a universal intervention. A short description of the projects at the Montreal Children’s Hospital is provided. PMID:29479189
Feeding the pipeline: academic skills training for predental students.

PubMed

Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

2008-06-01

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students in college courses and thus increase their level of competitiveness in the dental school admissions process.
Effects of using multi-vide ruler kit in the acquisition of numeracy skills among PROTIM students

NASA Astrophysics Data System (ADS)

Arumugan, Hemalatha A./P.; Obeng, Sharifah Nasriah Wan; Talib, Corrienna Abdul; Bunyamin, Muhammad Abdul Hadi; Ali, Marlina; Ibrahim, Norhasniza; Zawadzki, Rainer

2017-08-01

One effective way to teach arithmetic more interestingly and make it easier to learn is through the use of instructional materials. These can help students master certain mathematical skills, particularly multiplication and division, often considered difficult amongst primary school pupils. Nevertheless, the insufficiency of appropriate instructional materials causes difficulty in understanding how to use the proper technique or apply the concept, especially in multiplication. With this in mind, this study investigated whether the innovative and creative instructional material designed to assist and enhance numeracy skills, namely the Multi-vide Ruler kit, could increase students' ability in solving multiplication and division questions and whether it affected their interest in solving numeracy problems. Participants in this study included ten PROTIM (Program Tiga M [Three M Program] - membaca [reading], menulis [writing] dan mengira [calculate]) students, 9-10 years old, who had difficulties in reading, writing and arithmetic. In order to get appropriate support for qualitative research, a pre and post-test containing ten basic mathematical operations, was implemented together with the Multi-vide Ruler Kit. The findings of the qualitative case study, with the pre and post-tests, showed significant differences in their achievement and interest in two-digit multiplication and division operations. The results suggest that this approach could improve PROTIM student's ability to solve basic mathematical operations. What was most encouraging was the increase in students' interest in solving numeracy problems.
Teacher knowledge of basic language concepts and dyslexia.

PubMed

Washburn, Erin K; Joshi, R Malatesha; Binks-Cantrell, Emily S

2011-05-01

Roughly one-fifth of the US population displays one or more symptoms of dyslexia: a specific learning disability that affects an individual's ability to process written language. Consequently, elementary school teachers are teaching students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. Findings from studies have indicated that teachers lack essential knowledge needed to teach struggling readers, particularly children with dyslexia. However, few studies have sought to assess teachers' knowledge and perceptions about dyslexia in conjunction with knowledge of basic language concepts related to reading instruction. Thus, the purpose of the present study was to examine elementary school teachers' knowledge of basic language concepts and their knowledge and perceptions about dyslexia. Findings from the present study indicated that teachers, on average, were able to display implicit skills related to certain basic language concepts (i.e. syllable counting), but failed to demonstrate explicit knowledge of others (i.e. phonics principles). Also, teachers seemed to hold the common misconception that dyslexia is a visual processing deficit rather than phonological processing deficit. Copyright © 2011 John Wiley & Sons, Ltd.
Why the American public supports twenty-first century learning.

PubMed

Sacconaghi, Michele

2006-01-01

Aware that constituent support is essential to any educational endeavor, the AOL Time Warner Foundation (now the Time Warner Foundation), in conjunction with two respected national research firms, measured Americans' attitudes toward the implementation of twenty-first century skills. The foundation's national research survey was intended to explore public perceptions of the need for changes in the educational system, in school and after school, with respect to the teaching of twenty-first century skills. The author summarizes the findings of the survey, which were released by the foundation in June 2003. One thousand adults were surveyed by telephone, including African Americans, Latinos, teachers, and business executives. In general, the survey found that Americans believe today's students need a "basics-plus" education, meaning communication, technology, and critical thinking skills in addition to the traditional basics of reading, writing, and math. In fact, 92 percent of respondents stated that students today need different skills from those of ten to twenty years ago. Also, after-school programs were found to be an appropriate vehicle to teach these skills. Furthermore, the survey explored how well the public perceives schools to be preparing youth for the workforce and postsecondary education, which twenty-first century skills are seen as being taught effectively, and the level of need for after-school and summer programs. The survey results provide conclusive evidence of national support for basics-plus education. Thus, a clear opportunity exists to build momentum for a new model of education for the twenty-first century.
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities

PubMed Central

Chu, Felicia W.; vanMarle, Kristy; Geary, David C.

2016-01-01

One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted reading and mathematics achievement at the end of kindergarten. Preliteracy skills were more strongly related to word reading, whereas sensitivity to relative quantity was more strongly related to mathematics achievement. The overall results indicate that a combination of domain-general and domain-specific abilities contribute to development of children's early mathematics and reading achievement. PMID:27252675
Predicting Children's Reading and Mathematics Achievement from Early Quantitative Knowledge and Domain-General Cognitive Abilities.

PubMed

Chu, Felicia W; vanMarle, Kristy; Geary, David C

2016-01-01

One hundred children (44 boys) participated in a 3-year longitudinal study of the development of basic quantitative competencies and the relation between these competencies and later mathematics and reading achievement. The children's preliteracy knowledge, intelligence, executive functions, and parental educational background were also assessed. The quantitative tasks assessed a broad range of symbolic and nonsymbolic knowledge and were administered four times across 2 years of preschool. Mathematics achievement was assessed at the end of each of 2 years of preschool, and mathematics and word reading achievement were assessed at the end of kindergarten. Our goals were to determine how domain-general abilities contribute to growth in children's quantitative knowledge and to determine how domain-general and domain-specific abilities contribute to children's preschool mathematics achievement and kindergarten mathematics and reading achievement. We first identified four core quantitative competencies (e.g., knowledge of the cardinal value of number words) that predict later mathematics achievement. The domain-general abilities were then used to predict growth in these competencies across 2 years of preschool, and the combination of domain-general abilities, preliteracy skills, and core quantitative competencies were used to predict mathematics achievement across preschool and mathematics and word reading achievement at the end of kindergarten. Both intelligence and executive functions predicted growth in the four quantitative competencies, especially across the first year of preschool. A combination of domain-general and domain-specific competencies predicted preschoolers' mathematics achievement, with a trend for domain-specific skills to be more strongly related to achievement at the beginning of preschool than at the end of preschool. Preschool preliteracy skills, sensitivity to the relative quantities of collections of objects, and cardinal knowledge predicted reading and mathematics achievement at the end of kindergarten. Preliteracy skills were more strongly related to word reading, whereas sensitivity to relative quantity was more strongly related to mathematics achievement. The overall results indicate that a combination of domain-general and domain-specific abilities contribute to development of children's early mathematics and reading achievement.
The Effects of L2 Reading Skills on L1 Reading Skills through Transfer

ERIC Educational Resources Information Center

Altmisdort, Gonca

2016-01-01

This study investigated whether transfer from L2 to L1 in reading occurs, and if so, which reading sub-skills are transferred into L1 reading. The aim is to identify the role of second language reading skills in L1 reading skills by means of transfer. In addition, the positive effects of the second language transfer to the first language in the…
Empowering Schools and Teachers: A New Link to Jobs for the Non-College Bound. Background Paper No. 4.

ERIC Educational Resources Information Center

Rosenbaum, James E.

Many work-bound youths have poor work habits and poor basic skills in reading, writing, and mathematics. Many work-bound youths, especially minorities and females, spend their first years after school unemployed or job hopping, with consequent loss of training and productivity. These problems are becoming more serious because minorities and…
Destrezas de communicacion en la vida actual. Volumen I. Edicion para el maestro (Communications Skills in Everday Life. Volume I. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…
Destrezas de communicacion en la vida actual. Volumen III. Edicion para el maestro (Communication Skills in Everyday Life. Volume III. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…
Destrezas de communicacion en la vida acutal. Volumen II. Edicion para el maestro (Communication Skills in Everyday Life. Volume II. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…
Academic Instruction with the Visible V-8 Engine. The Coordinated Correlated Instructional Program.

ERIC Educational Resources Information Center

Davis, W. J.

The book presents three 93-day lesson plans to motivate and teach handicapped secondary students basic academic skills in reading and language arts, English, and mathematics in conjunction with learning about automobile engines from Revell's Visible V8 Engine Kit. Each lesson plan is correlated with the Visible V8 Engine Kit and includes daily…
Senate Rostrum: Academic Senate for California Community Colleges Newsletter

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2010

2010-01-01

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) The Need for full Time faculty (again) by Jane Patton; (2) Reading May Be the Key to Unlocking Basic Skills Success by Janet Fulks; (3) Diversity Institute on the Right Track by Beth Smith; (4)…
The Relationship of Training in Self-Generated Questioning with Passage Difficulty and Immediate and Delayed Retention.

ERIC Educational Resources Information Center

Balajthy, Ernest

A study was conducted to determine if covert reader-generation of interspersed prequestions would affect recall of science-oriented prose. Sixty college freshmen in a basic skills reading course were divided into three groups: Group I received 5 hours of training and practive in the construction of self-generated questions, including recognition…
How Does the Empty Glass Fill? A Modern Philosophy of the Digital Divide.

ERIC Educational Resources Information Center

Singleton, Solveig; Mast, Lucas

2000-01-01

The authors argue that the digital divide is not a serious problem. Even without government help, entrepreneurs are offering myriad services and products geared towards people in the lower economic brackets. More of a problem, according to the authors, is the lack of basic skills in areas such as math and reading among younger people. (JM)
External High School Diploma Program Evaluation Project. Final Report, October 1, 1979-June 30, 1980. Part III: Competency Comparison.

ERIC Educational Resources Information Center

Hole, Wanda Clements; Seggerson, Sharon Corcoran

The purpose of this portion of a project was to compare External High School Diploma (EHSDP) competencies at Waukesha County (Wisconsin) Technical Institute with minimum high school competency requirements in (1) local school districts and (2) selected states. Testing focused on basic skills of mathematics, reading, and writing. Minimum competency…
The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework

ERIC Educational Resources Information Center

Petscher, Yaacov; Kim, Young-Suk; Foorman, Barbara R.

