Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading

ERIC Educational Resources Information Center

Ellis, Raquel

2017-01-01

Desert Elementary is a suburban Phoenix K-5 school. The school has undergone a significant change in its approach to reading instruction due to the Common Core State Standards (CCSS) instructional shift of building knowledge through content rich nonfiction. Teachers implemented this shift in their classrooms through a 16-month professional…

Middle School Language Arts Teacher Decision-Making Compared to the Reading Next Report's Instructional Elements

ERIC Educational Resources Information Center

Wood, Geralee

2012-01-01

This mixed-methods, collective case study approach explored how one district's forty-four language arts teachers in grades 6, 7, and 8 used their core literacy programs to incorporate the nine instructional elements recommended by the Reading Next report (Biancarosa & Snow, 2006) into the district's literacy program. Acknowledging…

Examining the Efficacy of a Multitiered Intervention for At-Risk Readers in Grade 1

ERIC Educational Resources Information Center

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

2016-01-01

This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

Reader Identity and the Common Core: Agency and Identity in Leveled Reading

ERIC Educational Resources Information Center

Abodeeb-Gentile, Theresa; Zawilinski, Lisa

2013-01-01

This article moves beyond the common core and leveled literacy instruction to demonstrate how diverse learners in one fourth grade classroom, challenged teacher authority in an effort to position themselves as capable readers. In doing so, they implored the teachers to consider the social context of reading as an essential component to the ways in…

Informational Text and the Common Core: A Content Analysis of Three Basal Reading Programs

ERIC Educational Resources Information Center

Walters, Barbara A.

2013-01-01

The Common Core State Standards for English Language Arts (CCSS-ELA) will have a significant impact on what teachers teach and what primary students are supposed to be able to do (Bomer & Maloch, 2011). By the end of fourth grade, reading instruction should be evenly balanced between literary text and informational text (NGA Center and CCSSO,…

Rethinking Literacy: Reading in the Common-Core Era

ERIC Educational Resources Information Center

Education Week, 2012

2012-01-01

The Common Core State Standards aren't exactly new; it's been two years since most states adopted them. But it took those two years for the standards to trickle down from abstraction to daily practice, from a sheaf of papers in a state capital into a lesson plan on a teacher's desk. Now they're reshaping reading instruction in significant ways.…

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

NASA Astrophysics Data System (ADS)

Morales, Christina M.

The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence teacher practice: even if teachers believe that reading instruction is important or even essential to science learning, they might avoid or resist providing reading instruction if they do not feel efficacious in helping students become stronger readers of science texts.

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

PubMed Central

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

2010-01-01

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

One-Year Follow-Up Outcomes of Spanish and English Interventions for English Language Learners at Risk for Reading Problems

ERIC Educational Resources Information Center

Cirino, Paul T.; Vaughn, Sharon; Linan-Thompson, Sylvia; Cardenas-Hagan, Elsa; Fletcher, Jack M.; Francis, David J.

2009-01-01

The authors report 1-year follow-up data from 215 English language learners with reading difficulties who received a supplemental first grade reading intervention in the language of their core reading instruction. The researchers provided no intervention or boosters in second grade. The Spanish study revealed significant differences favoring…

Reading: The Core of Learning. Proceedings of the Annual Reading Conference (13th, Terre Haute, Indiana, June 16-17, 1983).

ERIC Educational Resources Information Center

Gibbs, Vanita M., Comp.; And Others

Reflecting the views of teachers, reading specialists, and professors on both the basics and the new technologies in reading instruction, these conference proceedings begin with Carl Personke's address, "The Word's the Thing," on classroom activities that stress the word as concept. The second paper, William Linville's and David…

Scaffolded Silent Reading (ScSR): Advocating a Policy for Adolescents' Independent Reading

ERIC Educational Resources Information Center

Walker, Karen P.

2013-01-01

Structured independent reading among students is often a vital missing component in many school districts' literacy curriculum. The nationwide implementation of the Common Core State Standards (CCSS) requires districts to re-think their literacy curriculum and what instruction might entail in order for students to demonstrate proficiency in…

The Importance of Reading in Earnest: Non-Fiction for Young Children

ERIC Educational Resources Information Center

Job, Jennifer; Coleman, Mary Ruth

2016-01-01

Until recently, reading instruction for early grades has focused on fiction. However, the Common Core State Standards and the Next Generation Science Standards both emphasize the reading of nonfiction texts to gain specific skill sets for analyzing information. Research has shown that gifted students and children with culturally/linguistically…

Best Practices in ELL Instruction

ERIC Educational Resources Information Center

Li, Guofang, Ed.; Edwards, Patricia A., Ed.

2010-01-01

In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

Paraphrasing Strategy Instruction in Content Area Text

ERIC Educational Resources Information Center

Hagaman, Jessica L.; Casey, Kathryn J.

2017-01-01

Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content…

Textual Demands of Passages in Three English/Language Arts Common Core Assessments and One Core Literacy Program for Intermediate Elementary Grades

ERIC Educational Resources Information Center

Morrison, Timothy G.; Wilcox, Brad; Murdoch, Erica; Bird, Lauren

2018-01-01

The Common Core has emphasized reading for comprehension, including making inferences. However, little is known about the textual demands found within assessment and instructional passages that are promoted as being in line with Common Core expectations. The purpose of this content analysis was to identify the readability levels, passage length,…

Reading Instruction in Tier 1: Bridging the Gaps by Nesting Evidence-Based Interventions within Differentiated Instruction

ERIC Educational Resources Information Center

Jones, Ruth E.; Yssel, Nina; Grant, Christina

2012-01-01

Response to Intervention (RtI) has brought about many changes in the way educational services are being provided to students who are at risk of school failure. Schools are seeking strategies that will be beneficial to more and more students, including those students whose instruction is primarily in the core, or Tier 1. Nesting proven,…

Common Core State Standards and Adaptive Teaching

ERIC Educational Resources Information Center

Kamil, Michael L.

2016-01-01

This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS…

System-Wide Improvement at the Instructional Core: Changing Reading Teaching in South Africa

ERIC Educational Resources Information Center

Fleisch, Brahm

2016-01-01

The article describes the background to, and implementation of, the Gauteng Primary Language and Mathematics Strategy (GPLMS) in South Africa from 2010 to 2014--an initiative aimed at system-wide instructional improvement in the Global South. Working in over 1000 underperforming primary schools in poor- and working-class communities, the…

Achieving Sustainability through Targeted Curriculum Change. Strategies for Transformative Change

ERIC Educational Resources Information Center

Audant, B.; Kirby, C.

2016-01-01

Integrated academic skills instruction was one of the core elements of the CareerPATH consortium that provided math, reading, writing, and English language skills instruction "contextualized" to occupational training. Its goal was to engage adult learners and accelerate their progress in college and careers. The focus of this brief is…

Student-Described Engagement with Text: Insights Are Discovered from Fourth Graders

ERIC Educational Resources Information Center

Weih, Timothy G.

2014-01-01

This article reports on a research study investigating student-described engagement with self-selected text in a classroom where a core reading program (in the context of this study meaning instruction based primarily on manuals and commercial textbooks) comprised the majority of their literacy instruction. Fourth grade students were invited to…

Using Basal Readers: From Dutiful Fidelity to Intelligent Decision Making

ERIC Educational Resources Information Center

Dewitz, Peter; Jones, Jennifer

2013-01-01

When schools and teachers adopt core reading programs they can use them with fidelity or make intelligent decisions about the texts, lessons and components they select to use. The evidence suggests that these programs are not research-based documents, but rather compromises between what the research suggests about effective reading instruction and…

Mississippi Curriculum Structure: Philosophy, Goals, Skills, and Concepts for Curriculum Development and Instructional Planning in Mississippi.

ERIC Educational Resources Information Center

Mississippi State Dept. of Education, Jackson. Bureau of School Improvement.

This document is a decision-making tool on the instructional process in Mississippi. It attempts to standardize curriculum content by identifying core skills that must be included in subject areas in kindergarten through grade 12. Subjects covered are reading, English/language arts, mathematics, art, computer education, foreign languages, health…

Integrating Graphic Nonfiction into Classroom Reading and Content Area Instruction: A Critical Literacy Focus on Selection Issues

ERIC Educational Resources Information Center

Möller, Karla J.

2015-01-01

An understanding of the importance of nonfiction literature in classroom instruction is not new within the field of education. The recent implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) has brought an increased policy focus. The Common…

When Money Really Matters: Tying Resources of Specific Programmatic and Instructional Elements to Student Academic Growth

ERIC Educational Resources Information Center

Goetz, Michael Eric

2012-01-01

This study explores the cost-effectiveness ratios associated with individual tutoring, intensive reading/language arts instruction, and a focus on core subject areas. Using the Early Childhood Longitudinal Study (ECLS-K) database, this study analyzes these programs using a three-level hierarchical linear model (HLM) with a nationally…

Time Spent Teaching Core Academic Subjects in Elementary Schools. Comparisons across Community, School, Teacher, and Student Characteristics. Statistical Analysis Report.

ERIC Educational Resources Information Center

Perie, Marianne; And Others

The proportion of time that elementary school teachers use to teach core academic subjects (English/reading/language arts, mathematics, social studies, science) is an important aspect of instruction. Spending a large proportion of time teaching core curriculum subjects may be important not only in terms of school quality, but also in terms of…

Complicating Canons: A Critical Literacy Challenge to Common Core Assessment

ERIC Educational Resources Information Center

Peel, Anne

2017-01-01

The widespread adoption of the Common Core State Standards in the US has prioritized rigorous reading of complex texts. The emphasis on text complexity has led to instructional and assessment materials that constrain critical literacy practices by emphasizing quantitative features of text, such as sentence length, and a static list of text…

Reframing a Social Studies Methods Course: Preparing Elementary Teacher Candidates for the Common Core

ERIC Educational Resources Information Center

Gleeson, Ann Marie; D'Souza, Lisa Andries

2016-01-01

The emphasis on disciplinary literacy skills embedded within the Common Core State Standards requires a shift in preparing teachers to explicitly address the craft of reading and writing within social studies instruction. As teacher educators, we think it is imperative to understand the ways in which our teacher candidates integrate literacy…

Common Core Preparation in Special Education Teacher Education Programs: Beginning the Conversation

ERIC Educational Resources Information Center

Murphy, Michelle R.; Marshall, Kathleen J.

2015-01-01

The Common Core State Standards (CCSS) were developed to encourage a common focus of instruction and evaluation in the areas of mathematics, reading/language arts, writing, speaking, and listening. As of 2011, all but five states have adopted CCSS for math and English Language Arts (ELA), with another adopting only the standards for ELA. With…

Impact of Sheltered Instruction Observation Protocol (SIOP) Strategies on Reading Achievement of English Language Learners in the Primary Grades

ERIC Educational Resources Information Center

Zito-Nash, Judith A.

2017-01-01

When four forces create shift in the landscape of PK-12 education, change in response to the environment is inevitable and necessary. It is such in the United States, as schools face increased accountability for the growth and attainment of reading skills, rigorous demands of the Common Core State Standards, a rapidly growing population of…

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

PubMed

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2017-01-01

In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children's spelling errors and for individualizing spelling instructional strategies.

The importance of measuring growth in response to intervention models: Testing a core assumption✩

PubMed Central

Schatschneider, Christopher; Wagner, Richard K.; Crawford, Elizabeth C.

2011-01-01

A core assumption of response to instruction or intervention (RTI) models is the importance of measuring growth in achievement over time in response to effective instruction or intervention. Many RTI models actively monitor growth for identifying individuals who need different levels of intervention. A large-scale (N=23,438), two-year longitudinal study of first grade children was carried out to compare the predictive validity of measures of achievement status, growth in achievement, and their combination for predicting future reading achievement. The results indicate that under typical conditions, measures of growth do not make a contribution to prediction that is independent of measures of achievement status. These results question the validity of a core assumption of RTI models. PMID:22224065

Core French: A Selected Annotated Resource List.

ERIC Educational Resources Information Center

Boyd, J. A.; Mollica, Anthony

1985-01-01

This is an annotated bibliography of: readers, workbooks, conversation books, cultural sources and readings, flash cards, duplicating or line masters, and media kits submitted by publishers as applicable to French second language instruction from kindergarten through senior high school levels. (MSE)

Reading Don't Fix No Chevys (Yet!): Motivating Boys in the Age of the Common Core

ERIC Educational Resources Information Center

Wilhelm, Jeffrey D.; Smith, Michael W.

2015-01-01

Research establishes that boys underperform in literacy relative to girls. If boys are to be successful on the assessments designed to measure achievement on the Common Core State Standards (CCSS) and if they are to become lifelong readers, they must be motivated to embrace instruction designed both to prepare them for success and to experience…

Conceptualizing Rigor and Its Implications for Education in the Era of the Common Core

ERIC Educational Resources Information Center

Paige, David D.; Smith, Grant S.; Sizemore, John M.