2011-01-01

As schools implement response to intervention to identify and serve students with learning difficulties, it is critical for educators to know how to evaluate screening measures. In the present study, "Dynamic Indicators of Basic Early Literacy Skills" Oral Reading Fluency was used to compare the differential decisions that might occur in…
An Exploration of Factors Affecting the Academic Success of Students in a College Quantitative Business Course

ERIC Educational Resources Information Center

Davis, Mary M.

2009-01-01

The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics" (paragraph 4). Furthermore,…

Iowa CASAS Pilot Project Reports: An Initial Evaluation of CASAS Effectiveness in Iowa's Adult Basic Education Programs.

ERIC Educational Resources Information Center

Strom, Mary L.

In fall 1992, the Iowa Department of Education began pilot tests of the Comprehensive Adult Student Assessment System (CASAS), an assessment system evaluating reading, math, and problem solving in a life skills context for adult remedial programs. This document provides reports from the nine community colleges that served as test sites, describing…
Music Activities Guide for the Preschool Trainable Child. Mental Retardation Training Program Technical Report Series 71-2.

ERIC Educational Resources Information Center

Hardesty, Kay W.

Intended for teachers of trainable mentally retarded (TMR) preschool children, the guide gives principles of teaching music to the TMR child and suggests appropriate materials. Listed are reasons for teaching music to the TMR child (such as language development), necessary music skills for the teacher (such as music reading), and basic teaching…
Increasing Creativity with the Self-Studies in Basic English Classes

ERIC Educational Resources Information Center

Yagcioglu, Ozlem

2016-01-01

There are many materials, books and resources for the self-studies which can be useful in the ESL and in the EFL classrooms. Choosing the ones which can make learners more creative and happier will help our students to develop their language skills in speaking, reading, writing and listening. This paper deals with the methods and approaches to…
The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material.

ERIC Educational Resources Information Center

Mikulecky, Larry

A study evaluated the effectiveness of a series of print materials and interactive computer-guided study programs designed to lead undergraduate students to apply basic textbook reading and concept mapping strategies to the study of science and social science textbooks. Following field testing with 25 learning skills students, 50 freshman biology…
Proposing a Model Assessment and Intervention Program for Learning Disabled Adolescents in a Typical School Population.

ERIC Educational Resources Information Center

Currie, Winifred

Reported are results of screening over 1,000 eighth or ninth grade students for learning disabilities, and suggested is an intervention program utilizing available local resources. The Currie-Milonas Screening Test is described as consisting of eight subtests to identify problems in the basic skills of reading, writing, language, or mathematics.…
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA.

PubMed

Washburn, Erin K; Binks-Cantrell, Emily S; Joshi, R Malatesha; Martin-Chang, Sandra; Arrow, Alison

2016-04-01

The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries.
Basic number processing in children with specific learning disorders: Comorbidity of reading and mathematics disorders.

PubMed

Moll, Kristina; Göbel, Silke M; Snowling, Margaret J

2015-01-01

As well as being the hallmark of mathematics disorders, deficits in number processing have also been reported for individuals with reading disorders. The aim of the present study was to investigate separately the components of numerical processing affected in reading and mathematical disorders within the framework of the Triple Code Model. Children with reading disorders (RD), mathematics disorders (MD), comorbid deficits (RD + MD), and typically developing children (TD) were tested on verbal, visual-verbal, and nonverbal number tasks. As expected, children with MD were impaired across a broad range of numerical tasks. In contrast, children with RD were impaired in (visual-)verbal number tasks but showed age-appropriate performance in nonverbal number skills, suggesting their impairments were domain specific and related to their reading difficulties. The comorbid group showed an additive profile of the impairments of the two single-deficit groups. Performance in speeded verbal number tasks was related to rapid automatized naming, a measure of visual-verbal access in the RD but not in the MD group. The results indicate that deficits in number skills are due to different underlying cognitive deficits in children with RD compared to children with MD: a phonological deficit in RD and a deficit in processing numerosities in MD.
Reading Skill and Word Skipping: Implications for Visual and Linguistic Accounts of Word Skipping

ERIC Educational Resources Information Center

Eskenazi, Michael A.; Folk, Jocelyn R.

2015-01-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did…
The Effects of Test Characteristics on the Hierarchical Order of Reading Skills

ERIC Educational Resources Information Center

Badrasawi, Kamal J. I.; Abu Kassim, Noor Lide; Daud, Nuraihan Mat

2017-01-01

Purpose: The study sought to determine the hierarchical nature of reading skills. Whether reading is a "unitary" or "multi-divisible" skill is still a contentious issue. So is the hierarchical order of reading skills. Determining the hierarchy of reading skills is challenging as item difficulty is greatly influenced by factors…
Reading interventions with behavioral and social skill outcomes: a synthesis of research.

PubMed

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

2015-01-01

Research findings have suggested that reading deficits and problem behaviors are positively related. This synthesis investigated how reading interventions impact behavioral/social skill outcomes by reviewing studies that included (a) a reading intervention without behavioral/social skill components, (b) behavioral/social skill dependent variables, and (c) students in Grades K-12. Fifteen articles were evaluated by the type of reading intervention, associations between positive reading effects and behavioral/social skill outcomes, and The What Works Clearinghouse (WWC) determinants of study ratings. Findings suggested that reading interventions tended to have positive reading outcomes, while behavioral/social skill outcomes were small or negative. Research did not suggest an association between improved reading and behavioral performance, regardless of the WWC study determinants rating. Implications include reading instruction may not be sufficient to improve behavioral and social skill outcomes. Additional research is warranted to investigate the long-term impact of reading on behavioral and social skill outcomes. © The Author(s) 2014.
Examination of the PISA 2009 Reading Skills and Information and Communication Technology (ICT) Use Skills of Turkish Students

ERIC Educational Resources Information Center

Acar, Tülin

2015-01-01

The aim of this paper is to determine relation between PISA Reading Skills and ICT use skills of Turkish students. In this study are four variables such as joy/like Reading, use of Libraries, Online Reading and Plausible value in reading which are dealt with as indications of reading skills. It constitutes six variables such as attitude towards…
Orthographic and phonological preview benefits: parafoveal processing in skilled and less-skilled deaf readers.

PubMed

Bélanger, Nathalie N; Mayberry, Rachel I; Rayner, Keith

2013-01-01

Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.
Paragraph-reading comprehension ability in Mandarin-speaking children with cochlear implants.

PubMed

Wu, Che-Ming; Lee, Li-Ang; Chao, Wei-Chieh; Tsou, Yung-Ting; Chen, Yen-An

2015-06-01

1) To investigate different aspects of paragraph reading in Mandarin-speaking students with cochlear implants (CIs) and the factors associated with unfavorable outcomes, and 2) to understand the replaceability of a paragraph-reading test with a sentence-reading test. Cross-sectional, case-controlled study. Fifty-three students with CIs (aged 11.0 ± 1.4 years) and 53 grade- and gender-matched children with normal hearing (NH) participated in the study. A paragraph-reading comprehension test was conducted. Sentence and word reading, speech perception, language skills, and child/family characteristics were examined. An unfavorable paragraph-reading outcome was defined as a score lower than one standard deviation below the NH mean. The CI subjects had significantly worse paragraph-reading comprehension than did the NH controls (P = 0.017, d = 0.54). Their performance in grades 5 to 6 was not significantly higher than of those with NH in grades 2 to 4. The CI children's abilities to understand semantics (P = 0.012) and syntax (P = 0.020) significantly fell behind the NH controls in grades 2 to 4, and the lag continued in grades 5 to 6 (P = 0.039, P = 0.002, respectively). Grade and sentence reading were independently associated with unfavorable paragraph-reading outcomes (R(2) = 0.453). The optimal sensitivity and specificity of the sentence-reading test in identifying unfavorable paragraph-reading outcomes were 90.9% and 90.0%, respectively (area under the curve = 0.923). Specialists should pay attention to CI students' development of different reading skills. Paragraph-reading tests enable a multidimensional evaluation of reading competence. Use of sentence-reading tests is suggested only as a tool for preliminary screening for basic reading capacities. 3b. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.
Profile of language and cognitive functions in children with dyslexia in speakers of Brazilian Portuguese.

PubMed

Barbosa, Thais; Rodrigues, Camila Cruz; Toledo-Piza, Carolina Mattar; Navas, Ana Luiza Gomes Pinto; Bueno, Orlando Francisco Amodeu

2015-01-01

To verify the language and cognitive profile of children with dyslexia, contributing to the diagnosis of this condition in readers of a regular orthography, such as Brazilian Portuguese. In this study, 47 children with dyslexia (GD) and two controlled groups, one composed of 41 age controls (GCI) and the other with 31 reading controls (GCL), participated. All children were submitted to a battery involving the above-mentioned abilities. GD demonstrated predominant deficits in phonological processing, which were not compatible with a delay in the development of such abilities, indicating an atypical development. The GD also obtained lower scores in both basic and more complex reading and writing skills (i.e., letters, words, pseudowords, and texts, respectively), as well as in other domains, such as language (syntactic processing and oral sentence comprehension), which may be a result of a deficit in phonological skills, that interfered with higher complexity linguistic skills. Phonological abilities demonstrated to be the main difficulty observed in children with dyslexia investigated in this study, corroborating previous studies in other languages. This demonstrates that, independently of the language regularity, phonological skills are fundamental to the diagnosis of developmental dyslexia.
Does literacy improve finance?

PubMed

Poon, Martha; Olen, Helaine

2015-04-01

When economists ask questions about basic financial principles, most ordinary people answer incorrectly. Economic experts call this condition "financial illiteracy," which suggests that poor financial outcomes are due to a personal deficit of reading-related skills. The analogy to reading is compelling because it suggests that we can teach our way out of population-wide financial failure. In this comment, we explain why the idea of literacy appeals to policy makers in the advanced industrial nations. But we also show that the narrow skill set laid out by economists does not satisfy the politically inclusive definition of literacy that literacy studies fought for. We identify several channels through which people engage with ideas about finance and demonstrate that not all forms of literacy will lead people to the educational content prescribed by academic economists. We argue that truly financial literate people can defy the demands of financial theory and financial institutions. © The Author(s) 2015.
Early Precursor of Reading: Acquisition of Phonological Awareness Skills

ERIC Educational Resources Information Center

Turan, Figen; Gul, Gozde

2008-01-01

Phonological awareness skills begin to develop at preschool ages and support reading skills during school ages. Studies on phonological awareness show great relationship with reading skills development. Since literacy talents such as phonological awareness and vocabulary represent future success in reading, assisting literacy skills during…
Linguistic diversity in a deaf prison population: implications for due process.

PubMed

Miller, Katrina R

2004-01-01

The entire deaf prison population in the state of Texas formed the basis for this research. The linguistic skills of prison inmates were assessed using the following measures: (1) Kannapell's categories of bilingualism, (2) adaptation of the diagnostic criteria for Primitive Personality Disorder, (3) reading scores on the Test of Adult Basic Education, and (4) an evaluation of sign language use and skills by a certified sign language interpreter who had worked with deaf inmates for the past 17 years. Deaf inmates with reading scores below the federal standard for literacy (grade level 2.9) were the group most likely to demonstrate linguistic incompetence to stand trial, meaning that they probably lacked the ability to understand the charges against them and/or were unable to participate in their own defenses. Based on the language abilities and reading scores of this population, up to 50% of deaf state prison inmates may not have received due process throughout their arrest and adjudication. Despite their adjudicative and/or linguistic incompetence, these individuals were convicted in many cases, possibly violating their constitutional rights and their rights under the Americans with Disabilities Act.
A Comparison of a Gifted Education Program among Eighth Grade Gifted Students at a Georgia Junior High School

ERIC Educational Resources Information Center

Harden, Jerry Clark

2012-01-01

The purpose of this study was to investigate the relationships that may exist among mean scores on the math and reading portions of the Iowa Test of Basic Skills (ITBS) of eighth grade gifted students of different gender, race, and socioeconomic status. Significant changes have been made to Georgia's gifted identification procedures over the last…
Using a Response to Intervention Framework to Improve Student Learning: A Pocket Guide for State and District Leaders. Implementing ESEA Flexibility Plans

ERIC Educational Resources Information Center

McInerney, Maurice; Elledge, Amy

2013-01-01

The 2002 reauthorization of the Elementary and Secondary Education Act (ESEA) contained provisions that expanded state and district accountability for improving all schools and increasing the learning and achievement of all students, including those who struggle to master basic skills in reading and mathematics. In 2011, the U.S. Department of…
New Jersey Statewide Minimum Standards: Results from the Program's Second Year. Occasional Papers in Education.

ERIC Educational Resources Information Center

Koffler, Stephen L.

Results of the second year of the New Jersey Minimum Basic Skills Tests in reading and mathematics, mandated by the New Jersey Public School Education Act of 1975, are summarized. Approximately 397,000 students in grades three, six, nine, and eleven were tested. Results of the tests showed that a smaller percentage of sixth-grade students met…

Brief exposure to a self-paced computer-based reading programme and how it impacts reading ability and behaviour problems.

PubMed

Hughes, J Antony; Phillips, Gordon; Reed, Phil

2013-01-01

Basic literacy skills underlie much future adult functioning, and are targeted in children through a variety of means. Children with reading problems were exposed either to a self-paced computer programme that focused on improving phonetic ability, or underwent a classroom-based reading intervention. Exposure was limited to 3 40-min sessions a week, for six weeks. The children were assessed in terms of their reading, spelling, and mathematics abilities, as well as for their externalising and internalising behaviour problems, before the programme commenced, and immediately after the programme terminated. Relative to the control group, the computer-programme improved reading by about seven months in boys (but not in girls), but had no impact on either spelling or mathematics. Children on the programme also demonstrated fewer externalising and internalising behaviour problems than the control group. The results suggest that brief exposure to a self-paced phonetic computer-teaching programme had some benefits for the sample.
Predicting English Word Reading Skills for Spanish-Speaking Students in First Grade.

PubMed

Páez, Mariela; Rinaldi, Claudia

2006-10-01

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

ERIC Educational Resources Information Center

Spangler, Susan

2009-01-01

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

ERIC Educational Resources Information Center

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

2010-01-01

English reading comprehension skill development was examined in a group of 87 native Spanish-speakers developing English literacy skills, followed from fourth through fifth grade. Specifically, the effects of Spanish (L1) and English (L2) oral language and word reading skills on reading comprehension were investigated. The participants showed…
Growth of reading skills in children with a history of specific language impairment: the role of autistic symptomatology and language-related abilities.

PubMed

St Clair, Michelle C; Durkin, Kevin; Conti-Ramsden, Gina; Pickles, Andrew

2010-03-01

Individuals with a history of specific language impairment (SLI) often have subsequent problems with reading skills, but there have been some discrepant findings as to the developmental time course of these skills. This study investigates the developmental trajectories of reading skills over a 9-year time-span (from 7 to 16 years of age) in a large sample of individuals with a history of SLI. Relationships among reading skills, autistic symptomatology, and language-related abilities were also investigated. The results indicate that both reading accuracy and comprehension are deficient but that the development of these skills progresses in a consistently parallel fashion to what would be expected from a normative sample of same age peers. Language-related abilities were strongly associated with reading skills. Unlike individuals with SLI only, those with SLI and additional autistic symptomatology had adequate reading accuracy but did not differ from the individuals with SLI only in reading comprehension. They exhibited a significant gap between what they could read and what they could understand when reading. These findings provide strong evidence that individuals with SLI experience continued, long-term deficits in reading skills from childhood to adolescence.
Continuities in Reading Acquisition, Reading Skill, and Reading Disability.

ERIC Educational Resources Information Center

Perfetti, Charles A.

1986-01-01

Learning to read depends on eventual mastery of coding procedures, and even skilled reading depends on coding processes low in cost to processing resources. Reading disability may be understood as a point on an ability continuum or a wide range of coding ability. Instructional goals of word reading skill, including rapid and fluent word…
Examining the Effects of Skill Level and Reading Modality on Reading Comprehension

ERIC Educational Resources Information Center

Dickens, Rachel H.; Meisinger, Elizabeth B.

2016-01-01

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

PubMed Central

Amador, S

1994-01-01

By judiciously selecting topics and reading materials, one can teach a full semester course on medical physics appropriate for college students not majoring in the natural sciences. This interdisciplinary field offers an opportunity to teach a great deal of basic physics at the freshman level in the context of explaining modern medical technologies such as ultrasound imaging, laser surgery, and positron emission tomography. This article describes one such course which combines lectures, outside visitors, varied readings, and laboratories to convey a select subset of physical principles and quantitative problem-solving skills. These resources are also valuable for enriching the standard freshman physics sequence for premedical students. PMID:8075355
The Genetic and Environmental Etiologies of the Relations between Cognitive Skills and Components of Reading Ability

PubMed Central

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

2016-01-01

While previous research has shown cognitive skills to be important predictors of reading ability in children, the respective roles for genetic and environmental influences on these relations is an open question. The present study explored the genetic and environmental etiologies underlying the relations between selected executive functions and cognitive abilities (working memory, inhibition, processing speed, and naming speed) with three components of reading ability (word reading, reading comprehension, and listening comprehension). Twin pairs drawn from the Colorado Front Range (n = 676; 224 monozygotic pairs; 452 dizygotic pairs) between the ages of eight and 16 (M = 11.11) were assessed on multiple measures of each cognitive and reading-related skill. Each cognitive and reading-related skill was modeled as a latent variable, and behavioral genetic analyses estimated the portions of phenotypic variance on each latent variable due to genetic, shared environmental, and nonshared environmental influences. The covariance between the cognitive skills and reading-related skills was driven primarily by genetic influences. The cognitive skills also shared large amounts of genetic variance, as did the reading-related skills. The common cognitive genetic variance was highly correlated with the common reading genetic variance, suggesting that genetic influences involved in general cognitive processing are also important for reading ability. Skill-specific genetic variance in working memory and processing speed also predicted components of reading ability. Taken together, the present study supports a genetic association between children’s cognitive ability and reading ability. PMID:26974208
The unique role of executive function skills in predicting Hong Kong kindergarteners' reading comprehension.

PubMed

Liu, Yingyi; Sun, Huilin; Lin, Dan; Li, Hong; Yeung, Susanna Siu-Sze; Wong, Terry Tin-Yau

2018-01-15

Word reading and linguistic comprehension skills are two crucial components in reading comprehension, according to the Simple View of Reading (SVR). Some researchers have posited that a third component should be involved in reading and understanding texts, namely executive function (EF) skills. This study was novel in two ways. Not only did we tested EF skills as a predictor of reading comprehension in a non-alphabetic language (i.e., Chinese) to extend the theoretical model of SVR, we also examined reading comprehension further in kindergarten children (age 5) in Hong Kong, in the attempt to reveal possible early precursors of reading comprehension. A group of 170 K3 kindergarteners was recruited in Hong Kong. Children's word reading was assessed. Their linguistic comprehension was assessed with phonological awareness, verbal short-term memory, and vocabulary knowledge. Using a structured observation task, Head-Toes-Knees-Shoulders (HTKS), we measured their composite scores for EF skills. Head-Toes-Knees-Shoulders performance predicted unique variance in children's Chinese reading comprehension concurrently beyond word reading and a set of linguistic comprehension skills. The results highlight the important role of EF skills in beginning readers' reading comprehension. © 2018 The British Psychological Society.
Health literacy and ophthalmic patient education

PubMed Central

Muir, Kelly W.; Lee, Paul P.