2015-01-01

The adoption of Common Core State Standards in the USA by 46 states and the District of Columbia has provided several new foci for K-12 instruction, not the least of which is the reading and understanding of complex text, a higher order thinking process. Closely associated with this is the notion of rigor, the focus of the present study. As…

End-of-Kindergarten Spelling Outcomes: How Can Spelling Error Analysis Data Inform Beginning Reading Instruction?

PubMed Central

Lee, Julia Ai Cheng; Otaiba, Stephanie Al

2016-01-01

In this article, the authors examined the spelling performance of 430 kindergarteners, which included a high risk sample, to determine the relations between end of kindergarten reading and spelling in a high quality language arts setting. The spelling outcomes including the spelling errors between the good and the poor readers were described, analyzed, and compared. The findings suggest that not all the children have acquired the desired standard as outlined by the Common Core State Standards. In addition, not every good reader is a good speller and that not every poor speller is a poor reader. The study shows that spelling tasks that are accompanied by spelling errors analysis provide a powerful window for making instructional sense of children’s spelling errors and for individualizing spelling instructional strategies. PMID:28706433

Quality Matters: Content Literacy for English Language Learners

ERIC Educational Resources Information Center

Zhang, Wei

2017-01-01

The Common Core State Standards (CCSS) require students to read and comprehend complex content texts. They specify three dimensions of a text that simultaneously contribute to text complexity across the curriculum: qualitative dimensions, quantitative dimensions, and reader and task considerations. In literacy instruction, recognizing and…

Practical Handbook of School Psychology: Effective Practices for the 21st Century

ERIC Educational Resources Information Center

Peacock, Gretchen Gimpel, Ed.; Ervin, Ruth A., Ed.; Daly, Edward J., III, Ed.; Merrell, Kenneth W., Ed.

2009-01-01

This authoritative guide addresses all aspects of school psychology practice in a response-to-intervention (RTI) framework. Thirty-four focused chapters present effective methods for problem-solving-based assessment, instruction, and intervention. Specific guidelines are provided for promoting success in core academic domains--reading, writing,…

Fundamentals of Literacy Instruction and Assessment, Pre-K-6

ERIC Educational Resources Information Center

Hougen, Martha C., Ed.; Smartt, Susan M., Ed.

2012-01-01

For future literacy teachers just beginning their professional education, nothing's more important than the first core text that builds their foundation for classroom success. That's why every preservice teacher should start with this introductory reading textbook, ideal for teaching fundamental literacy skills to students in pre-K-Grade 6. Based…

Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report. Updated

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Scott Foresman-Addison Wesley Elementary Mathematics" is a core mathematics curriculum for students in prekindergarten through grade 6. The program aims to improve students' understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing. The curriculum…

Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

ERIC Educational Resources Information Center

Ramos, Kathleen Ann

2015-01-01

The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

Addressing scientific literacy through content area reading and processes of scientific inquiry: What teachers report

NASA Astrophysics Data System (ADS)

Cooper, Susan J.

The purpose of this study was to interpret the experiences of secondary science teachers in Florida as they address the scientific literacy of their students through teaching content reading strategies and student inquiry skills. Knowledge of the successful integration of content reading and inquiry skills by experienced classroom teachers would be useful to many educators as they plan instruction to achieve challenging state and national standards for reading as well as science. The problem was investigated using grounded theory methodology. Open-ended questions were asked in three focus groups and six individual interviews that included teachers from various Florida school districts. The constant comparative approach was used to analyze the data. Initial codes were collapsed into categories to determine the conceptual relationships among the data. From this, the five core categories were determined to be Influencers, Issues, Perceptions, Class Routines, and Future Needs. These relate to the central phenomenon, Instructional Modifications, because teachers often described pragmatic and philosophical changes in their teaching as they deliberated to meet state standards in both reading and science. Although Florida's secondary science teachers have been asked to incorporate content reading strategies into their science instruction for the past several years, there was limited evidence of using these strategies to further student understanding of scientific processes. Most teachers saw little connection between reading and inquiry, other than the fact that students must know how to read to follow directions in the lab. Scientific literacy, when it was addressed by teachers, was approached mainly through class discussions, not reading. Teachers realized that students cannot learn secondary science content unless they read science text with comprehension; therefore the focus of reading instruction was on learning science content, not scientific literacy or student inquiry. Most of the teachers were actively looking for reading materials and strategies to facilitate student understanding of science concepts, but they did not want to give up limited class time attempting methods that have not been proven to be successful in science classrooms.

An Adult Prescriptive Program for Levels of Employment--Career Oriented Education (Apple Core). Bulletin #1258. An Adult Education Curriculum Guide Based on Instructional Materials Related to Occupational Needs of Employees. Booklet 4. Instructional Packet: Construction Employees.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Bureau of Adult and Community Education.

This booklet along with six others comprises a curriculum guide developed for adult education supervisors and teachers of undereducated workers or job seekers whose inability to develop the skills and obtain the knowledge necessary to meet the requirements of the working world are primarily due to a lack of competence in reading and math skills.…

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

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

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

Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia.

PubMed

Ferrer, Emilio; Shaywitz, Bennett A; Holahan, John M; Marchione, Karen; Shaywitz, Sally E

2010-01-01

Developmental dyslexia is defined as an unexpected difficulty in reading in individuals who otherwise possess the intelligence and motivation considered necessary for fluent reading, and who also have had reasonable reading instruction. Identifying factors associated with normative and impaired reading development has implications for diagnosis, intervention, and prevention. We show that in typical readers, reading and IQ development are dynamically linked over time. Such mutual interrelationships are not perceptible in dyslexic readers, which suggests that reading and cognition develop more independently in these individuals. To our knowledge, these findings provide the first empirical demonstration of a coupling between cognition and reading in typical readers and a developmental uncoupling between cognition and reading in dyslexic readers. This uncoupling was the core concept of the initial description of dyslexia and remains the focus of the current definitional model of this learning disability.

Early Intervention for Reading Difficulties: The Interactive Strategies Approach. Second Edition

ERIC Educational Resources Information Center

Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

2016-01-01

Grounded in a strong evidence base, this indispensable text and practitioner guide has given thousands of teachers tools to support the literacy growth of beginning and struggling readers in grades K-2. The interactive strategies approach (ISA) is organized around core instructional goals related to enhancing word learning and comprehension of…

The Textevaluator Tool: Helping Teachers and Test Developers Select Texts for Use in Instruction and Assessment

ERIC Educational Resources Information Center

Sheehan, Kathleen M.; Kostin, Irene; Napolitano, Diane; Flor, Michael

2014-01-01

This article describes TextEvaluator, a comprehensive text-analysis system designed to help teachers, textbook publishers, test developers, and literacy researchers select reading materials that are consistent with the text complexity goals outlined in the Common Core State Standards. Three particular aspects of the TextEvaluator measurement…

Speaking My Mind: Poised to Partner--The 21st-Century School Librarian

ERIC Educational Resources Information Center

Southworth, Amy Jo

2013-01-01

In schools where student learning is a top priority, librarians' roles include teacher, instructional partner, reading motivator, staff developer, information specialist, curator, and program administrator. They are steered by national standards akin to those guiding core subjects, and it is the librarians' job to embed these standards…

Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

ERIC Educational Resources Information Center

Ramos, Kathleen

2014-01-01

The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…

Common Standards Ignite Debate over Student "Prereading" Exercises

ERIC Educational Resources Information Center

Gewertz, Catherine

2012-01-01

Sparked by the Common Core State Standards, teachers and literacy experts are arguing about the role of a time-honored pillar of English/language arts instruction: classroom activities designed to help students understand what they are about to read. The attacks on--and defenses of--"prereading" are unfolding largely in cyberspace, through online…

"Think like a Seminar"

ERIC Educational Resources Information Center

Billings, Laura; Roberts, Terry

2013-01-01

The Common Core initiative calls for implementing fewer, tougher standards for literacy instruction. Seen from a student's perspective, the standards ask a lot in terms of effort and focus. Educators have to ask themselves, How can they motivate students to care enough about what they read and write to put in the hard work necessary to meet these…

Assessing Reading Fluency in Kenya: Oral or Silent Assessment?

ERIC Educational Resources Information Center

Piper, Benjamin; Zuilkowski, Stephanie Simmons

2015-01-01

In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing…

The Effectiveness of a Supplemental Pre-Kindergarten Vocabulary Intervention

ERIC Educational Resources Information Center

Kong, Na Young

2013-01-01

Oral vocabulary is a strong predictor of young children's later reading development. Many children enter kindergarten with weak vocabulary knowledge and could benefit from an extra level or higher tier of intentional instruction in vocabulary that supplements the Tier 1 core curriculum in language. Recent findings from research developing a…

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

PubMed

Al Otaiba, Stephanie; Hosp, John L; Smartt, Susan; Dole, Janice A

2008-04-01

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive.

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

ERIC Educational Resources Information Center

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

2004-01-01

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

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 Effect of Cross-Curricular Instruction on Reading Comprehension

ERIC Educational Resources Information Center

Aslan, Yasin

2016-01-01

Cross-curricular objectives serve as a kind of "safety net" for core objectives. Firstly, cross-curricular objectives refer to competencies that do not pertain to the content of one or more subjects, but that can be taught, practised and applied in it, such as learning to learn and social skills. Secondly, certain cross-curricular final…

Academic Instruction and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hagaman, Jessica L.

2012-01-01

Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem…

Professional Learning in Action: An Inquiry Approach for Teachers of Literacy. Common Core State Standards in Literacy Series

ERIC Educational Resources Information Center

Riski, Victoria J.; Vogt, Mary Ellen

2016-01-01

Risko and Vogt provide a unique and progressive approach for engaging the professional learning of teachers of literacy, reading specialists, literacy coaches and instructional leaders, content specialists, and administrators. Their deliberate use of Professional Learning signals the importance of educators engaging in authentic and inquiry-based…

Reading, Writing, "and" Rubrics: Norming Process Guides Teachers as They Evaluate Student Work

ERIC Educational Resources Information Center

Baker, Libby; Cooperman, Naomi; Storandt, Barbara

2013-01-01

Common Core State Standards are raising expectations nationwide about what teachers impart to their students and the depth of knowledge those students attain. The goal is for students to receive instruction that enables them to synthesize and creatively use what they have learned, thus equipping them for post-secondary school challenges. Quality…

Students' Understanding of Bar Graphs and Histograms: Results from the LOCUS Assessments

ERIC Educational Resources Information Center

Whitaker, Douglas; Jacobbe, Tim

2017-01-01

Bar graphs and histograms are core statistical tools that are widely used in statistical practice and commonly taught in classrooms. Despite their importance and the instructional time devoted to them, many students demonstrate misunderstandings when asked to read and interpret bar graphs and histograms. Much of the research that has been…

Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text

ERIC Educational Resources Information Center

Wexler, Jade; Reed, Deborah K.; Mitchell, Marisa; Doyle, Brie; Clancy, Erin

2015-01-01

To graduate from high school and become competitive in the workplace and other postsecondary endeavors, adolescents are required to meet rigorous standards, such as the Common Core State Standards. To meet such standards, teachers must teach students to read and make sense of increasingly complex content-area expository text. Secondary teachers,…

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

ERIC Educational Resources Information Center

Robinson, H. Alan, Ed.

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Teacher Perceptions of Issues Related to Implementation of Response to Intervention in the Regular Education Classroom

ERIC Educational Resources Information Center

Bissell, Erica K.

2012-01-01

Although several school districts in a southern US state use a three-tiered Response to Intervention (RtI) model to supplemental core reading instruction and positively impact student achievement, the model appears to have had nominal impact. The theoretical foundation for this study is anchored in a constructivist approach to education. Three…

Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At-risk

ERIC Educational Resources Information Center

Faggella-Luby, Michael N.; Drew, Sally Valentino; Schumaker, Jean B.

2015-01-01

The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy-related evidence-based practices during Tier 1 instruction that includes students…

Report on a Pilot Project Which Combined Speech Communication and English Composition Instruction.

ERIC Educational Resources Information Center

Friday, Robert A.; Beranek, Bernard F.

In reorganizing its core curriculum, Duquesne University (Pennsylvania) created a course that combined the required freshman composition and speech communication courses. A two-term pilot course offered eight hours of credit, meeting for one hour three times a week and for a two hour lab once a week. Oral readings were assigned in order to help…

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

ERIC Educational Resources Information Center

Kreskey, Donna DeVaughn; Truscott, Stephen D.

2016-01-01

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

THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE

PubMed Central

AL OTAIBA, STEPHANIE; HOSP, JOHN L.; SMARTT, SUSAN; DOLE, JANICE A.

2011-01-01

The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers’ knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive. PMID:23794791

The First R: Fundamentals of Initial Reading Instruction. Developments in Classroom Instruction.

ERIC Educational Resources Information Center

Shuman, R. Baird

Addressing subjects ranging from reading readiness to phonics, this book examines several fundamental elements of beginning reading instruction. Divided into 12 chapters, the book begins with a chapter providing a general overview of reading instruction, including the debate between the perception of reading as decoding or comprehension, and other…

Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension

ERIC Educational Resources Information Center

Gibson, Katherine D.

2009-01-01

Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …

Neurobiology of Dyslexia

PubMed Central

Norton, Elizabeth S.; Beach, Sara D.; Gabrieli, John D. E.

2014-01-01

Dyslexia is one of the most common learning disabilities, yet its brain basis and core causes are not yet fully understood. Neuroimaging methods, including structural and functional magnetic resonance imaging, diffusion tensor imaging, and electrophysiology, have significantly contributed to knowledge about the neurobiology of dyslexia. Recent studies have discovered brain differences prior to formal instruction that likely encourage or discourage learning to read effectively, distinguished between brain differences that likely reflect the etiology of dyslexia versus brain differences that are the consequences of variation in reading experience, and identified distinct neural networks associated with specific psychological factors that are associated with dyslexia. PMID:25290881

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

ERIC Educational Resources Information Center

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

2014-01-01

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

The Substrata-Factor Theory of Reading: Differential Development of Subsystems Underlying Reading Comprehension in the First Year of Instruction.

ERIC Educational Resources Information Center

Katz, Ina; Singer, Harry

A study tested the instructional hypothesis that variation in instructional methods in the initial stages of formal reading development will differentially develop subsystems for attaining comprehension. The 91 kindergarten and first grade students in the study received their usual reading instruction plus supplementary instruction in one of four…

Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes

ERIC Educational Resources Information Center

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

2017-01-01

The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to 4th-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. In all, 110 students identified as having reading difficulty who were receiving school-based reading instruction in 22…

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

PubMed

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

2015-12-01

Identifying a student's instructional level is necessary to ensure that students are appropriately challenged in reading. Informal reading inventories (IRIs) purport to assess the highest reading level at which a student can accurately decode and comprehend text. However, the use of IRIs in determining a student's instructional level has been questioned because of a lack of research. The current study examined the percentage of words read correctly with 64 second- and third-grade students while reading from texts at their instructional level as determined by an IRI. Students read for 1 min from three leveled texts that corresponded to their instructional level as measured by an IRI, and the percentage of words read correctly was recorded. The percentage read correctly correlated across the three books from r=.47 to r=.68 and instructional level categories correlated from tau=.59 to tau=.65. Percent agreement calculations showed that the categorical scores (frustration, instructional, and independent) for the three readings agreed approximately 67% to 70% of the time, which resulted in a kappa estimate of less than .50. Kappa coefficients of .70 are considered strong indicators of agreement. Moreover, more than half of the students with the lowest reading skills read at a frustration level when attempting to read books rated at their instructional level by an IRI. The current study questions how reliably and accurately IRIs identify students' instructional level for reading. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effect of Guided Reading Instruction on Reading Achievement

ERIC Educational Resources Information Center

Underwood, Vanda Lea

2010-01-01

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

Possible Effects of Strategy Instruction on L1 and L2 Reading.

ERIC Educational Resources Information Center

Salataci, Reyhan; Akyel, Ayse

2002-01-01

Investigates the reading strategies of Turkish English-as-a-Foreign-Language (EFL) students in Turkish and English and the possible effects of reading instruction on reading in Turkish and English. Addresses whether strategy instruction in EFL reading effects EFL reading strategies and reading comprehension in English , and whether strategy…

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

PubMed Central

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

2011-01-01

Too many children fail to learn how to read proficiently with serious consequences for their overall well-being and long term success in school. This may be because providing effective instruction is more complex than many of the current models of reading instruction portray; there are child characteristic by instruction (CXI) interactions. Here we present efficacy results for a randomized control field trial of the Individualizing Student Instruction (ISI) intervention, which relies on dynamic system forecasting intervention models to recommend amounts of reading instruction for each student, taking into account CXI interactions that consider his or her vocabulary and reading skills. The study, conducted in seven schools with 25 teachers and 396 first graders, revealed that students in the ISI intervention classrooms demonstrated significantly greater reading skill gains by spring than did students in control classrooms. Plus, they were more likely to receive differentiated reading instruction based on CXI interaction guided recommended amounts than were students in control classrooms. The precision with which students received the recommended amounts of each type of literacy instruction, the distance from recommendation, also predicted reading outcomes. PMID:22229058

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

PubMed Central

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

2015-01-01

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

The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.

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

ERIC Educational Resources Information Center

Vongkrachang, Salila; Chinwonno, Apasara

2015-01-01

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

Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

ERIC Educational Resources Information Center

Rose, Dale Rennard

2017-01-01

The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

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.

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Specialized Reading Instruction for Adolescents with Learning Disabilities: What Special Education Co-Teachers Say

ERIC Educational Resources Information Center

King-Sears, Margaret E.; Bowman-Kruhm, Mary

2011-01-01

In this exploratory study, secondary special education co-teachers report about specialized reading instruction for students with learning disabilities in co-taught classes. Almost half of the respondents were concerned that reading instruction was not occurring in co-taught classes. One-third were concerned reading instruction was not occurring…

Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?

PubMed Central

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

2012-01-01

The purpose of this study was to examine the amount of time spent actively engaged in reading sounds, words, and connected text for students at-risk for reading difficulties in the first formal grade of reading instruction, kindergarten. Observational data of 109 kindergarten students at high-risk for later reading difficulties were collected during general education reading instruction across the school year. Findings revealed students read orally for just over 1 minute during their reading instruction with approximately equal time spent reading sounds, words, or connected text. Implications of these results for early reading instruction and intervention for students at-risk for reading difficulties or disabilities are presented. PMID:23087545

Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?

ERIC Educational Resources Information Center

Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King

2016-01-01

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

The Impact of Guided Reading Instruction on Elementary Students' Reading Fluency and Accuracy

ERIC Educational Resources Information Center

Teets, Agnes Jean

2017-01-01

This study examined the impact of Guided Reading instruction on elementary students' ability to read with fluency and accuracy. A one-way analysis of covariance with pre and posttest design was performed and applied to determine the impact of Guided Reading instruction on elementary students' reading fluency and accuracy. The sample of subjects…

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…

Reading Big Words: Instructional Practices to Promote Multisyllabic Word Reading Fluency

ERIC Educational Resources Information Center

Toste, Jessica R.; Williams, Kelly J.; Capin, Philip

2017-01-01

Poorly developed word recognition skills are the most pervasive and debilitating source of reading challenges for students with learning disabilities (LD). With a notable decrease in word reading instruction in the upper elementary grades, struggling readers receive fewer instructional opportunities to develop proficient word reading skills, yet…

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

ERIC Educational Resources Information Center

Wadleigh, Merritt Edward

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

How Portuguese and American teachers plan for literacy instruction.

PubMed

Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

2016-04-01

This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.

A Book for Two

ERIC Educational Resources Information Center

Van Keer, Hilde; Vanderlinde, Ruben

2013-01-01

To close the gap between reading research and the reality of instruction, the authors developed a reading comprehension approach for elementary school, aiming at explicit instruction and practice of reading comprehension strategies. Their approach encompasses two complementary cornerstones: explicit instruction in reading strategies and creating…

Direct Instruction of Comprehension: Instructional Examples from Intervention Research on Listening and Reading Comprehension

ERIC Educational Resources Information Center

Coyne, Michael D.; Zipoli, Richard P., Jr.; Chard, David J.; Faggella-Luby, Michael; Ruby, Maureen; Santoro, Lana E.; Baker, Scott

2009-01-01

This article examines the role of direct instruction in promoting listening and reading comprehension. Instructional examples from 2 programs of intervention research focused on improving comprehension; the Story Read Aloud Program and the Embedded Story Structure Routine are used to illustrate principles of direct instruction. An analysis of…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction

ERIC Educational Resources Information Center

Lipp, Jamie R.; Helfrich, Sara R.

2016-01-01

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

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

ERIC Educational Resources Information Center

Huang, Hsin-chou

2014-01-01

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

A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students' reading from first through third grade.

PubMed

Connor, Carol McDonald; Morrison, Frederick J; Fishman, Barry; Crowe, Elizabeth C; Al Otaiba, Stephanie; Schatschneider, Christopher

2013-08-01

Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.

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

ERIC Educational Resources Information Center

Weiser, Beverly L.

2013-01-01

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

Effects of Task Relevance Instructions and Topic Beliefs on Reading Processes and Memory

ERIC Educational Resources Information Center

Bohn-Gettler, Catherine M.; McCrudden, Matthew T.

2018-01-01

This study investigated the effects of task relevance instructions and topic beliefs on reading processes and memory for belief-related text. Undergraduates received task instructions (focus on arguments for vs. against) before reading a dual-position text. In Experiment 1 (n = 88), a reading time methodology showed no differences in reading time…

Evidence-Based Reading Instruction for Individuals with Autism Spectrum Disorders

PubMed Central

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

2009-01-01

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

Decisions, Decisions, Decisions: Using Data to Make Instructional Decisions for Struggling Readers

ERIC Educational Resources Information Center

Filderman, Marissa J.; Toste, Jessica R.

2018-01-01

Reading proficiency is fundamental to school success. However, up to 50% of students with reading disabilities are not making adequate progress. Students who demonstrate persistent and severe reading difficulties require increasingly intensive instruction individualized to meet their instructional needs Individualizing instruction with…

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

Differentiated Instruction in Reading: Easier than It Looks!

ERIC Educational Resources Information Center

Knowles, Liz

2009-01-01

Differentiated instruction has been around for over fifteen years, and like many educational practices, the attention to it is cyclical. In this article, the author talks about how differentiated instruction is used to teach reading. The author also talks about the role of library media specialists in differentiated instruction in reading.

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

ERIC Educational Resources Information Center

Ritchey, Kristen D.

2011-01-01

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

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

ERIC Educational Resources Information Center

Mims, Wyn, M.; Lockley, Jeannie

2017-01-01

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

Evaluation of Teacher Training in a Title III Center.

ERIC Educational Resources Information Center

Reid, Ethna R.

This study is a report on a series of exemplary and instructional reading programs conducted by the Exemplary Center for Reading Instruction and designed to improve reading instruction in kindergarten through grade 12. The following topics are included: (1) evaluation of beginning reading programs, including materials selection, materials…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Using Small-Group Instruction to Improve Students' Reading Fluency: An Evaluation of the Existing Research

ERIC Educational Resources Information Center

Begeny, John C.; Levy, Rebecca A.; Field, Stacey A.

2018-01-01

Reading fluency is necessary for reading comprehension, but approximately 40% of U.S. fourth-grade students have inadequate reading fluency skills. Because small-group (SG) instruction is often used as a first line of intervention for struggling readers, SG instruction targeting deficiencies in text reading fluency ought to be part of every…

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

ERIC Educational Resources Information Center

Tabata-Sandom, Mitsue

2015-01-01

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

Beyond Comprehension Strategy Instruction: What's Next?

PubMed

Elleman, Amy M; Compton, Donald L

2017-04-20

In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. We agree with Catts and Kamhi's argument that reading comprehension is a complex endeavor and that current recommended practices do not reflect the complexity of the construct. Knowledge building, despite its important role in comprehension, has been relegated to a back seat in reading comprehension instruction. In the final section of the article, we outline possible avenues for research and practice (e.g., generative language instruction, dialogic approaches to knowledge building, analogical reasoning and disciplinary literacy, the use of graphics and media, inference instruction) for improving reading-comprehension outcomes. Reading comprehension is a complex ability, and comprehension instruction should reflect this complexity. If we want to have an impact on long-term growth in reading comprehension, we will need to expand our current repertoire of instructional methods to include approaches that support the acquisition and integration of knowledge across a variety of texts and topics.

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

PubMed Central

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

2013-01-01

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

Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers.

PubMed Central

Kamps, D M; Barbetta, P M; Leonard, B R; Delquadri, J

1994-01-01

A multiple baseline design across subjects with a reversal was used to examine the effects of classwide peer tutoring relative to traditional reading instruction on reading skills and social interaction time for 3 high-functioning students with autism and their typical peers in integrated, general education classrooms. Traditional reading instruction consisted largely of teacher-led instruction with individual student participation and seat work. Classwide peer tutoring consisted of 25 to 30 min of well-specified instruction in which tutor-learner pairs worked together on a classwide basis on reading fluency and comprehension skills. All students participated in 15- to 20-min unstructured free-time activities immediately following reading instruction. Results of reading assessments demonstrated that classwide peer tutoring increased reading fluency and correct responses to reading comprehension questions for students with autism and their peers. The procedure further increased the total duration of free-time social interactions for students with autism and typical peers, with individual variation in performance. PMID:8188563

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

ERIC Educational Resources Information Center

Swicegood, Philip; Miller, Melinda

2015-01-01

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

Direct Reading Instruction and the NYS ELA

ERIC Educational Resources Information Center

Jones-Carey, Margaret H.