2010-01-01

In 1997, Ebrahimzadeh, Davalos and Lee wrote in this journal that only 32% of the ophthalmic patient educational materials reviewed were written at or below the recommended eighth grade reading level. Since that time, the National Assessment of Adult Literacy found that more than one third of adult Americans possess only basic or below basic health literacy skills, defined as the ability to understand written information in a healthcare setting. Subsequently, investigators have shown that poor health literacy skills are associated with poor prescription medication adherence, increased hospital admissions and increased mortality. We review the readability of currently available ophthalmic educational materials, with particular attention to the health literacy status of the patient population for which the materials are intended. Examples of prose at various readability levels are provided. Optimizing patient education and improving clinical outcomes requires understanding the attributes that the patient brings to the patient–physician relationship, including health literacy. PMID:20650503
Integrated Job Skills and Reading Skills Training System. Final Report.

ERIC Educational Resources Information Center

Sticht, Thomas G.; And Others

An exploratory study was conducted to evaluate the feasibility of determining the reading demands of navy jobs, using a methodology that identifies both the type of reading tasks performed on the job and the level of general reading skill required to perform that set of reading tasks. Next, a survey was made of the navy's job skills training…
Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part G. ACE Competency Based Job Descriptions: #22--Refrigerator Mechanic; #24--Motorcycle Repairperson.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This fourth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Refrigerator Mechanic and Motorcycle Repairperson. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T. general educational…
How Do They Compare? ITBS and ISAT Reading and Mathematics in the Chicago Public Schools, 1999 to 2002. Research Data Brief.

ERIC Educational Resources Information Center

Easton, John Q.; Correa, Macarena; Luppescu, Stuart; Park, Hye-Sook; Ponisciak, Stephen; Rosenkranz, Todd; Sporte, Susan

For several decades, the Iowa Tests of Basic Skills (ITBS) held the preeminent role in measuring student and school performance in the Chicago Public Schools (CPS), Illinois. In the context of the No Child Left Behind act and new calls for accountability, the CPS has decided to include results from the Illinois Standard Achievement Test (ISAT) in…
If I Don't Love Me, Who Will? Developing Self-Esteem in Youth.

ERIC Educational Resources Information Center

Kramer, Patricia

Education was designed to prepare young people for the adult world, to enable them to find some degree of success in whatever they choose to do. It is thought if that educators can teach young people to read and write, they will succeed. But the primary reason people lose jobs is not because they do not have basic skills but because they cannot…
Evaluation of the DIBELS (Sixth Edition) Diagnostic System for the Selection of Native and Proficient English Speakers at Risk of Reading Difficulties

ERIC Educational Resources Information Center

Smolkowski, Keith; Cummings, Kelli D.

2016-01-01

This comprehensive evaluation of the Dynamic Indicators of Basic Early Literacy Skills Sixth Edition (DIBELS6) set of measures gives a practical illustration of signal detection methods, the methods used to determine the value of screening and diagnostic systems, and offers an updated set of cut scores (decision thresholds). Data were drawn from a…
Simple tools for assembling and searching high-density picolitre pyrophosphate sequence data.

PubMed

Parker, Nicolas J; Parker, Andrew G

2008-04-18

The advent of pyrophosphate sequencing makes large volumes of sequencing data available at a lower cost than previously possible. However, the short read lengths are difficult to assemble and the large dataset is difficult to handle. During the sequencing of a virus from the tsetse fly, Glossina pallidipes, we found the need for tools to search quickly a set of reads for near exact text matches. A set of tools is provided to search a large data set of pyrophosphate sequence reads under a "live" CD version of Linux on a standard PC that can be used by anyone without prior knowledge of Linux and without having to install a Linux setup on the computer. The tools permit short lengths of de novo assembly, checking of existing assembled sequences, selection and display of reads from the data set and gathering counts of sequences in the reads. Demonstrations are given of the use of the tools to help with checking an assembly against the fragment data set; investigating homopolymer lengths, repeat regions and polymorphisms; and resolving inserted bases caused by incomplete chain extension. The additional information contained in a pyrophosphate sequencing data set beyond a basic assembly is difficult to access due to a lack of tools. The set of simple tools presented here would allow anyone with basic computer skills and a standard PC to access this information.
A Model of Reading Comprehension in Chinese Elementary School Children

ERIC Educational Resources Information Center

Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa; Wong, Yau-kai

2013-01-01

The relationships of reading-related skills (rapid naming, morphological awareness, syntactic skills, discourse skills, and verbal working memory) and word reading to reading comprehension were examined among 248 Chinese fourth graders in Hong Kong. Multiple regression analysis results showed that syntactic skills (word order knowledge,…
The Transfer of Reading Skills From First to Second Language: The Report of an Experiment with Spanish Speakers Learning English.

ERIC Educational Resources Information Center

Deemer, Holly Beth

Certain aspects of the reading process have suggested that second language reading skills are determined to some extent by native language reading skills. Some of this research is reviewed here and an experiment is described in which the reading skills in Spanish and English of three groups of Spanish speakers learning English are compared.…
Increasing Early Reading Skills in Young Signing Deaf Children Using Shared Book Reading: A Feasibility Study

ERIC Educational Resources Information Center

Andrews, Jean F.; Liu, Hsiu-Tan; Liu, Chun-Jung; Gentry, Mary Anne; Smith, Zanthia

2017-01-01

A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade…

Investigating morphological awareness and the processing of transparent and opaque words in adults with low literacy skills and in skilled readers

PubMed Central

To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

2015-01-01

For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological awareness explained unique variance in word reading and reading comprehension. In addition, we investigated the effects of orthographic and phonological opacity in morphological processing. Results indicated that adults with low literacy skills were more impaired than skilled readers on items containing phonological changes but were spared on items involving orthographic changes. These results are consistent with previous findings of adults with low literacy skills reliance on orthographic codes. Educational implications are discussed. PMID:27158173
National Migrant Education Program: Reading Skills--English (Programa Nacional de Educacion Migrante: Destrezas de Lectura--Espanol).

ERIC Educational Resources Information Center

1979

Used as an integral part of the migrant student skills system operated by the Migrant Student Record Transfer System (MSRTS), the reading skills list contains a catalog of reading skills typical of the K-12 grade range. This catalog includes a sample of the MSRTS transmittal record which permits teachers to report the reading skills being worked…
Investigating Morphological Awareness and the Processing of Transparent and Opaque Words in Adults with Low Literacy Skills and in Skilled Readers

ERIC Educational Resources Information Center

To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

2016-01-01

For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological…
An Investigation of the Relationship between Reading Comprehension and Morphological Awareness Skills

ERIC Educational Resources Information Center

Loudermill, Chenell Smith

2014-01-01

The purpose of this study was to investigate the relationship between reading comprehension and morphological awareness skills. Researchers have documented a wide range of skills that influence reading comprehension ability at different times to different degrees. One of the skills identified as having an influence on reading comprehension ability…
Follow-up study on reading comprehension in Down's syndrome: the role of reading skills and listening comprehension.

PubMed

Roch, Maja; Florit, Elena; Levorato, Chiara

2011-01-01

According to the 'Simple View of Reading', reading comprehension requires some abilities such as reading skill and listening comprehension. Individuals with Down's syndrome show relative strengths in reading skills, mainly in word recognition, where they attain a reading age of about 7-8 years. Compared with word recognition, their reading comprehension is usually delayed by at least 6 months. Poor reading comprehension is paralleled by weak listening comprehension. It is claimed that poor listening comprehension might constrain the development of reading comprehension and, therefore, be a cause for the asynchrony between reading skills and reading comprehension. A follow-up study was carried out in order to analyse the improvements in reading skills, listening and reading text comprehension, and to support the hypothesis of a causal relationship between listening and reading comprehension. Ten children and adolescents with Down's syndrome, aged between 11 years 3 months and 19 years 10 months, were assessed twice over a one-year period as to their reading skills, listening and reading text comprehension. Three main findings emerged: (1) reading skills, on the one hand, and comprehension (both listening and reading), on the other hand, are independent; (2) reading comprehension development is determined mainly by listening comprehension, which in the present study proved to be very poor; and (3) an improvement after a one-year period, even though limited, occurred for all examined abilities except for listening comprehension. The results are discussed in the light of the theoretical framework of the 'Simple View of Reading' and of their relevance for practical and educational issues. © 2011 Royal College of Speech & Language Therapists.
Development of Components of Reading Skill.

ERIC Educational Resources Information Center

Curtis, Mary E.

1980-01-01

Verbal coding and listening comprehension ability differed among skilled and less skilled readers in second, third, and fifth grades. As verbal coding speed increased, comprehension skill became the more important predictor of reading skill. Apparently, verbal coding processes, which are slow, inhibit other reading processes. (Author/CP)
Associations between Inattention, Hyperactivity and Pre-Reading Skills before and after Formal Reading Instruction Begins

ERIC Educational Resources Information Center

Dittman, Cassandra K.

2016-01-01

Concurrent associations between teacher ratings of inattention, hyperactivity and pre-reading skills were examined in 64 pre-schoolers who had not commenced formal reading instruction and 136 school entrants who were in the first weeks of reading instruction. Both samples of children completed measures of pre-reading skills, namely phonological…
Using Reading Circles Strategy for Developing Preparatory Students' Critical Reading Skills and Social Skills

ERIC Educational Resources Information Center

Abdelrasoul, Mohamed Mahmoud Ibrahim

2014-01-01

The present study aimed at developing the necessary critical reading skills and social skills of the Egyptian EFL second year preparatory school students, through a proposed program based on using reading circles strategy. The study participants were 44 students from Sohag Experimental Preparatory School in Sohag Governorate. Instruments of the…
The Relationship among ICT Skills, Traditional Reading Skills and Online Reading Ability

ERIC Educational Resources Information Center

Liu, I-Fang; Ko, Hwa-Wei

2016-01-01

Perspectives from reading and information fields have identified similar skills belong to two different kind of literacy being online reading abilities and ICT skills. It causes a conflict between two research fields and increase difficult of integrating study results. The purpose of this study was to determine which views are suitable for…
The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography

PubMed Central

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

2016-01-01

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

DTIC Science & Technology

1988-02-01

the history of the field, most research has concerned tasks, that take minutes or hours to perform. Typically, subjects make many observable actions...may be moved at a time and a larger disk may never be placed on top of a smaller one. There are many variations of this basic puzzle. For instance...book, Human Problem Solving, is still required reading for anyone seriously interested in the field. This theory became the foundation for many detailed
Elementary School Achievement Profiles, Portland Public Schools. A School-by-School Report of Basic Skills Test Results and School/Student/Staff Data. School Year 1985-86.