2013-01-01

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

Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers' Reading Instruction for Struggling Readers

ERIC Educational Resources Information Center

Bratsch-Hines, Mary E.; Vernon-Feagans, Lynne; Varghese, Cheryl; Garwood, Justin

2017-01-01

This study explored the extent to which kindergarten and first grade teachers provided individualized reading instruction to struggling readers during a unique one-on-one reading instruction task. Three outcomes of teachers' instructional strategies were captured: code-focused strategies, meaning-focused strategies, and level of challenge. Child…

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

ERIC Educational Resources Information Center

Al Khaiyali, Al Tiyb S.

2014-01-01

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

Improving Reading Instruction through Research-Based Instructional Strategies

ERIC Educational Resources Information Center

Nash, Vickie Lynn

2010-01-01

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

Epilogue: Reading Comprehension Is Not a Single Ability-Implications for Assessment and Instruction.

PubMed

Kamhi, Alan G; Catts, Hugh W

2017-04-20

In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed authentic tests of reading comprehension. In the "Instruction" section, we review the benefits and limitations of strategy instruction and highlight suggestions from the response articles to improve content and language knowledge. We argue that the only compelling reason to administer a standardized test of reading comprehension is when these tests are necessary to qualify students for special education services. Instruction should be focused on content knowledge, language knowledge, and specific task and learning requirements. This instruction may entail the use of comprehension strategies, particularly those that are specific to the task and focus on integrating new knowledge with prior knowledge.

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

ERIC Educational Resources Information Center

Urlaub, Per

2012-01-01

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

Effects of Gifted Peers Tutoring Struggling Reading Peers

ERIC Educational Resources Information Center

Yawn, Christopher D.

2012-01-01

This study examined the effects of a peer tutoring program that used a Direct Instruction (DI) reading curriculum. Students identified as gifted and talented delivered instruction, using the DI reading program, to their struggling reading peers. The students used a cross-skill peer tutoring instructional format. The results indicated that all of…

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling

ERIC Educational Resources Information Center

Costello, David

2014-01-01

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

Hobbies and Hobby-Related Reading: Exploring Preferences, Practices, and Instructional Possibilities.

ERIC Educational Resources Information Center

Hoffman, Amy R.; Boraks, Nancy E.; Bauer, David

2000-01-01

Considers the relationship between hobbies and hobby-related reading to evaluate a common instructional assumption about using hobbies as a basis for recommending reading. Supports: (1) the potential for recommending authentic, non-traditional hobby-related reading materials in home and instructional settings; and (2) the potential for tapping the…

Applying Piaget's Theory to Reading Instruction.

ERIC Educational Resources Information Center

Heatherly, Anna L.

This paper discusses beginning reading instruction in the light of Piaget's theory, which demands that we think more broadly about the term "where the child is" in terms of his level of thinking, not simply his reading level or reading skill level. Using Piaget's four major developmental stages as the basis, the task of instruction in…

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

ERIC Educational Resources Information Center

International Reading Association, Newark, DE.

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

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

ERIC Educational Resources Information Center

Wanzek, Jeanne

2014-01-01

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

A Comparison of Reading Growth and Outcomes of Kindergarten Students with Cognitive Impairments to Their Typical Peers: The Impact of Instruction

ERIC Educational Resources Information Center

Folsom, Jessica Sidler

2012-01-01

This research addressed the early reading instruction of students with cognitive impairments included in general education kindergarten classrooms. Research from 2002 to 2011 on early reading instruction for students with mental retardation were reviewed and current trends in measurement, typical instruction, intervention, and achievement were…

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

ERIC Educational Resources Information Center

Waldvogel, Steven John

2010-01-01

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

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

ERIC Educational Resources Information Center

Pearson, P. David; Kamil, Michael L.

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

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

ERIC Educational Resources Information Center

Wall, Heather

2014-01-01

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

Helping Third Grade Students to Read Proficiently: An Exploration of Successful Teachers' Reading Instruction

ERIC Educational Resources Information Center

West, Rosemary

2017-01-01

One of the most essential academic skills to be attained in school is reading comprehension; consequently, the comprehension instruction provided by teachers is of extreme importance. This study examined instructional strategies of eleven third grade reading teachers employed by the same district who attributed to 75% of students scoring in the…

Responding to Reading Instruction in a Primary-Grade Classroom

ERIC Educational Resources Information Center

Mokhtari, Kouider; Porter, Leah; Edwards, Patricia

2010-01-01

In this article, the authors present a snapshot of how one kindergarten and Reading Recovery teacher organized instruction in her classroom, enabling her to provide constructively responsive reading assessment and instruction for her developing and struggling readers. (Contains 2 figures.)

Teaching Children to Become Fluent and Automatic Readers

PubMed Central

Kuhn, Melanie R.; Schwanenflugel, Paula J.; Morris, Robin D.; Morrow, Lesley Mandel; Woo, Deborah Gee; Meisinger, Elizabeth B.; Sevcik, Rose A.; Bradley, Barbara A.; Stahl, Steven A.

2009-01-01

The purpose of the study was to examine the effects of two instructional approaches designed to improve the reading fluency of 2nd-grade children. The first approach was based on Stahl and Heubach’s (2005) fluency-oriented reading instruction (FORI) and involved the scaffolded, repeated reading of grade-level texts over the course of each week. The second was a wide-reading approach that also involved scaffolded instruction. hut that incorporated the reading of 3 different grade-level texts each week and provicled significantly less opportunity for repetition. By the end of the school year. FORI and wide-reading approaches showed similar benefits for standardized measures of word reading efficiency and reading comprehension skills compared to control approachcs. although the benefits of the wide-reading approach emerged earlier and included oral text reading fluency skill. Thus, we conclude that fluency instruction that emphasizes extensive oral reading of grade-level text using scaffolded approaches is effective for promoting reading development in young learners. PMID:19946472

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

PubMed

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

2010-06-01

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

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

ERIC Educational Resources Information Center

Blakeslee, Cynthia Darden

2012-01-01

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

Reading/Writing and Mathematics Instruction. CIPP Planning/Evaluation Report 95-018. Focus on Program Evaluation.

ERIC Educational Resources Information Center

Des Moines Public Schools, IA. Dept. of Information Management.

The Chapter 1 reading, writing, and mathematics instruction programs of the Des Moines (Iowa) public schools were evaluated for the 1993-94 school year. These programs provided supplemental instruction for about 2,968 students in 1993-94 through six components: (1) schoolwide projects; (2) the Reading Recovery Program; (3) the Reading/Writing Lab…

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

ERIC Educational Resources Information Center

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

2013-01-01

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

Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes towards Reading Comprehension Instruction

ERIC Educational Resources Information Center

Ness, Molly K.

2009-01-01

The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…

Home Parental Assistance for Underachieving Readers in Third Grade Using Read-at-Home Program Kits.

ERIC Educational Resources Information Center

Izzo, Theresa Eleanor

Sixty-four third-grade pupils who were underachieving in reading participated in a study to determine the effect of parental home instruction in reading. A four-cell experimental design was used with two treatment factors: programmed home reading instruction given by mothers trained to administer the program versus no instruction, and mother's…

An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom

ERIC Educational Resources Information Center

Williams, Angela W.

2013-01-01

This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students perceived to be motivating. The reading instructional program was designed using…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Personalizing Reading Instruction

ERIC Educational Resources Information Center

Cathcart, Maureen

1973-01-01

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

Effective Beginning Reading Programs: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan

2009-01-01

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

Computer Simulation and ESL Reading.

ERIC Educational Resources Information Center

Wu, Mary A.

It is noted that although two approaches to second language instruction--the communicative approach emphasizing genuine language use and computer assisted instruction--have come together in the form of some lower level reading instruction materials for English as a second language (ESL), advanced level ESL reading materials using computer…

Teacher's Directory of Reading Skill Aids and Materials.

ERIC Educational Resources Information Center

Dechant, Emerald

Intended to help reading teachers match pupil needs and deficiencies with specific instructional materials, this volume contains more than 2,000 print and audiovisual instructional materials for reading instruction. Citations, which include objectives, grade level, publisher, and format, are grouped into the following sections: (1) developing the…

Deepening What It Means to Read (and Write) Like a Historian: Progressions of Instruction across a School Year in an 11th Grade U.S. History Class

ERIC Educational Resources Information Center

Shanahan, Cynthia; Bolz, Michael J.; Cribb, Gayle; Goldman, Susan R.; Heppeler, Johanna; Manderino, Michael

2016-01-01

This article presents six goals for history literacy instruction created by Project Reading, Evidence, and Argumentation in Disciplinary Instruction (READI), an Institute of Education Sciences (IES) reading comprehension project. It describes how one Project READI high school teacher used the six learning goals to create instruction designed to…

E-Readers and the Effects on Students' Reading Motivation, Attitude and Comprehension during Guided Reading

ERIC Educational Resources Information Center

Long, Deanna; Szabo, Susan

2016-01-01

This quasi-experimental mixed methods study examined the use of e-readers during guided reading instruction and its impact on 5th grade students' reading motivation, attitude toward reading, and reading comprehension. For 10 weeks, 19 students received guided reading instruction by means of the traditional paper/text format, while 16 students…

L2 Japanese Learners' Responses to Translation, Speed Reading, and "Pleasure Reading" as a Form of Extensive Reading

ERIC Educational Resources Information Center

Tabata-Sandom, Mitsue

2017-01-01

Fluency development instruction lacks in reading in Japanese as a foreign language instruction. This study examined how 34 upper-intermediate level learners of Japanese responded when they first experienced pleasure reading and speed reading. The participants also engaged in intensive reading, the main component of which was translation. Survey…

Help with Teaching Reading Comprehension: Comprehension Instructional Frameworks

ERIC Educational Resources Information Center

Liang, Lauren Aimonette; Dole, Janice A.

2006-01-01

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

Problem Solving with Guided Repeated Oral Reading Instruction

ERIC Educational Resources Information Center

Conderman, Greg; Strobel, Debra

2006-01-01

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

Ordering of guarded and unguarded stores for no-sync I/O

DOEpatents

Gara, Alan; Ohmacht, Martin

2013-06-25

A parallel computing system processes at least one store instruction. A first processor core issues a store instruction. A first queue, associated with the first processor core, stores the store instruction. A second queue, associated with a first local cache memory device of the first processor core, stores the store instruction. The first processor core updates first data in the first local cache memory device according to the store instruction. The third queue, associated with at least one shared cache memory device, stores the store instruction. The first processor core invalidates second data, associated with the store instruction, in the at least one shared cache memory. The first processor core invalidates third data, associated with the store instruction, in other local cache memory devices of other processor cores. The first processor core flushing only the first queue.

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

PubMed Central

Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L.; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle

2014-01-01

The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed. PMID:25110548

Reading Research in 1984: Comprehension, Computers, Communication. Fifth Yearbook of the American Reading Forum.

ERIC Educational Resources Information Center

McNinch, George H., Ed.; And Others

Conference presentations of research on reading comprehension, reading instruction, computer applications in reading instruction, and reading theory are compiled in this yearbook. Titles and authors of some of the articles are as follows: "A Rationale for Teaching Children with Limited English Proficiency" (M. Zintz); "Preliminary Development of a…

Houghton Mifflin Reading[c]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

The "Houghton Mifflin Reading"[c] system is a reading program for instruction in grades K-6. It uses Big Books (authentic literature), anthologies, Read Alouds, and audio compact discs to provide step-by-step instruction in reading. According to the developer's website, "Houghton Mifflin Reading"[c] was developed based on the findings of the…

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

ERIC Educational Resources Information Center

McConnell, Bethany M.; Kubina, Rick

2016-01-01

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

Silent Reading Reconsidered: Reinterpreting Reading Instruction and Its Effects. Technical Report No. 390.

ERIC Educational Resources Information Center

Wilkinson, Ian; And Others

Results reported by Leinhardt, Zigmond, and Cooley (1981) have been interpreted as support for increased silent reading in classroom reading instruction. G. Leinhardt and colleagues examined a causal model of classroom processes influencing reading achievement and found that time spent in silent, rather than oral, reading was positively related to…

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

ERIC Educational Resources Information Center

Puccioni, Jaime

2015-01-01

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

Learning to Read through the Arts: Instructional Handbook.

ERIC Educational Resources Information Center

American Institutes for Research in the Behavioral Sciences, Washington, DC.

This instructional handbook describes a program in which children are taught reading in relation to artistic media. It describes the staff, training, and a typical schedule. Program activities include reading workshops on vocabulary instruction, comprehension, and study skills; art workshops on crafts, puppetry, super 8 film, mixed media,…

Incorporating Vocabulary Instruction in Individual Reading Fluency Interventions with English Language Learners

ERIC Educational Resources Information Center

Johnston, Lauren E.; Mercer, Sterett H.; Geres-Smith, Rhonda

2018-01-01

The purpose of this preliminary study was to determine whether incorporating vocabulary instruction in individual reading fluency interventions for English Language Learners (ELLs) would improve reading comprehension. Two vocabulary instructional procedures were contrasted with a fluency-building only condition in an alternating-treatments design…

Applying Current Approaches to the Teaching of Reading

ERIC Educational Resources Information Center

Villanueva de Debat, Elba

2006-01-01

This article discusses different approaches to reading instruction for EFL learners based on theoretical frameworks. The author starts with the bottom-up approach to reading instruction, and briefly explains phonics and behaviorist ideas that inform this instructional approach. The author then explains the top-down approach and the new cognitive…

American Reading Instruction: Pre-Revolutionary Religious Influences.

ERIC Educational Resources Information Center

Reutzel, Douglas Ray

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

Accommodation Use during Content Area Instruction for Students with Reading Difficulties: Teacher and Student Perspectives

ERIC Educational Resources Information Center

Witmer, Sara; Schmitt, Heather; Clinton, Marianne; Mathes, Nicole

2018-01-01

Accommodations are often necessary to help students with reading difficulties access instructional materials that facilitate learning across content areas. However, the extent to which students with disabilities use accommodations during instruction is unclear. We surveyed and interviewed special educators and students with reading-related…

SERT: Self-Explanation Reading Training

ERIC Educational Resources Information Center

McNamara, Danielle S.

2004-01-01

This study examined the effects of providing reading strategy instruction to improve the effectiveness of self-explanation (i.e., explaining the meaning of information to oneself while reading). The effects of the reading strategy instruction, called Self-Explanation Reading Training (SERT), were examined both in terms of comprehension scores and…

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

ERIC Educational Resources Information Center

Cribbs, Aimee M.

2013-01-01

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

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

ERIC Educational Resources Information Center

Akkakoson, Songyut

2013-01-01

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

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

ERIC Educational Resources Information Center

Huang, Jiuhuan; Newbern, Claudia

2012-01-01

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

An Adult Prescriptive Program for Levels of Employment--Career Oriented Education (Apple Core). Bulletin #1258. An Adult Education Curriculum Guide Based on Instructional Materials Related to the Occupational Needs of Employees. Booklet 3. Annotated Bibliography.

ERIC Educational Resources Information Center

Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

This booklet along with six others comprises a curriculum guide developed for adult education supervisors and teachers of undereducated workers or job seekers whose inability to develop the skills and obtain the knowledge necessary to meet the requirements of the working world are primarily due to a lack of competence in reading and math skills.…

An Adult Prescriptive Program for Levels of Employment--Career Oriented Education. (Apple Core). Bulletin #1258. An Adult Education Curriculum Guide Based on Instructional Materials Related to the Occupational Needs of Employees. Booklet 2. Employer Survey.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Bureau of Adult and Community Education.

This booklet along with six others comprises a curriculum guide developed for adult education supervisors and teachers of undereducated workers or job seekers whose inability to develop the skills and obtain the knowledge necessary to meet the requirements of the working world are primarily due to a lack of competence in reading and math skills.…

Read 180®. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2016

2016-01-01

"READ 180®" is a reading program designed for struggling readers who are reading 2 or more years below grade level. It combines online and direct instruction, student assessment, and teacher professional development. "READ 180®" is delivered in 90-minute sessions that include whole-group instruction, three small-group…

Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference

ERIC Educational Resources Information Center

Stahl, Katherine A. Dougherty

2012-01-01

Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005),…

Reading Mastery. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

"Reading Mastery" is designed to provide explicit reading instruction to students in grades pre-K-5. One of several Direct Instruction curricula from McGraw-Hill, "Reading Mastery" is available in two versions: (1) "Reading Mastery Classic" (for grades pre-K-2) aims to help beginning readers identify letter sounds,…

Reviewing a Reading Program: Professional Development Module. Participant's Guide

ERIC Educational Resources Information Center

Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; Van Sciver, Mary; Wahl, Michelle; Rissman, Lila

2008-01-01

The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

Conflicting Approaches to Reading Research and Instruction.

ERIC Educational Resources Information Center

Smith, Frank

Reading research and reading instruction can each be grouped in two distinct categories, depending on the assumed source of control for the particular reading act that is studied or taught. "Outside-in" theorists view the reading process as beginning with print and ending with some representation or interpretation inside the brain, while…

Effects of Reading Strategy Instruction on Attitude toward Strategies and Performance in Reading Texts of Different Difficulty Levels

ERIC Educational Resources Information Center

Shorkaee, Hossein Zabihi; Talebi, Seyed Hassan

2018-01-01

This study investigated the effects of Reading Strategy Instruction (RSI) on reading performance and attitude toward reading strategies while reading texts of different difficulty levels. Fifty-five university students studying Political and Basic Sciences took part in this study. After homogenizing the participants, 24 students were in the…

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

ERIC Educational Resources Information Center

McKool, Sharon S.; Gespass, Suzanne

2009-01-01

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

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Assessing reading fluency in Kenya: Oral or silent assessment?

NASA Astrophysics Data System (ADS)

Piper, Benjamin; Zuilkowski, Stephanie Simmons

2015-04-01

In recent years, the Education for All movement has focused more intensely on the quality of education, rather than simply provision. Many recent and current education quality interventions focus on literacy, which is the core skill required for further academic success. Despite this focus on the quality of literacy instruction in developing countries, little rigorous research has been conducted on critical issues of assessment. This analysis, which uses data from the Primary Math and Reading Initiative (PRIMR) in Kenya, aims to begin filling this gap by addressing a key assessment issue - should literacy assessments in Kenya be administered orally or silently? The authors compared second-grade students' scores on oral and silent reading tasks of the Early Grade Reading Assessment (EGRA) in Kiswahili and English, and found no statistically significant differences in either language. They did, however, find oral reading rates to be more strongly related to reading comprehension scores. Oral assessment has another benefit for programme evaluators - it allows for the collection of data on student errors, and therefore the calculation of words read correctly per minute, as opposed to simply words read per minute. The authors therefore recommend that, in Kenya and in similar contexts, student reading fluency be assessed via oral rather than silent assessment.

Focus on the Essentials of Reading Instruction

ERIC Educational Resources Information Center

Frager, Alan M.; Frye, Elizabeth A.

2010-01-01

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

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

ERIC Educational Resources Information Center

Bumstead, Stacey

2012-01-01

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

Enhancing Literacy Instruction for Grade Level Readers in the Early Elementary Grades

ERIC Educational Resources Information Center

Warren, Marie

2010-01-01

Local school districts are under pressure to have elementary reading teachers understand how phonics, during teacher-led small group literacy instruction, can help students who read below grade level. Elementary teachers need research-based strategies regarding which reading instructions of letter-sound components are necessary to help students…

The Influence of a Morphology Intervention on Fluency in Adolescents

ERIC Educational Resources Information Center

Seils, Traci Fellers

2010-01-01

Fluent reading enables readers to focus on gaining meaning from what is read. This crucial facet of reading is often neglected instruction in elementary and is nearly non-existent in middle and high school instruction (Allington, 1983; Rasinski, Padak, McKeon, Wilfong, Friedauer, & Heim, 2005). At the elementary level, fluency instruction focuses…

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

ERIC Educational Resources Information Center

Weiss, Stacy L.; Friesen, Amber

2014-01-01

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

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

ERIC Educational Resources Information Center

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

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

Evaluating the Effectiveness of Remedial Reading Courses at Community Colleges: A Quantitative Study

ERIC Educational Resources Information Center

Lavonier, Nicole

2014-01-01

The present study evaluated the effectiveness of two instructional approaches for remedial reading courses at a community college. The instructional approaches were strategic reading and traditional, textbook-based instruction. The two research questions that guided the quantitative, quasi-experimental study were: (a) what is the effect of…

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

ERIC Educational Resources Information Center

Sherrill, Carol A.

2009-01-01

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

Effects of Differentiated Instruction on Student Achievement in Reading

ERIC Educational Resources Information Center

Gilbert, Darryl L.

2011-01-01

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

Reading Instruction for English Learners in the Middle Grades: A Meta-Analysis

ERIC Educational Resources Information Center

Hall, Colby; Roberts, Garrett J.; Cho, Eunsoo; McCulley, Lisa V.; Carroll, Megan; Vaughn, Sharon

2017-01-01

This meta-analysis synthesizes the last two decades of experimental and quasi-experimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effectiveness of reading instruction for upper…

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

PubMed Central

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

2015-01-01

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

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…

Early grade curriculum-based reading measures for students with intellectual disability.

PubMed

Hill, David R; Lemons, Christopher J

2015-12-01

The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the progress monitoring measures. In addition to the weekly CBM, teachers reported the type and duration of daily reading instruction. Data were analyzed to explore relationships between CBM performance and reading instruction. Our results indicate that teachers are capable of administering and scoring CBM on a weekly basis and that CBM does capture reading growth for some students with intellectual disability. Correlations between CBM performance and a teacher report of skills taught during reading instruction indicate that teachers may be differentiating instruction based on students' reading ability. Directions for future research as well as limitations of the study are discussed. © The Author(s) 2015.

Houghton Mifflin Reading©. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

"Houghton Mifflin Reading"© is a reading program designed for grades K-6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The product is designed to be used as a full-year curriculum program with instruction on developing…

Reading Fluency Instruction for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2008-01-01

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

The Value of Picture-Book Reading-Based Collaborative Output Activities for Vocabulary Retention

ERIC Educational Resources Information Center

Sun, Chia-Ho

2017-01-01

This study investigated the effects of three instructional modes: picture-book reading-only (PRO), picture-book reading plus vocabulary instruction (PRVI), and picture-book reading plus reading-based collaborative output activity (PRCOA) on young adult EFL (English as a foreign language) learners' vocabulary acquisition and retention. Eighty…

Classroom Practice in Reading.

ERIC Educational Resources Information Center

Earle, Richard A., Ed.

Each of the five sections in this book deals with one of the five major components in a diagnostic/prescriptive model of classroom reading instruction: instructional purpose, evaluation, materials, methods, and classroom management. Articles in the "Instructional Purpose" section discuss the affective component of instruction and the relationship…

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

ERIC Educational Resources Information Center

Piper, Deborah L.

2013-01-01

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

The Impact of Functional Reading Instruction on Individual and Social Life

ERIC Educational Resources Information Center

Bulut, Mesut

2015-01-01

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

A Description of Contrasting Discourse Patterns Used in Differentiated Reading Instruction

ERIC Educational Resources Information Center

Ankrum, Julie; Genest, Maria; Morewood, Aimee

2017-01-01

The purpose of this article is to provide a description of contrasting discourse patterns during small-group reading instruction. The authors report on case studies conducted in two 1st-grade classrooms in different school districts in Pennsylvania. Small-group reading instruction was observed over the course of one year in each classroom, and…

Deeper than Blueberries: A Reciprocal Teaching Method Approach to Narrative Text in an Electronically Supported Learning Environment.

ERIC Educational Resources Information Center

Pisha, Bart; Brady, Mary

This paper describes a five-phase, 20-week, computer supported reading comprehension instruction process, which begins with access to powerful supports and direct teacher-mediated instruction. The process involves five phases: (1) fully supported reading and strategy instruction; (2) strategy practice in a fully supported reading environment with…

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

ERIC Educational Resources Information Center

Grobler, C. van Eyk

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

The Impact of Strategy Instruction and Timing of Estimates on Low and High Working-Memory Capacity Readers' Absolute Monitoring Accuracy

ERIC Educational Resources Information Center

Linderholm, Tracy; Zhao, Qin

2008-01-01

Working-memory capacity, strategy instruction, and timing of estimates were investigated for their effects on absolute monitoring accuracy, which is the difference between estimated and actual reading comprehension test performance. Participants read two expository texts under one of two randomly assigned reading strategy instruction conditions…

Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

ERIC Educational Resources Information Center

Klapwijk, Nanda M.

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

Features of Instructional Talk Predictive of Reading Comprehension

ERIC Educational Resources Information Center

Michener, Catherine J.; Patrick Proctor, C.; Silverman, Rebecca D.

2018-01-01

Increasingly, reading research has begun to address how students' linguistic environments may explain their reading achievement. In this exploratory analysis, we investigated how the rates of specific instructional talk moves predicted student reading comprehension achievement. Transcripts from third-, fourth-, and fifth-grade classrooms (teacher…

A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

NASA Astrophysics Data System (ADS)

Blackmon, Phyllis Ann

This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

Preservice Teachers' Perceptions of the Integration of Mathematics, Reading, and Writing.