ERIC Educational Resources Information Center

Portland Public Schools, OR. Dept. of Research, Evaluation, and Testing.

This report contains Portland Achievement Levels Tests results for the 63 elementary schools, 16 middle schools, and 1 special program school in the Portland (Oregon) School District for the 1985-86 school year. Results in reading, language usage, and mathematics are reported for children in grades 3 to 8. Each school data page presents the…
Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part D. ACE Competency Based Job Descriptions: #2--Child Care Attendent; #4--Guard; #8--Medical Assistant.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This first of fifteen sets of Adult Competency Education (ACE) Based Job Descriptions in the ACE kit contains job descriptions for Child Care Attendent, Guard, and Medical Assistant. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T. general educational developmental…
Cuaderno de Recetas Ilustradas para Jovenes con Impedimentos--Para Estudiantes con Impedimentos Leves v Moderados (Notebook of Illustrated Recipes for Youth with Disabilities--For Students with Light and Moderate Disabilities).

ERIC Educational Resources Information Center

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

This collection of recipes has been prepared with attention to the needs of students with disabilities who lack reading skills sufficient to be able to use ordinary cookbooks. Presentation in this illustrated form helps them understand the processes of food preparation as it introduces a basic culinary vocabulary. The teacher can use this…
[Acquiring Science English: A Plan and System Are Needed].

PubMed

Foong, Foo Wah

2018-01-01

　Literary English is different from science English (SE) and pharmaceutical science English (PSE). Therefore, a totally new approach was adopted for students to learn PSE at Kyoto Pharmaceutical University (KPU). In 2012, a 4-year program for teaching PSE was proposed, and a stepwise-stepup tertiary science English education (SSTSEE) system was introduced at KPU. The system provides a novel form of PSE teaching that stretches from year 1 to 4, where the PSE level progresses to higher levels of learning with each passing academic year. With the launch of the SSTSEE system, relevant science-educated staff were provided with training and were also requested to study the syllabi of the respective academic years to write textbooks with the appropriate PSE content for their respective levels. From 2012 to 2015, textbooks and curricula for 4 year academic levels were developed and published to meet the needs for PSE learning at each academic level. Based on results of the SSTSEE system, year 1 students acquired the SE basics, and year 2 students applied the SE basics acquired. In years 3 and 4, students further pursued and developed their PSE ability. Additionally, students participated actively in developing skills in the reading, listening, writing, and speaking of SE/PSE. Active-plus-deep learning prompted students in developing those skills using illustrations, posters, and power-point slideshow presentations. By year 4, average achievers had established an independent level of competency in reading, listening, speaking, and writing PSE. Moreover, the SSTSEE system accommodated students timely in developing communication skills for practical fieldwork (clerkships) at pharmacies/hospitals in year 5 and for their future endeavors.
Graphic Novel Comprehension among Learners with Differential Cognitive Styles and Reading Abilities

ERIC Educational Resources Information Center

Wong, Simpson W. L.; Miao, Hoyee; Cheng, Rebecca Wing-yi; Yip, Michael Chi Wing

2017-01-01

Learners with poor reading skills are less able to acquire knowledge through text. Graphic novels may enhance reading comprehension skills owing to fewer words, more pictures, and an engaging storyline. This study considered the reading skills of 188 Chinese-English bilingual undergraduates, comparing their reading comprehension performance after…
The Importance of Intrinsic Motivation for High and Low Ability Readers' Reading Comprehension Performance

ERIC Educational Resources Information Center

Logan, Sarah; Medford, Emma; Hughes, Naomi

2011-01-01

The study examined how cognitive and motivational factors predicted reading skill and whether intrinsic reading motivation would explain significantly more variance in low ability readers' reading performance. One hundred and eleven children (aged 9-11) completed assessments of reading comprehension skill, verbal IQ, decoding skill and intrinsic…
Effective Strategies Used to Increase Early Reading Skills for Students in Third Grade

ERIC Educational Resources Information Center

Jones, LaQuanta

2013-01-01

Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness,…
Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests

PubMed Central

McKoon, Gail; Ratcliff, Roger

2016-01-01

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

PubMed

McKoon, Gail; Ratcliff, Roger

2016-01-01

Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. Copyright © 2015. Published by Elsevier B.V.

The interface between spoken and written language: developmental disorders.

PubMed

Hulme, Charles; Snowling, Margaret J

2014-01-01

We review current knowledge about reading development and the origins of difficulties in learning to read. We distinguish between the processes involved in learning to decode print, and the processes involved in reading for meaning (reading comprehension). At a cognitive level, difficulties in learning to read appear to be predominantly caused by deficits in underlying oral language skills. The development of decoding skills appears to depend critically upon phonological language skills, and variations in phoneme awareness, letter-sound knowledge and rapid automatized naming each appear to be causally related to problems in learning to read. Reading comprehension difficulties in contrast appear to be critically dependent on a range of oral language comprehension skills (including vocabulary knowledge and grammatical, morphological and pragmatic skills).
Underlying skills of oral and silent reading.

PubMed

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

2014-12-01

Many studies have examined reading and reading development. The majority of these studies, however, focused on oral reading rather than on the more dominant silent reading mode. Similarly, it is common practice to assess oral reading abilities rather than silent reading abilities in schools and in diagnosis of reading impairments. More important, insights gained through examinations of oral reading tend to be generalized to silent reading. In the current study, we examined whether such generalizations are justified. We directly compared oral and silent reading fluency by examining whether these reading modes relate to the same underlying skills. In total, 132 fourth graders read words, sentences, and text orally, and 123 classmates read the same material silently. As underlying skills, we considered phonological awareness, rapid naming, and visual attention span. All skills correlated significantly with both reading modes. Phonological awareness contributed equally to oral and silent reading. Rapid naming, however, correlated more strongly with oral reading than with silent reading. Visual attention span correlated equally strongly with both reading modes but showed a significant unique contribution only to silent reading. In short, we showed that oral and silent reading indeed are fairly similar reading modes, based on the relations with reading-related cognitive skills. However, we also found differences that warrant caution in generalizing findings across reading modes. Copyright © 2014 Elsevier Inc. All rights reserved.
Word reading skill predicts anticipation of upcoming spoken language input: a study of children developing proficiency in reading.

PubMed

Mani, Nivedita; Huettig, Falk

2014-10-01

Despite the efficiency with which language users typically process spoken language, a growing body of research finds substantial individual differences in both the speed and accuracy of spoken language processing potentially attributable to participants' literacy skills. Against this background, the current study took a look at the role of word reading skill in listeners' anticipation of upcoming spoken language input in children at the cusp of learning to read; if reading skills affect predictive language processing, then children at this stage of literacy acquisition should be most susceptible to the effects of reading skills on spoken language processing. We tested 8-year-olds on their prediction of upcoming spoken language input in an eye-tracking task. Although children, like in previous studies to date, were successfully able to anticipate upcoming spoken language input, there was a strong positive correlation between children's word reading skills (but not their pseudo-word reading and meta-phonological awareness or their spoken word recognition skills) and their prediction skills. We suggest that these findings are most compatible with the notion that the process of learning orthographic representations during reading acquisition sharpens pre-existing lexical representations, which in turn also supports anticipation of upcoming spoken words. Copyright © 2014 Elsevier Inc. All rights reserved.
Reading Difficulties in Adult Deaf Readers of French: Phonological Codes, Not Guilty!

ERIC Educational Resources Information Center

Belanger, Nathalie N.; Baum, Shari R.; Mayberry, Rachel I.

2012-01-01

Deaf people often achieve low levels of reading skills. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers is not yet fully supported in the literature. We investigated skilled and less skilled adult deaf readers' use of orthographic and phonological codes in reading. Experiment 1 used a masked…
Improving 4th Grade Primary School Students' Reading Comprehension Skills

ERIC Educational Resources Information Center

Bulut, Aydin

2017-01-01

The aim of this study was to carry out action research to investigate reading comprehension skills when using the SQ3R reading comprehension strategy. To that end, this strategy was used for improving the reading comprehension skills of 7 primary school 4th grade students who had problems with these skills. An action plan was prepared for 3hours a…
Tracing children's vocabulary development from preschool through the school-age years: An 8-year longitudinal study

PubMed Central

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

2014-01-01

In this 8-year longitudinal study, we traced the vocabulary growth of Chinese children, explored potential precursors of vocabulary knowledge, and investigated how vocabulary growth predicted future reading skills. Two hundred sixty-four (264) native Chinese children from Beijing were measured on a variety of reading and language tasks over 8 years. Between the ages of 4 to 10 years, they were administered tasks of vocabulary and related cognitive skills. At age 11, comprehensive reading skills, including character recognition, reading fluency, and reading comprehension were examined. Individual differences in vocabulary developmental profiles were estimated using the intercept-slope cluster method. Vocabulary development was then examined in relation to later reading outcomes. Three subgroups of lexical growth were classified, namely high-high (with a large initial vocabulary size and a fast growth rate), low-high (with a small initial vocabulary size and a fast growth rate) and low-low (with a small initial vocabulary size and a slow growth rate) groups. Low-high and low-low groups were distinguishable mostly through phonological skills, morphological skills and other reading-related cognitive skills. Childhood vocabulary development (using intercept and slope) explained subsequent reading skills. Findings suggest that language-related and reading-related cognitive skills differ among groups with different developmental trajectories of vocabulary, and the initial size and growth rate of vocabulary may be two predictors for later reading development. PMID:24962559
Progress in reading and spelling of dyslexic children is not affected by executive functioning.