ERIC Educational Resources Information Center

Reinke, Kathryn; Mokhtari, Kouider; Willner, Elizabeth

1997-01-01

Examined the perceptions of preservice elementary teachers enrolled in reading, mathematics, and integrating reading and mathematics methods courses about integrating mathematics, reading, and writing instruction at the elementary/middle school level. Surveys indicated that all students were generally positive about instructional integration. They…

RTI & Differentiated Reading in the K-8 Classroom

ERIC Educational Resources Information Center

Bender, William N.; Waller, Laura

2011-01-01

In "RTI & Differentiated Reading in the K-8 Classroom," the authors argue that whole-group reading instruction in general education classes is no longer an appropriate learning environment. They outline three innovations that educators can integrate to dramatically improve reading instruction from kindergarten through the upper elementary…

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

NASA Astrophysics Data System (ADS)

Beaver, Melanie S.

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

Augmenting the Reading Curriculum: Alternative Video Technology Strategies

ERIC Educational Resources Information Center

Hewgley, Gary Dean

2015-01-01

Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of…

The Use of Online Annotations in Reading Instruction and Its Impact on Students' Reading Progress and Processes

ERIC Educational Resources Information Center

Yeh, Hui-Chin; Hung, Hsiu-Ting; Chiang, Yu-Hsin

2017-01-01

Studies suggest that the incorporation of online annotations in reading instruction can improve students' reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional…

Predicting Intervention Effectiveness from Reading Accuracy and Rate Measures through the Instructional Hierarchy: Evidence for a Skill-by-Treatment Interaction

ERIC Educational Resources Information Center

Szadokierski, Isadora; Burns, Matthew K.; McComas, Jennifer J.

2017-01-01

The current study used the learning hierarchy/instructional hierarchy phases of acquisition and fluency to predict intervention effectiveness based on preintervention reading skills. Preintervention reading accuracy (percentage of words read correctly) and rate (number of words read correctly per minute) were assessed for 49 second- and…

Paraeducator Professional Development Curriculum. Module III: Assisting the Teacher in the Instruction of Reading. Trainer's Manual

ERIC Educational Resources Information Center

Northwest Regional Educational Laboratory NWREL, 2005

2005-01-01

This two-day institute examines essential concepts about effective teaching strategies in reading, including the five basic components of reading recommended by the National Reading Panel, to enable paraeducators to support teachers in the instruction of reading. The purpose of Module III is to develop participants' understandings of the key…

Activating the Need to Know in Reading Instruction: One Teacher Educator's Practice

ERIC Educational Resources Information Center

Nelson, Priscilla S.

2012-01-01

This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by…

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

ERIC Educational Resources Information Center

Barclay, Kathy

2009-01-01

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

The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities

ERIC Educational Resources Information Center

Nelson, Jason M.; Manset-Williamson, Genevieve

2006-01-01

We compared a reading intervention that consisted of explicit, self-regulatory strategy instruction to a strategy intervention that was less explicit to determine the impact on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities (RD). Participants included 20 students with RD who were entering grades…

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

ERIC Educational Resources Information Center

Roberts, Maura L.; Shapiro, Edward S.

1996-01-01

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

The Effect of Interactive CD-ROM/Digitized Audio Courseware on Reading among Low-Literate Adults.

ERIC Educational Resources Information Center

Gretes, John A.; Green, Michael

1994-01-01

Compares a multimedia adult literacy instructional course, Reading to Educate and Develop Yourself (READY), to traditional classroom instruction by studying effects of replacing conventional learning tools with computer-assisted instruction (CD-ROMs and audio software). Results reveal that READY surpassed traditional instruction for virtually…

Efficacy of Learning Strategies Instruction in Adult Education

ERIC Educational Resources Information Center

Hock, Michael F.; Mellard, Daryl F.

2011-01-01

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education participants are reported. Reading outcomes from whole group strategic instruction in 1 of 4 learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies,…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Taylor, Luke N., III

2014-01-01

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

Philosophies of Reading Instruction

ERIC Educational Resources Information Center

Ediger, Marlow

2013-01-01

There are selected philosophies of reading instruction which are relevant in providing for individual differences among learners. These need to be studied in-depth by reading teachers in order to best provide for each pupil in the classroom. Pupils differ from each other in reading achievement, interests, and purposes, and it is a challenge to…

Do Boys Need Different Remedial Reading Instruction from Girls?

ERIC Educational Resources Information Center

Limbrick, Lisa; Wheldall, Kevin; Madelaine, Alison

2012-01-01

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

Oral Reading Fluency with iPods

ERIC Educational Resources Information Center

Arens, Karla; Gove, Mary K.; Abate, Ron

2018-01-01

Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…

Lotta Lara: A Promising Biliterate Reading Strategy

ERIC Educational Resources Information Center

Butvilofsky, Sandra A.; Sparrow, Wendy; Roberson, Nathan D.; Hopewell, Susan

2017-01-01

This quasi-experimental study tested the efficacy of a research based biliterate reading strategy, Lotta Lara, that is part of a larger paired literacy instructional program. Its purpose was to investigate whether the biliterate reading strategy, which focuses on reading fluency, comprehension, and oracy through whole group instruction, impacted…

Granite School District First Grade Reading Study.

ERIC Educational Resources Information Center

Castner, Myra H.; And Others

A comparative study of first-grade reading instructional methods was undertaken with the support of the Granite School District Exemplary Center for Reading Instruction. This study was conducted in 19 schools of the district and involved approximately 1,295 students. Nine hypotheses concerning the various approaches used in reading instruction…

Now We Get It! Boosting Comprehension with Collaborative Strategic Reading

ERIC Educational Resources Information Center

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

2012-01-01

Collaborative Strategic Reading is an innovative new approach to teaching reading that weaves together two instructional programs: cooperative learning and reading comprehension strategy instruction. In small groups, students work through the four main steps-Preview, "Click and Clunk," Get the Gist, and Wrap Up-helping each other improve…

Guided Reading in Inclusive Middle Years Classrooms

ERIC Educational Resources Information Center

Lyons, Wanda; Thompson, Scott Anthony

2012-01-01

Teachers in inclusive classrooms are challenged to provide reading instruction for students with a wide range of instructional levels. This article reports on the implementation of guided reading in four middle years inclusive classrooms, the impact on student engagement and reading progress, and teacher perspectives on the guided reading…

Using Literature Response Activities To Build Strategic Reading for Students with Reading Difficulties.

ERIC Educational Resources Information Center

Martin, Sarah H.; Martin, Michael A.

2001-01-01

Describes two classroom activities that can be implemented in accordance with the best practices revealed by current research on reading instruction with learning disabled students. Describes what research suggests for promoting comprehension for students with reading difficulties. Describes instructional sequences for two literacy activities,…

Headsprout Early Reading for Students at Risk for Reading Failure

ERIC Educational Resources Information Center

Kreskey, Donna D.

2012-01-01

This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that…

Effects of an iPad-Based Early Reading Intervention with Students with Complex Needs

ERIC Educational Resources Information Center

Lucas, Kristin Goodwin

2015-01-01

Early reading literacy is foundational to all other academic learning. It is imperative that elementary students with and without disabilities be provided with evidence-based reading instruction. Elementary students with developmental disabilities (DD) and complex communication needs (CCN) benefit from evidence-based reading instruction that…

University Instructors' Views about and Approaches to Reading Instruction and Reading Strategies

ERIC Educational Resources Information Center

Cabaroglu, Nese; Yurdaisik, Aysun

2008-01-01

The present study investigates university preparatory school teachers' views about and approaches to reading instruction and reading strategies. Fifty instructors who work at preparatory schools of Cag University, Cukurova University and Mersin University in Turkey participated in the study. To investigate instructors' views about and approaches…

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

ERIC Educational Resources Information Center

Guymon, Ronald E.

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

Reading in Children With Fragile X Syndrome: Phonological Awareness and Feasibility of Intervention.

PubMed

Adlof, Suzanne M; Klusek, Jessica; Hoffmann, Anne; Chitwood, Kerrie L; Brazendale, Allison; Riley, Karen; Abbeduto, Leonard J; Roberts, Jane E

2018-05-01

Individuals with fragile X syndrome (FXS) present with significant deficits in reading skills, but scant research exists to understand the characteristics of the reading delays or best practices for reading instruction with this population. Study 1 examined the relationship between phonological awareness and reading skills in individuals with FXS. Study 2 evaluated the feasibility of a web-based reading intervention, which incorporated phonological awareness and phonics instruction but was originally developed for mainstream students, for children with FXS. Results suggest that phonological awareness and reading skills are correlated in this population, and that instruction targeting phonological awareness and phonics should not be ruled out for individuals with FXS. Further studies are needed to examine their potential effects.

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.

Enhancing Core Mathematics Instruction for Students at Risk for Mathematics Disabilities

ERIC Educational Resources Information Center

Doabler, Christian T.; Cary, Mari Strand; Jungjohann, Kathleen; Clarke, Ben; Fien, Hank; Baker, Scott; Smolkowski, Keith; Chard, David

2012-01-01

This paper presents eight practical guidelines that teachers can use to make core instruction more systematic and explicit for students with or at-risk for mathematics disabilities. In the paper, we use the notion of explicit and systematic instruction as a foundation for intensifying core math instruction. Explicit and systematic core instruction…

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Never Too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief: Improving Secondary Education and Transition Services through Research.

ERIC Educational Resources Information Center

Clapper, Ann T.; Bremer, Christine D.; Kachgal, Mera M.

This research brief discusses two reading instruction models for teaching secondary school students with disabilities. The first, Collaborative Strategic Reading (CSR), is designed specifically for students with learning disabilities and students who are at risk of reading failure. This strategy adapts reciprocal reading and incorporates…

Supplemental Computerized Reading Instruction in Oral Reading Fluency and Its Generalizable Effects on At-Risk Urban Second Graders

ERIC Educational Resources Information Center

Keyes, Starr E.; Jacobs, Janet; Bornhorst, RaNae; Gibson, Lenwood, Jr.; Vostal, Brooks R.

2017-01-01

The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) and generalization of second-grade students who were at risk for reading failure. Four African American students and one multiracial student in…

Teaching Guide for Indian Literature. Volume I. Reading Level 1-8.

ERIC Educational Resources Information Center

Campbell, Diana; McCarty, T. L., Ed.

The guide describes how to use a 9-point system to teach 11 high-interest, low-level novels about Indians and teenagers to students reading at levels 1-8. The nine steps are (1) determine student's instructional reading level, (2) determine level of novels to be read, (3) choose novel at student's instructional reading level, (4) introduce novel,…

Effective Word Reading Instruction: What Does the Evidence Tell Us?

ERIC Educational Resources Information Center

Henbest, Victoria S.; Apel, Kenn

2017-01-01

This article is a report of recent evidence on methods for teaching young and struggling readers to read words. Specifically, evidence comparing synthetic and analytic phonics instruction was reviewed as well as the benefit of instruction in encoding and morphological awareness. The evidence reviewed suggests that instruction in synthetic and…

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

ERIC Educational Resources Information Center

Lau, Kit-ling

2007-01-01

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

Instructional Tendencies in the Teaching of Reading Comprehension: A Portrait of Practice in the Measures of Effective Teaching (MET) Database

ERIC Educational Resources Information Center

Davis, Dennis S.; Bippert, Kelli; Villarreal, Lorena

2015-01-01

Using videos from 63 teachers in grades 4-8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by…

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

ERIC Educational Resources Information Center

Karadag, Ruhan

2015-01-01

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

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

ERIC Educational Resources Information Center

Benton, Turrah S.

2016-01-01

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

[Heart rate variability of subjects when the instruction reading and their interrelations with the effectiveness of the follow-visual-motor activities].

PubMed

Murtazina, E P

2015-01-01

Investigation of the processes of studying human instructions relevant follow-up in terms of systemic mechanisms of learning and memory processes, and moreover affects such a fundamental issue as psychophysiology focused attention, understanding the meaning of the information provided and the formation of social motivation in human activities. Analysis of heart rate variability in reading the instructions compared to the initial state of operational rest showed that this stage of the activity causes pronounced emotional stress, which is manifested in increased heart rate, decrease in variability and pronounced changes in the spectral characteristics of heart rate. Besides, it was revealed that heart rate variability in a state of operational rest before testing, and in the process of reading instructions positively correlated with the duration of the instruction reading and inversely correlated with effectiveness and the level of resistance of the subjects to the error after error when follow-up activities. Showing pronounced gender differences in the relationships between changes in the variability of heart rate when reading the instructions and the subsequent execution indicators of visual-motor test.

A Reading Paradigm to Meet the Needs of All Students.

ERIC Educational Resources Information Center

Bonds, Charles W.; Sida, Don

1993-01-01

Describes a reading model that suggests seven components essential for meeting the reading instructional needs of all students in a school. Notes that the model provides differentiated instruction for below-average, average, and above-average readers. (SR)

The Effect of Word- And Comprehension-Emphasis Instruction on Reading Performance.