PubMed

Walda, Sietske A E; van Weerdenburg, Marjolijn; Wijnants, Maarten L; Bosman, Anna M T

2014-12-01

Although poor reading and spelling skills have been associated with weak skills of executive functioning (EF), its role in literacy is not undisputed. Because EF has different theoretical underpinnings, methods of analysis and of assessing, it has led to varying and often contrasting results in its effects in children with dyslexia. The present study has two goals. The first goal is to establish the relationship between a large number of EF tasks and reading and spelling skills in a large number of Dutch dyslexic children (n = 229). More interesting, however, is the second aim. To what extent do EF skills predict progress in reading and spelling in dyslexic children who attended a remediation programme? The results revealed small, but significant relationships between EF and reading and spelling skills, but no relationships between EF and progress in reading and spelling. It is concluded that training EF skills is unlikely to enhance reading and spelling skills. Copyright © 2014 Elsevier Ltd. All rights reserved.
Orthography and Modality Influence Speech Production in Adults and Children.

PubMed

Saletta, Meredith; Goffman, Lisa; Hogan, Tiffany P

2016-12-01

The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading. Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills.
Orthography and Modality Influence Speech Production in Adults and Children

PubMed Central

Goffman, Lisa; Hogan, Tiffany P.

2016-01-01

Purpose The acquisition of literacy skills influences the perception and production of spoken language. We examined if orthography influences implicit processing in speech production in child readers and in adult readers with low and high reading proficiency. Method Children (n = 17), adults with typical reading skills (n = 17), and adults demonstrating low reading proficiency (n = 18) repeated or read aloud nonwords varying in orthographic transparency. Analyses of implicit linguistic processing (segmental accuracy and speech movement stability) were conducted. The accuracy and articulatory stability of productions of the nonwords were assessed before and after repetition or reading. Results Segmental accuracy results indicate that all 3 groups demonstrated greater learning when they were able to read, rather than just hear, the nonwords. Speech movement results indicate that, for adults with poor reading skills, exposure to the nonwords in a transparent spelling reduces the articulatory variability of speech production. Reading skill was correlated with speech movement stability in the groups of adults. Conclusions In children and adults, orthography interacts with speech production; all participants integrate orthography into their lexical representations. Adults with poor reading skills do not use the same reading or speaking strategies as children with typical reading skills. PMID:27942710
Maternal Reading Skills and Child Mortality in Nigeria: A Reassessment of Why Education Matters

PubMed Central

Smith-Greenaway, Emily

2013-01-01

Mother’s formal schooling—even at the primary level—is associated with lower risk of child mortality. It remains unclear why this is the case. This study examines whether mother’s reading skills help to explain the association in the context of Nigeria. Using data from the Demographic and Health Survey, the analysis demonstrates that women’s reading skills increase linearly with years of primary school; however many women with several years of formal school are unable to read at all. The results further show that mother’s reading skills help to explain the relationship between mother’s formal schooling and child mortality, and that mother’s reading skills are highly associated with child mortality. The study highlights the need for more data on literacy and for more research on whether and how mother’s reading skills lower child mortality in additional contexts. PMID:23592326
Regional amplitude of the low-frequency fluctuations at rest predicts word-reading skill.

PubMed

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

2015-07-09

Individuals' reading skills are critical for their educational development, but variation in reading skills is known to be large. The present study used functional magnetic resonance imaging (fMRI) to examine the role of spontaneous brain activity at rest in individual differences in reading skills in a large sample of participants (N=263). Specifically, we correlated individuals' word-reading skill with their fractional amplitude of low-frequency fluctuation (fALFF) of the whole brain at rest and found that the fALFFs of both the bilateral precentral gyrus (PCG) and superior temporal plane (STP) were positively associated with reading skills. The fALFF-reading association observed in these two regions remained after controlling for general cognitive abilities and in-scanner head motion. A cross-validation confirmed that the individual differences in word-reading skills were reliably correlated with the fALFF values of the bilateral PCG and STP. A follow-up task-based fMRI experiment revealed that the reading-related regions overlapped with regions showing a higher response to sentences than to pseudo-sentences (strings of pseudo-words), suggesting the resting-state brain activity partly captures the characteristics of task-based brain activity. In short, our study provides one of the first pieces of evidence that links spontaneous brain activity to reading behavior and offers an easy-to-access neural marker for evaluating reading skill. Copyright © 2015 IBRO. Published by Elsevier Ltd. All rights reserved.
Enhancing Japanese College Students' English Reading and Vocabulary Skills by Using CALL Innovations.

ERIC Educational Resources Information Center

Loucky, John Paul

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

PubMed Central

Banai, Karen; Ahissar, Merav

2013-01-01

Background The relationships between auditory processing and reading-related skills remain poorly understood despite intensive research. Here we focus on the potential role of musical experience as a confounding factor. Specifically we ask whether the pattern of correlations between auditory and reading related skills differ between children with different amounts of musical experience. Methodology/Principal Findings Third grade children with various degrees of musical experience were tested on a battery of auditory processing and reading related tasks. Very poor auditory thresholds and poor memory skills were abundant only among children with no musical education. In this population, indices of auditory processing (frequency and interval discrimination thresholds) were significantly correlated with and accounted for up to 13% of the variance in reading related skills. Among children with more than one year of musical training, auditory processing indices were better, yet reading related skills were not correlated with them. A potential interpretation for the reduction in the correlations might be that auditory and reading-related skills improve at different rates as a function of musical training. Conclusions/Significance Participants’ previous musical training, which is typically ignored in studies assessing the relations between auditory and reading related skills, should be considered. Very poor auditory and memory skills are rare among children with even a short period of musical training, suggesting musical training could have an impact on both. The lack of correlation in the musically trained population suggests that a short period of musical training does not enhance reading related skills of individuals with within-normal auditory processing skills. Further studies are required to determine whether the associations between musical training, auditory processing and memory are indeed causal or whether children with poor auditory and memory skills are less likely to study music and if so, why this is the case. PMID:24086654
Threshold to Transfer Writing Skills from L1 to L2

ERIC Educational Resources Information Center

Ito, Fumihiko

2009-01-01

Background: It has been hypothesized that L2 (second language) readers are not able to draw on their L1 (first language) reading skills for the successful development of L2 reading skills until they develop a certain proficiency in L2 because a lack of proficiency blocks transfer of L1 reading skills to the reading of L2 texts. This minimum degree…
Reading Improvement in the Secondary School.

ERIC Educational Resources Information Center

Dechant, Emerald

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…
What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?

PubMed

Yeung, Pui-Sze; Ho, Connie Suk-Han; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

2014-05-01

To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitudinal study. The three groups were classified according to their performance in a standardized Chinese word reading test in Grade 1 and Grade 4. Results of analysis of variance and logistic regression on the reading-related measures revealed that rapid naming and syntactic skills were important indicators of early word reading difficulty. Syntactic skills and morphological awareness were possible markers of persistent reading problems. Chinese persistent poor readers did not differ significantly from skilled readers on the measures of phonological skills. Copyright © 2014 John Wiley & Sons, Ltd.
Understanding Oral Reading Fluency among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills

ERIC Educational Resources Information Center

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

2012-01-01

This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…
Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children

PubMed Central

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2017-01-01

Abstract Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. PMID:28961874
Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children.

PubMed

Holmer, Emil; Heimann, Mikael; Rudner, Mary

2017-10-01

Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development. © The Author 2017. Published by Oxford University Press.
Early Listening and Speaking Skills Predict Later Reading Proficiency in Pediatric Cochlear Implant Users

PubMed Central

Spencer, Linda J.; Oleson, Jacob J.

2011-01-01

Objectives Previous studies have reported that children who use cochlear implants (CIs) tend to achieve higher reading levels than their peers with profound hearing loss who use hearing aids. The purpose of this study was to investigate the influences of auditory information provided by the CI on the later reading skills of children born with profound deafness. The hypothesis was that there would be a positive and predictive relationship between earlier speech perception, production, and subsequent reading comprehension. Design The speech perception and production skills at the vowel, consonant, phoneme, and word level of 72 children with prelingual, profound hearing loss were assessed after 48 mos of CI use. The children's reading skills were subsequently assessed using word and passage comprehension measures after an average of 89.5 mos of CI use. A regression analysis determined the amount of variance in reading that could be explained by the variables of perception, production, and socioeconomic status. Results Regression analysis revealed that it was possible to explain 59% of the variance of later reading skills by assessing the early speech perception and production performance. The results indicated that early speech perception and production skills of children with profound hearing loss who receive CIs predict future reading achievement skills. Furthermore, the study implies that better early speech perception and production skills result in higher reading achievement. It is speculated that the early access to sound helps to build better phonological processing skills, which is one of the likely contributors to eventual reading success. PMID:18595191

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

PubMed

Eskenazi, Michael A; Folk, Jocelyn R

2015-11-01

We investigated whether high-skill readers skip more words than low-skill readers as a result of parafoveal processing differences based on reading skill. We manipulated foveal load and word length, two variables that strongly influence word skipping, and measured reading skill using the Nelson-Denny Reading Test. We found that reading skill did not influence the probability of skipping five-letter words, but low-skill readers were less likely to skip three-letter words when foveal load was high. Thus, reading skill is likely to influence word skipping when the amount of information in the parafovea falls within the word identification span. We interpret the data in the context of visual-based (extended optimal viewing position model) and linguistic based (E-Z Reader model) accounts of word skipping. The models make different predictions about how and why a word and skipped; however, the data indicate that both models should take into account the fact that different factors influence skipping rates for high- and low-skill readers. (c) 2015 APA, all rights reserved).
The Role of Speech Prosody and Text Reading Prosody in Children's Reading Comprehension

ERIC Educational Resources Information Center

Veenendaal, Nathalie J.; Groen, Margriet A.; Verhoeven, Ludo

2014-01-01

Background: Text reading prosody has been associated with reading comprehension. However, text reading prosody is a reading-dependent measure that relies heavily on decoding skills. Investigation of the contribution of speech prosody--which is independent from reading skills--in addition to text reading prosody, to reading comprehension could…
Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade.

PubMed

Rinaldi, Claudia; Páez, Mariela

2008-03-01

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed.
Preschool Matters: Predicting Reading Difficulties for Spanish-Speaking Bilingual Students in First Grade

PubMed Central

Rinaldi, Claudia; Páez, Mariela

2010-01-01

This article reports on a longitudinal analysis of factors that predict the word reading skills in English and Spanish for a sample of 234 Spanish-speaking students in first grade. The children were assessed at the end of preschool, kindergarten, and first grade. Data include three subtests of the Woodcock Language Proficiency Battery and a researcher-developed phonological awareness task. Results showed that, on average, children's English word reading skills were similar to those of monolingual norms, while their Spanish word readings skills were, on average, one standard deviation below the mean. English vocabulary, English recalling skills, Spanish vocabulary, and Spanish word reading skills in preschool were found to be significant predictors of English word reading skills in first grade. Educational implications for assessment and instruction for this population during the early childhood years are discussed. PMID:21720567
Sequential Levels of Reading Skills, Prekindergarten--Grade 12.

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY.

This guide is designed to help teachers, staff members responsible for teacher training, and reading supervisors provide better reading instruction. The skills that lead to mature reading are arranged on eight levels of developmental sequence. Level A is concerned with developing prereading skills. Levels B to D treat initiating and developing…
Reading Processes and Parenting Styles

ERIC Educational Resources Information Center

Carreteiro, Rui Manuel; Justo, João Manuel; Figueira, Ana Paula

2016-01-01

Home literacy environment explains between 12 and 18.5% of the variance of children's language skills. Although most authors agree that children whose parents encourage them to read tend to develop better and earlier reading skills, some authors consider that the impact of family environment in reading skills is overvalued. Probably, other…
Foetal growth restriction is associated with poor reading and spelling skills at eight years to 10 years of age.

PubMed

Partanen, Lea; Korkalainen, Noora; Mäkikallio, Kaarin; Olsén, Päivi; Laukkanen-Nevala, Päivi; Yliherva, Anneli

2018-01-01

Foetal growth restriction (FGR) is associated with communication problems, which might lead to poor literacy skills. The reading and spelling skills of eight- to 10-year-old FGR children born at 24-40 gestational weeks were compared with those of their gestational age-matched, appropriately grown (AGA) peers. A prospectively collected cohort of 37 FGR and 31 AGA children was recruited prenatally at a Finnish tertiary care centre during 1998-2001. The children's reading and spelling skills were assessed using standardised tests for Finnish-speaking second and third graders. Significantly more children performed below the 10th percentile normal values for reading and spelling skills in the FGR group than in the AGA group. At nine years of age, the FGR children had significantly poorer performance in word reading skills and reading fluency, reading accuracy and reading comprehension than the AGA controls. No between-group differences were detected at eight years of age. FGR is associated with poor performance in reading and spelling skills. A third of the FGR children performed below the 10th percentile normal values at nine years of age. These results indicate a need to continuously evaluate linguistic and literacy skills as FGR children age to ensure optimal support. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.
Differences in the Predictors of Reading Comprehension in First Graders from Low Socio-Economic Status Families with Either Good or Poor Decoding Skills

PubMed Central

Gentaz, Edouard; Sprenger-Charolles, Liliane; Theurel, Anne

2015-01-01

Based on the assumption that good decoding skills constitute a bootstrapping mechanism for reading comprehension, the present study investigated the relative contribution of the former skill to the latter compared to that of three other predictors of reading comprehension (listening comprehension, vocabulary and phonemic awareness) in 392 French-speaking first graders from low SES families. This large sample was split into three groups according to their level of decoding skills assessed by pseudoword reading. Using a cutoff of 1 SD above or below the mean of the entire population, there were 63 good decoders, 267 average decoders and 62 poor decoders. 58% of the variance in reading comprehension was explained by our four predictors, with decoding skills proving to be the best predictor (12.1%, 7.3% for listening comprehension, 4.6% for vocabulary and 3.3% for phonemic awareness). Interaction between group versus decoding skills, listening comprehension and phonemic awareness accounted for significant additional variance (3.6%, 1.1% and 1.0%, respectively). The effects on reading comprehension of decoding skills and phonemic awareness were higher in poor and average decoders than in good decoders whereas listening comprehension accounted for more variance in good and average decoders than in poor decoders. Furthermore, the percentage of children with impaired reading comprehension skills was higher in the group of poor decoders (55%) than in the two other groups (average decoders: 7%; good decoders: 0%) and only 6 children (1.5%) had impaired reading comprehension skills with unimpaired decoding skills, listening comprehension or vocabulary. These results challenge the outcomes of studies on “poor comprehenders” by showing that, at least in first grade, poor reading comprehension is strongly linked to the level of decoding skills. PMID:25793519
Differences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skills.

PubMed

Gentaz, Edouard; Sprenger-Charolles, Liliane; Theurel, Anne

2015-01-01

Based on the assumption that good decoding skills constitute a bootstrapping mechanism for reading comprehension, the present study investigated the relative contribution of the former skill to the latter compared to that of three other predictors of reading comprehension (listening comprehension, vocabulary and phonemic awareness) in 392 French-speaking first graders from low SES families. This large sample was split into three groups according to their level of decoding skills assessed by pseudoword reading. Using a cutoff of 1 SD above or below the mean of the entire population, there were 63 good decoders, 267 average decoders and 62 poor decoders. 58% of the variance in reading comprehension was explained by our four predictors, with decoding skills proving to be the best predictor (12.1%, 7.3% for listening comprehension, 4.6% for vocabulary and 3.3% for phonemic awareness). Interaction between group versus decoding skills, listening comprehension and phonemic awareness accounted for significant additional variance (3.6%, 1.1% and 1.0%, respectively). The effects on reading comprehension of decoding skills and phonemic awareness were higher in poor and average decoders than in good decoders whereas listening comprehension accounted for more variance in good and average decoders than in poor decoders. Furthermore, the percentage of children with impaired reading comprehension skills was higher in the group of poor decoders (55%) than in the two other groups (average decoders: 7%; good decoders: 0%) and only 6 children (1.5%) had impaired reading comprehension skills with unimpaired decoding skills, listening comprehension or vocabulary. These results challenge the outcomes of studies on "poor comprehenders" by showing that, at least in first grade, poor reading comprehension is strongly linked to the level of decoding skills.
Reading Skills--What Reading Skills? The Implications of Normatively Derived Reading Skills, in Certain Occupations, for Reading Standards.

ERIC Educational Resources Information Center

Smith, Arthur De W.

The Generic Skills project is a research study being conducted in Canada to determine those overt and covert behaviors which are fundamental to the performance of many tasks and sub-tasks performed in a wide range of occupations. Data aimed at determining the needs for adult education and training have been obtained in two surveys. In the first,…
Recipes for Reading: A Teacher's Handbook for Diagnostic and Prescriptive Teaching, or the Reading Teacher's Cookbook.

ERIC Educational Resources Information Center

Moody, Barbara J., Ed.; And Others

A coding system for categorizing reading skills was developed in order to provide manuals for each grade level (preprimer through 6) that would aid teachers in locating materials on a particular skill by page number in a specific text. A skill code key of the skills usually taught at a given reading grade level is based on specific basal test…
Recipes for Reading: A Teacher's Handbook for Diagnostic and Prescriptive Teaching, or the Reading Teacher's "Cookbook."

ERIC Educational Resources Information Center

Moody, Barbara J., Ed.; And Others

A coding system for categorizing reading skills was developed in order to provide manuals for each grade level (preprimer through 6) that would aid teachers in locating materials on a particular skill by page number in a specific text. A skill code key of the skills usually taught at a given reading grade level is based on specific basal test…
Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part R. ACE Competency Based Job Descriptions: #95--Bus Driver; #98--General Loader; #99--Forklift Operator; #100--Material Handler.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This fifteenth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Bus Driver, General Loader, Forklift Operator, and Material Handler. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T.…
Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part F. ACE Competency Based Job Descriptions: #20--Body Fender Mechanic; #21--New Car Get-Ready Person.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This third of sixteen sets of Adult Competency Education (ACE) Based Job Descriptions in the ACE kit contains job descriptions for Body Fender Mechanic and New Car Get-Ready Person. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE number, career ladder, D.O.T. general educational developmental…
Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part H. ACE Competency Based Job Descriptions: #25--Household Appliance Mechanic; #26--Lineworker; #27--Painter Helper, Spray; #28--Painter, Brush; #29--Carpenter Apprentice.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This fifth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Household Appliance Mechanic; Lineworker; Painter Helper, Spray; Painter, Brush; and Carpenter Apprentice. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE…
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…
Reading Skill Development: A Survey of Need and Responsibility

ERIC Educational Resources Information Center

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

2010-01-01

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

PubMed

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

2013-10-01

The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. Copyright © 2013 Elsevier Inc. All rights reserved.
The ability to tap to a beat relates to cognitive, linguistic, and perceptual skills

PubMed Central

Tierney, Adam T.; Kraus, Nina

2013-01-01

Reading-impaired children have difficulty tapping to a beat. Here we tested whether this relationship between reading ability and synchronized tapping holds in typically-developing adolescents. We also hypothesized that tapping relates to two other abilities. First, since auditory-motor synchronization requires monitoring of the relationship between motor output and auditory input, we predicted that subjects better able to tap to the beat would perform better on attention tests. Second, since auditory-motor synchronization requires fine temporal precision within the auditory system for the extraction of a sound’s onset time, we predicted that subjects better able to tap to the beat would be less affected by backward masking, a measure of temporal precision within the auditory system. As predicted, tapping performance related to reading, attention, and backward masking. These results motivate future research investigating whether beat synchronization training can improve not only reading ability, but potentially executive function and basic auditory processing as well. PMID:23400117
Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading

PubMed Central

Ambrose, Sophie E.; Eisenberg, Laurie S.