ERIC Educational Resources Information Center

Fleisher, Lisa S.; Jenkins, Joseph R.

1983-01-01

The effects of three instructional procedures on reading comprehension and word recognition were compared with 21 learning disabled elementary school students. No differences were found among treatment effects on comprehension and oral reading. (Author/SW)

Reading Recovery and ESEA Chapter 1: Issues and Possibilities.

ERIC Educational Resources Information Center

Zajano, Nancy C.

The simultaneous implementation of Reading Recovery (an early intervention program designed to help children "at risk" of failure in their first year of reading instruction) and Chapter 1 programs in schools raises a number of issues as educators attempt to provide effective reading instruction within the policies and guidelines of both…

Is There Room in Math Reform for Preservice Teachers to Use Reading Strategies? National Implications

ERIC Educational Resources Information Center

Franz, Dana Pomykal; Hopper, Peggy F.

2007-01-01

Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b)…

Reading Comprehension Research: A Selected Review. Technical Report No. 448.

ERIC Educational Resources Information Center

Anthony, Helene M.; And Others

This research review is an examination of representative studies on the nature of the reading process and of various instructional methods in reading deemed to be of interest to classroom teachers of reading. The review provides both a theoretical perspective and related empirical evidence to guide instructional practice and discusses the ways in…

The Use of Reading Games (Activities) in the Classroom.

ERIC Educational Resources Information Center

Georges, Betty

A study was conducted to determine if the use of reading games or activities would cause greater improvement in the reading achievement scores of third grade low-achieving students in an urban school than would traditional instructional methods. A control group of five children received traditional reading instruction, while an experimental group…

Reading Mini-Lessons: An Instructional Practice for Meaning Centered Reading Programs.

ERIC Educational Resources Information Center

Barrentine, Shelby; And Others

1995-01-01

Mini-lessons (brief, informative explanations that demonstrate what readers do) are a key instructional practice in meaning centered reading programs. The content of the mini-lessons is determined by the needs of learners. In procedural mini-lessons, teachers explain the steps for successfully completing a task or performing a reading-related…

A Study on the Affordances and Constraints of the Instructional Use of Project Read

ERIC Educational Resources Information Center

Cosgrove, Margaret

2017-01-01

This research study was designed and conducted to evaluate the regular education teacher's perspective on the effective use of Project Read to adequately instruct spelling mastery at the first grade level. The Project Read curriculum is divided into three major strands including phonics, reading comprehension, and written expression. Project…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

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

ERIC Educational Resources Information Center

Rinehart, Steven D.; Ahern, Terence C.

2016-01-01

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

Epilogue: Reading Comprehension Is Not a Single Ability--Implications for Assessment and Instruction

ERIC Educational Resources Information Center

Kamhi, Alan G.; Catts, Hugh W.

2017-01-01

Purpose: In this epilogue, we review the 4 response articles and highlight the implications of a multidimensional view of reading for the assessment and instruction of reading comprehension. Method: We reiterate the problems with standardized tests of reading comprehension and discuss the advantages and disadvantages of recently developed…

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

ERIC Educational Resources Information Center

Lau, Kit-ling

2016-01-01

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

How Important Is Teaching Phonemic Awareness to Children Learning to Read in Spanish?

ERIC Educational Resources Information Center

Goldenberg, Claude; Tolar, Tammy D.; Reese, Leslie; Francis, David J.; Bazán, Antonio Ray; Mejía-Arauz, Rebeca

2014-01-01

This comparative study examines relationships between phonemic awareness and Spanish reading skill acquisition among three groups of Spanish-speaking first and second graders: children in Mexico receiving reading instruction in Spanish and children in the United States receiving reading instruction in either Spanish or English. Children were…

Let's Teach Unskilled Readers like Skilled Readers: A Closer Look at Meaning-Based Instruction.

ERIC Educational Resources Information Center

Dowhower, Sarah L.; Speidel, Gisela E.

1989-01-01

Analyzes transcripts of four reading lessons based on the Kamehameha Reading Program (emphasizing discussion and oral language within group reading lessons) given to three low-ability second grade readers. Identifies six components important to reading success, including contextual-based lessons, minimal skills instruction, and active quests for…

Reading and TV; Proceedings of the Spring 1972 Rutgers University Reading Conference.

ERIC Educational Resources Information Center

Shew, Phillip, Ed.; Muscara, Sandra, Ed.

The perspectives of this document, which explores the relationships between television and reading instruction, are both theoretical and practical. Articles in the first section establish a frame of reference for evaluating the use of television in reading instruction, focusing particularly on the relationships among media and their import for…

Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Hall, Colby; Barnes, Marcia A.

2017-01-01

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

Read buffer optimizations to support compiler-assisted multiple instruction retry

NASA Technical Reports Server (NTRS)

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

1993-01-01

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

The linguistic demands of the Common Core State Standards for reading and writing informational text in the primary grades.

PubMed

Roberts, Kathryn L

2012-05-01

Forty-five states and four U.S. territories have committed to implementing the new Common Core State Standards, with the goal of graduating students from our K-12 programs who are ready for college and careers. For many, the new standards represent a shift in genre focus, giving much more specific attention to informational genres. Beginning in the primary grades, the standards set high expectations for students' interaction with informational text, many of which are significantly more linguistically demanding than the standards that they replace. These increased demands are likely to pose difficulties not only for students currently receiving language support, but also for students without identified delays or disabilities. This article describes several of the kindergarten through fifth-grade standards related to informational text, highlighting the linguistic demands that each poses. In addition, instructional strategies are provided that teachers and speech-language pathologists can use to support the understanding and formulation of informational text for listening, reading, speaking, and writing. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

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

ERIC Educational Resources Information Center

Bruce, Laquanda T.

2010-01-01

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

The Effectiveness of an Informal Reading Inventory in Identifying the Functional Reading Levels of Bilingual Students. Bilingual Education Paper Series Vol. 2 No. 10.

ERIC Educational Resources Information Center

Lombardo, Marie

A study was undertaken to (1) examine the development and construction of a Group Informal Reading Inventory to predict the reading comprehension levels (independent, instructional, and frustration) of junior high school bilingual students for the purpose of reading instruction; and (2) validate the inventory through a three-way correlational…

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

ERIC Educational Resources Information Center

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

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

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

NASA Astrophysics Data System (ADS)

Williams, Theresa

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

Measuring the Instructional Sensitivity of ESL Reading Comprehension Items.

ERIC Educational Resources Information Center

Brutten, Sheila R.; And Others

A study attempted to estimate the instructional sensitivity of items in three reading comprehension tests in English as a second language (ESL). Instructional sensitivity is a test-item construct defined as the tendency for a test item to vary in difficulty as a function of instruction. Similar tasks were given to readers at different proficiency…

Instructional Enhancements to Improve Students' Reading Abilities

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities

ERIC Educational Resources Information Center

Parker, Jennifer Leigh Sarratt

2014-01-01

The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the…

Supporting the Development of Silent Reading Fluency: An Evidence-Based Framework for the Intermediate Grades (3-6)

ERIC Educational Resources Information Center

Reutzel, D. Ray; Juth, Stephanie

2014-01-01

Developing silent fluent reading is an important goal to be achieved in elementary literacy instruction. This article reviews characteristics of effective silent reading fluency instruction and practice. Next, the authors make the case for four components of effective silent reading fluency practice routines. Finally, the authors describe two…

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

ERIC Educational Resources Information Center

CAMPBELL, PAUL B.; AND OTHERS

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

Repeated Reading Intervention: Outcomes and Interactions with Readers' Skills and Classroom Instruction

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

This study examined effects of a repeated reading intervention, Quick Reads, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring, n = 82)…

Early Intervention in Reading[R]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

"Early Intervention in Reading"[R] is a program designed to provide extra instruction to groups of students at risk of failing to learn to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K, 1, and 2, the program is based on…

Evaluation of Synchronous Online Tutoring for Students at Risk of Reading Failure

ERIC Educational Resources Information Center

Vasquez, Eleazar, III; Slocum, Timothy A.

2012-01-01

This study examined the effects of online reading instruction for at-risk fourth-grade students in Philadelphia. The authors used a multiple baseline design to assess the extent to which the students increased their oral reading rate given systematic supplemental online reading instruction. Tutoring consisted of 4 sessions per week with 50-min…

Effects of Literature-Based Reading Instruction of the Reading Achievement of Hispanic First-Grade Students.

ERIC Educational Resources Information Center

Carrasco, Miguel A.

A study investigated the effects of the literature-based reading instruction on the reading achievement of Mexican-American first graders in Spanish. Using a posttest-only control group design and "t" test for independent samples, results indicated that after three months the experimental group of 30 students (attending a 100% Hispanic…

Homogeneous Grouping and the Individualization of Instruction in Remedial Reading in an Intermediate School.

ERIC Educational Resources Information Center

Kelly, Thomas F.

A remedial reading program designed for intermediate-grade students who read from 1 to 7 years below grade level was studied. The program provided individualized instruction within classes homogeneously grouped on the basis of reading level only. Six seventh-grade classes were studied, with three acting as homogeneously grouped experimental…

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…

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

ERIC Educational Resources Information Center

Mason, Linda H.

2013-01-01

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

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

ERIC Educational Resources Information Center

Kanfush, Philip Michael, III.

2010-01-01

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

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

ERIC Educational Resources Information Center

Tsai, Yea-Ru; Talley, Paul C.

2014-01-01

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

The Effectiveness of Two Comprehensible-Input Approaches to Foreign Language Instruction at the Intermediate Level

ERIC Educational Resources Information Center

Rodrigo, Victoria; Krashen, Stephen; Gribbons, Barry

2004-01-01

Fourth semester students of Spanish as a foreign language at the university level in the US participated in two kinds of comprehensible-input based instruction, an extensive reading class that combined assigned and self-selected reading, and a "Reading-Discussion" class that consisted of assigned reading, debates and discussions. Students in both…

Phonemic Awareness versus Meaning Instruction in Beginning Reading: A Discussion.

ERIC Educational Resources Information Center

Partridge, Susan

Two Schools of thought prominent in reading instruction are: (1) that reading is a language-based skill which requires the reader to have a sound knowledge of phonology and that this knowledge must be at an automatic level of information processing; and (2) that reading problems are the result of being overly attentive to phonetic and orthographic…

Predicting Intervention Effectiveness from Oral Reading Accuracy and Rate Measures through the Learning Hierarchy/Instructional Hierarchy

ERIC Educational Resources Information Center

Szadokierski, Isadora Elisabeth

2012-01-01

The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis…

Disequilibrium: An Instructional Coach's Reflection

ERIC Educational Resources Information Center

Butler, Melinda S.; Votteler, Nancy K.

2016-01-01

When Debbie Miller, educational consultant and author of "Reading with Meaning" (2013) and "Teaching with Intention" (2008) visited a Title I elementary school in Texas, the instructional reading coach was challenged in her thinking about best practices for independent reading. Ms. Miller's visit included modeling interactive…

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

ERIC Educational Resources Information Center

McGeown, Sarah P.; Medford, Emma

2014-01-01

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

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

ERIC Educational Resources Information Center

Pilonieta, Paola

2010-01-01

Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

Intensive Reading Instruction in Juvenile Correctional Settings

ERIC Educational Resources Information Center

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

2011-01-01

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

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

PubMed

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

2009-01-01

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

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

PubMed Central

Otaiba, Stephanie Al; Folsom, Jessica S.; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

2015-01-01

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers’ differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers’ students (n = 416). Teachers’ instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development. PMID:27346927

Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

PubMed

Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

Working Collaboratively To Support Struggling Readers in the Inclusive Classroom.

ERIC Educational Resources Information Center

Fitzharris, Linda H.; Hay, Genevieve H.

2001-01-01

Focuses on the complementary model of Lawton's (1999) three collaborative instructional models. Notes that the complementary model establishes the classroom teacher as the educator primarily responsible for instruction. Discusses collaboration during reading instruction, helping students prepare to read, helping students engage in the reading…

Instructional Implications of Inquiry in Reading Comprehension.

ERIC Educational Resources Information Center

Snow, David

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

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2012 CFR

2012-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2014 CFR

2014-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2011 CFR

2011-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

34 CFR 464.3 - What kinds of activities may be assisted?

Code of Federal Regulations, 2013 CFR

2013-07-01

... literacy instructors in reading instruction and in— (i) Selecting and making the most effective use of... instruction; (B) Video tapes; (C) Interactive systems; and (D) Data link systems; or (ii) Assessing learning style, screening for learning disabilities, and providing individualized remedial reading instruction...