2009-01-01

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

Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students.

PubMed

Luft, Pamela

2018-04-01

This manuscript reviews 28 studies of reading research on deaf and hard-of-hearing (DHH) students published since 2000 that used correlational analyses. The examination focused on assessment issues affecting measurement and analysis of relationships between early phonological or orthographic skills and reading comprehension. Mixed outcomes complicate efforts to determine evidence-based practices, and to develop an accurate model of reading. Across the 28 studies, DHH participants represented a wide age range with potential floor and ceiling effects that reduce score variability for valid correlations. Many studies assessed readers beyond the optimal ages during which early skills develop and are most useful for reading. Reading skills also were assessed using a diverse array of measures and skill definitions. Particularly for reading comprehension, word-level and text-level abilities appear to be different constructs. Suggestions include more consistent skill definitions and differential timing for early- versus later-developing skill assessments to ensure more robust correlational relationships.
Effects of Three Interventions on the Reading Skills of Children with Reading Disabilities in Grade 2

ERIC Educational Resources Information Center

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

2011-01-01

In a longitudinal intervention study, the effects of three intervention strategies on the reading skills of children with reading disabilities in Grade 2 were analyzed. The interventions consisted of computerized training programs: One bottom-up intervention aimed at improving word decoding skills and phonological abilities, the second…
Reading-Related Causal Attributions for Success and Failure: Dynamic Links with Reading Skill

ERIC Educational Resources Information Center

Frijters, Jan C.; Tsujimoto, Kimberley C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen W.; Mahone, E. Mark; Willcutt, Erik G.; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.

2018-01-01

The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from…
Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

ERIC Educational Resources Information Center

Huisman, Sarah

2012-01-01

Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…
Geography and Reading: An Integrated Approach to Teaching Reading Skills.

ERIC Educational Resources Information Center

Fitzhugh, William P.

This document discusses the advantages of integrating social studies--geography in particular--and reading skills. Time is saved because literature based reading is a high interest means of introducing social studies concepts and vocabulary to children. Skills can be taught using the vocabulary from the social studies unit. This paper presents…
Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

ERIC Educational Resources Information Center

Tighe, Elizabeth L.; Schatschneider, Christopher

2016-01-01

The current study employed a meta-analytic approach to investigate the relative importance of component reading skills to reading comprehension in struggling adult readers. A total of 10 component skills were consistently identified across 16 independent studies and 2,707 participants. Random effects models generated 76 predictor-reading…
The Relations among L1 (Spanish) Literacy Skills, L2 (English) Language, L2 Text Reading Fluency, and L2 Reading Comprehension for Spanish-Speaking ELL First Grade Students

ERIC Educational Resources Information Center

Kim, Young-Suk

2012-01-01

We investigated the relations of L2 (i.e., English) oral reading fluency, silent reading fluency, word reading automaticity, oral language skills, and L1 literacy skills (i.e., Spanish) to L2 reading comprehension for Spanish-speaking English language learners in the first grade (N = 150). An analysis was conducted for the entire sample as well as…
Mothers' reading skills and child survival in Nigeria: examining the relevance of mothers' decision-making power.

PubMed

Smith-Greenaway, Emily

2013-11-01

Mothers' literacy skills are emerging as a key determinant of children's health and survival in low-income contexts, with emphasis on the cognitive and psychological agency that literacy skills provide. This work has clearly established a strong association between mothers' reading skills--a key subcomponent of broader literacy and language skills--and child mortality. However, this relatively nascent literature has not yet considered how broader social structures condition the process. In Nigeria and in sub-Saharan Africa more broadly, gender-based social inequality constrains many mothers' decision-making power over children's health matters; this structural feature may condition the association between mothers' reading skills and child mortality. This paper uses data from the 2003 Nigerian Demographic and Health Survey (N = 12,076) to test the conditionality of the relationship between mothers' reading skills and child survival on mothers' decision-making power, highlighting how structural realities should factor more heavily into this individual-action-oriented literature. Among Nigerian children whose mothers have decision-making power, mothers' reading skills convey a 27 percent lower risk of child mortality; however, for children whose mothers lack decision-making power, mothers' reading skills do not yield a significant survival advantage. Overall, these findings support the need for future work to further analyze how broader social structures condition the benefits of mothers' reading skills for children's health. Copyright © 2013 Elsevier Ltd. All rights reserved.
Longitudinal Predictors of Chinese Word Reading and Spelling among Elementary Grade Students

ERIC Educational Resources Information Center

Yeung, Pui-Sze; Ho, Connie Suk-Han; Wong, Yau-Kai; Chung, Kevin Kien-Hoa; Lo, Lap-Yan

2013-01-01

The longitudinal predictive power of four important reading-related skills (phonological skills, rapid naming, orthographic skills, and morphological awareness) to Chinese word reading and writing to dictation (i.e., spelling) was examined in a 3-year longitudinal study among 251 Chinese elementary students. Rapid naming, orthographic skills, and…
Raising the Reading Skills of Secondary-Age Students with Severe and Persistent Reading Difficulties: Evaluation of the Efficacy and Implementation of a Phonics-Based Intervention Programme

ERIC Educational Resources Information Center

Jeffes, Ben

2016-01-01

The importance of reading skills to academic achievement, job acquisition and future success is well documented. Most of the research on reading interventions focuses on children in primary schools but many children start secondary school with very poor reading skills and schools require evidence-based interventions to support these children. The…
Preservice and inservice teachers' knowledge of language constructs in Finland.

PubMed

Aro, Mikko; Björn, Piia Maria

2016-04-01

The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of phonology and phonics, and knowledge of morphology. The inservice teachers outperformed the preservice teachers in knowledge of phonology and phonics, as well as morphology. Both groups' knowledge of morphology was markedly lower than their knowledge of phonology and phonics. Because early reading instruction does not focus on the morphological level of language but is phonics-based, this result was expected. However, the findings also revealed a lack of explicit knowledge of basic phonological constructs and less-than-optimal phonemic awareness skills in both groups. Problems in phonemic skills manifested mostly as responding to the phonological tasks based on orthographic knowledge, which reflects an overreliance on the one-to-one correspondence between graphemes and phonemes. The preservice teachers' perceptions of expertise were weakly related to their knowledge and skills. Among the inservice teachers, perceived expertise and knowledge of language constructs were completely unrelated. Although the study was exploratory, these findings suggest that within the Finnish teacher education there is a need to focus more on explicit content studies for language structures and the concepts relevant for literacy instruction, as well as phonological and phonemic skills.
Online Prelectures: An Alternative to Textbook Reading Assignments

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2012-05-01

To engage students in a more meaningful discussion of course material and prompt their higher thinking skills, most instructors expect students to read the course textbook for initial exposure to the course content before class. However, as many instructors are aware, most students do not read their textbook throughout the quarter.1,2 At California State Polytechnic University, Pomona (Cal Poly Pomona) we have adopted web-based multimedia learning modules (MLMs) as prelecture assignments to help students to prepare for the class activities. The MLMs place lecture contents into the hands and control of the learners; similar to "flipped"3 or "inverted"4 classroom approaches, this method allows students to receive key course content outside of class and apply and analyze the content actively during class. In addition to initial exposure to basic principle, the MLMs provide additional worked examples that cannot be thoroughly covered in class.
The Correlation of Reading Motivation & Reading Engagement with Reading Comprehension Skills in 8th Graders

ERIC Educational Resources Information Center

Karahan, Berna Ürün

2017-01-01

One of the four main skills of language, reading is a concept encountered by individuals both in the process of education and social life. Individuals reading and having positive motivation towards reading constitute successful societies. The purpose of this study is to determine the correlation of reading motivation & reading engagement with…
Using Content Reading Assignments in a Psychology Course to Teach Critical Reading Skills

ERIC Educational Resources Information Center

Van Camp, Debbie; Van Camp, Wesley

2013-01-01

Liberal arts students are expected to graduate college with fully developed critical reading and writing skills. However, for a variety of reasons these skills are not always as well developed as they might be--both during and upon completion of college. This paper describes a reading assignment that was designed to increase students'…
L2 Working Memory Capacity and L2 Reading Skill.

ERIC Educational Resources Information Center

Harrington, Mike; Sawyer, Mark

1992-01-01

Examines the sensitivity of second-language (L2) working memory (ability to store and process information simultaneously) to differences in reading skills among advanced L2 learners. Subjects with larger L2 working memory capacities scored higher on measures of L2 reading skills, but no correlation was found between reading and passive short-term…
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…
A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects

PubMed Central

Vágvölgyi, Réka; Coldea, Andra; Dresler, Thomas; Schrader, Josef; Nuerk, Hans-Christoph

2016-01-01

Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community’s development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective. PMID:27891100
A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects.

PubMed

Vágvölgyi, Réka; Coldea, Andra; Dresler, Thomas; Schrader, Josef; Nuerk, Hans-Christoph

2016-01-01

Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community's development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.
Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

ERIC Educational Resources Information Center

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

2012-01-01

The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…
The Use of a Dynamic Screening of Phonological Awareness to Predict Risk for Reading Disabilities in Kindergarten Children

PubMed Central

Bridges, Mindy Sittner; Catts, Hugh W.

2013-01-01

This study examined the usefulness and predictive validity of a dynamic screening of phonological awareness in two samples of kindergarten children. In one sample (n = 90), the predictive validity of the dynamic assessment was compared to a static version of the same screening measure. In the second sample (n = 96), the dynamic screening measure was compared to a commonly used screening tool, Dynamic Indicators of Basic Early Literacy Skills Initial Sound Fluency. Results showed that the dynamic screening measure uniquely predicted end-of-year reading achievement and outcomes in both samples. These results provide preliminary support for the usefulness of a dynamic screening measure of phonological awareness for kindergarten students. PMID:21571700

Some links on this page may take you to non-federal websites. Their policies may differ from this site.