Effective Reading and Writing Instruction: A Focus on Modeling

ERIC Educational Resources Information Center

Regan, Kelley; Berkeley, Sheri

2012-01-01

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

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

ERIC Educational Resources Information Center

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

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

The Quality of Evidence in Reading Fluency Intervention for Korean Readers with Reading Difficulties and Disabilities

ERIC Educational Resources Information Center

Park, Yujeong; Kim, Min Kyung

2015-01-01

This study aimed to provide information about the quality of the evidence on reading fluency instruction for at-risk students and students with reading/learning disabilities as a way to evaluate whether an instructional strategy is evidence-based and has potential for classroom use. An extensive search process with inclusion and exclusion criteria…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

A Positive Approach to Assessment and Correction of Reading Difficulties in Middle and Secondary Schools.

ERIC Educational Resources Information Center

Nelson, Joan; Herber, Harold L.

Corrective reading assessment and instruction in middle and secondary schools are based on students' weaknesses rather than on their strengths and bear little relationship to the tasks of content area reading. Two premises serve as a rationale for a positive approach to middle and secondary school reading instruction: (1) the majority of students…

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

ERIC Educational Resources Information Center

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

2012-01-01

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

Reading Instruction: Preschool and Elementary: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," April through June 1978 (Vol. 38 Nos. 10 through 12).

ERIC Educational Resources Information Center

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 22 titles deal with the following topics: computer-assisted instruction; school characteristics and reading achievement; the process of reading acquisition; on-task behavior, teacher involvement, and reading achievement; the…

The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001

ERIC Educational Resources Information Center

Hitchcock, John; Dimino, Joseph; Kurki, Anja; Wilkins, Chuck; Gersten, Russell

2011-01-01

Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

Effective Early Reading Instruction: Teaching Young Children from Higher-Risk Families How To Read. Family Review.

ERIC Educational Resources Information Center

Lindjord, Denise

2003-01-01

Describes the benefits of effective reading instruction for at-risk children at the preschool, kindergarten, and first grade levels. Notes that early reading delays are quickly magnified as children move through the early grades. Asserts that public education is the fundamental equalizer in the United States and that it enables children from poor…

EMC[superscript 2] = Comprehension: A Reading Strategy Instruction Framework for All Teachers

ERIC Educational Resources Information Center

Klapwijk, Nanda M.

2015-01-01

Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not…

Are There any Real Differences between Reading Instruction in the Elementary School and in the High School?

ERIC Educational Resources Information Center

Artley, A. Sterl

The factors which determine the nature of a reading program are discussed in order to identify differences in reading instruction at the elementary and secondary levels. These factors are the developmental status of the learner, the demands of the curriculum, and the structure of the reading process. The differences in the developmental status of…

The Impact of Tier 1 Reading Instruction on Reading Outcomes for Students in Grades 4-12: A Meta-Analysis

ERIC Educational Resources Information Center

Swanson, Elizabeth; Stevens, Elizabeth A.; Scammacca, Nancy K.; Capin, Philip; Stewart, Alicia A.; Austin, Christy R.

2017-01-01

Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…

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

ERIC Educational Resources Information Center

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

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

Guiding Readers in the Middle Grades

ERIC Educational Resources Information Center

Morgan, Denise N.; Williams, Jeffrey L.; Clark, Barbara; Hatteberg, Scott; Hauptman, Gayle Marek; Kozel, Claudia; Paris, Joe

2013-01-01

Guided reading is an instructional practice commonly used in primary and intermediate grades (Ford & Opitz, 2008; Fountas & Pinnell, 2001). It is used less in middle grades settings (Allen, 2000) where "one size-fits-all instruction" prevails (Allington, 2012). While teachers can read about the principles of guided reading in…

Football to Improve Math and Reading Performance

ERIC Educational Resources Information Center

Van Klaveren, Chris; De Witte, Kristof

2015-01-01

Schools frequently increase the instructional time to improve primary school children's math and reading skills. There is, however, little evidence that math and reading skills are effectively improved by these instruction-time increases. This study evaluates "Playing for Success" (PfS), an extended school day program for underachieving…

Teaching Reading Sourcebook, Second Edition

ERIC Educational Resources Information Center

Honig, Bill; Diamond, Linda; Gutlohn, Linda

2008-01-01

The "Teaching Reading Sourcebook, Second Edition" is a comprehensive reference about reading instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the "Sourcebook" includes both a research-informed knowledge base and practical sample lesson models. It teaches the key elements of an effective reading…

The Interplay of Reader Goals, Working Memory, and Text Structure During Reading

PubMed Central

Bohn-Gettler, Catherine M.; Kendeou, Panayiota

2014-01-01

In the current study we examined the complex interactions of instructional context, text properties, and reader characteristics during comprehension. College students were tasked with the goal of reading for study versus entertainment (instructional context) while thinking-aloud about four different expository text structures (text properties). Working memory also was assessed (reader characteristics). Reading goals and working memory interacted to influence paraphrasing and non-coherence processes when thinking aloud. Reading goals, working memory, and text structure all interacted to influence text-based inferences. Text structure also influenced knowledge-based inferences. Post-reading recall was highest for those with the instructional goal of reading for study (compared to entertainment), as well as for problem-response and compare-contrast texts (compared to descriptive and chronological texts). Implications of the findings are discussed. PMID:25018581

Tiers of intervention in kindergarten through third grade.

PubMed

O'Connor, Rollanda E; Harty, Kristin R; Fulmer, Deborah

2005-01-01

This study measured the effects of increasing levels of intervention in reading for a cohort of children in Grades K through 3 to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. Tier 1 consisted of professional development for teachers of reading. The focus of this study is on additional instruction that was provided as early as kindergarten for children whose achievement fell below average. Tier 2 intervention consisted of small-group reading instruction 3 times per week, and Tier 3 of daily instruction delivered individually or in groups of two. A comparison of the reading achievement of third-grade children who were at risk in kindergarten showed moderate to large differences favoring children in the tiered interventions in decoding, word identification, fluency, and reading comprehension.

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

ERIC Educational Resources Information Center

Hu, Ran; Baumann, James F.

2014-01-01

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

34 CFR 300.306 - Determination of eligibility.

Code of Federal Regulations, 2011 CFR

2011-07-01

... for that determination is— (i) Lack of appropriate instruction in reading, including the essential components of reading instruction (as defined in section 1208(3) of the ESEA); (ii) Lack of appropriate instruction in math; or (iii) Limited English proficiency; and (2) If the child does not otherwise meet the...

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

ERIC Educational Resources Information Center

Moats, Louisa Cook

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

Comprehension Strategy Instruction for Multimodal Texts in Science

ERIC Educational Resources Information Center

Alvermann, Donna E.; Wilson, Amy Alexandra

2011-01-01

This article highlights examples from a middle-school science teacher's instruction using multimodal texts. Its importance lies in reconciling narrowed definitions of reading (and hence reading instruction) with the need to develop students' critical awareness as they engage with multiple sign systems, or semiotic resources, used for constructing…

Effects of Strategy Instructions on Learning from Text and Pictures

ERIC Educational Resources Information Center

Leopold, Claudia; Doerner, Marcel; Leutner, Detlev; Dutke, Stephan

2015-01-01

In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students read a scientific text under four conditions. In the text-picture condition, students read the…

Evaluation of the Effectiveness of Remedial Reading Courses at Community Colleges

ERIC Educational Resources Information Center

Lavonier, Nicole

2016-01-01

Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading…

Reading Instruction in Science for Students with Learning Disabilities

ERIC Educational Resources Information Center

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

2015-01-01

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

First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction

ERIC Educational Resources Information Center

Cheesman, Elaine A.; McGuire, Joan M.; Shankweiler, Donald; Coyne, Michael

2009-01-01

Converging evidence has identified phonemic awareness (PA) as one of five essential components of beginning reading instruction. Evidence suggests that many teachers do not have the recommended knowledge or skills sufficient to provide effective PA instruction within the context of scientifically validated reading education. This study examines…

EFL Reading Instruction: Communicative Task-Based Approach

ERIC Educational Resources Information Center

Sidek, Harison Mohd

2012-01-01

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

The Effects of Computer Instruction on College Students' Reading Skills.

ERIC Educational Resources Information Center

Kuehner, Alison V.

1999-01-01

Reviews research concerning computer-based reading instruction for college students. Finds that most studies suggest that computers can provide motivating and efficient learning, but it is not clear whether the computer, or the instruction via computer, accounts for student gains. Notes many methodological flaws in the studies. Suggests…

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

ERIC Educational Resources Information Center

Jones, Valerie

2012-01-01

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

Using Technology and Assessment to Personalize Instruction: Preventing Reading Problems.

PubMed

Connor, Carol McDonald

2017-09-15

Children who fail to learn to read proficiently are at serious risk of referral to special education, grade retention, dropping out of high school, and entering the juvenile justice system. Accumulating research suggests that instruction regimes that rely on assessment to inform instruction are effective in improving the implementation of personalized instruction and, in turn, student learning. However, teachers find it difficult to interpret assessment results in a way that optimizes learning opportunities for all of the students in their classrooms. This article focuses on the use of language, decoding, and comprehension assessments to develop personalized plans of literacy instruction for students from kindergarten through third grade, and A2i technology designed to support teachers' use of assessment to guide instruction. Results of seven randomized controlled trials demonstrate that personalized literacy instruction is more effective than traditional instruction, and that sustained implementation of personalized literacy instruction first through third grade may prevent the development of serious reading problems. We found effect sizes from .2 to .4 per school year, which translates into about a 2-month advantage. These effects accumulated from first through third grade with a large effect size (d = .7) equivalent to a full grade-equivalent advantage on standardize tests of literacy. These results demonstrate the efficacy of technology-supported personalized data-driven literacy instruction to prevent serious reading difficulties. Implications for translational prevention research in education and healthcare are discussed.

What Do Beginning Special Educators Need to Know about Intensive Reading Interventions?

ERIC Educational Resources Information Center

Coyne, Michael D.; Koriakin, Taylor A.

2017-01-01

Evidence based reading instruction and intervention are essential for students with disabilities. The authors recommend that elementary special education teachers emphasize both code-based and meaning-based skills as part of delivering intensive reading interventions, including providing explicit and systematic decoding and vocabulary instruction.…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Do Specific Relevance Instructions Promote Transfer Appropriate Processing?

ERIC Educational Resources Information Center

McCrudden, Matthew T.

2011-01-01

This study examined whether specific relevance instructions affect transfer appropriate processing. Undergraduates (n = 52) were randomly assigned to one of three pre-reading question conditions that asked them what-questions, why-questions, or to read for understanding (i.e., control condition). There were no differences in reading time across…

Reading Questions in Large-Lecture Courses: Limitations and Unexpected Outcomes

ERIC Educational Resources Information Center

Offerdahl, Erika; Baldwin, Thomas; Elfring, Lisa; Vierling, Elizabeth; Ziegler, Miriam

2008-01-01

As an alternative to reading quizzes, a team of biochemistry instructors implemented student reading questions (Henderson and Rosenthal 2006) as a new instructional strategy within their large-enrollment biochemistry courses. Unexpected positive outcomes of this instructional method were realized, as well as limitations of the method within this…

A Long Road to Recovery: Healing an Ailing Reading Program

ERIC Educational Resources Information Center

Welsh, Kimberly

2014-01-01

This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper…

Modifying Reading Instruction to Maximize Its Effectiveness for All Students. Technical Report No. 489.

ERIC Educational Resources Information Center

Garcia, Georgia Earnest; Pearson, P. David

This report discusses how reading instruction should be modified to facilitate the development of comprehension strategies in all children (including those labeled as "at-risk" or "disadvantaged"). Current theoretical views of reading comprehension do not support a discrete skills perspective, but classroom research has…

Keeping It Simple: The Case for E-Mail.

ERIC Educational Resources Information Center

Haimovic, Gila

The Open University of Israel (OUI) is a distance education institution that offers over 250 computer-mediated courses through the Internet. All OUI students must pass an English reading comprehension exemption exam or take the University's English reading comprehension courses. Because reading instruction differs from content instruction,…

TOMORROW'S READING INSTRUCTION--PARADOX AND PROMISE.

ERIC Educational Resources Information Center

SMITH, NILA BANTON

THE PARADOXES AND PROMISES OF TOMORROWS READING INSTRUCTION ARE PROJECTED AND ANALYZED. CURRENT AND FUTURE DEVELOPMENTS IN THE AREAS OF TRANSPORTATION, COMMUNICATION, CHEMISTRY, PSYCHOLOGY, AND MEDICINE ARE DISCUSSED IN LIGHT OF THE IMPACT THESE INNOVATIONS WILL MAKE ON SOCIETY. THE CHANGES IN EDUCATION IN GENERAL AND IN THE TEACHING OF READING IN…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Herman Method[TM]. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2010

2010-01-01

The "Herman Method"[TM] teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. It contains 20 modules of instruction through a fifth grade level. Each module includes a reading,…

Teachers' Use of Technology in a Reading Clinic.

ERIC Educational Resources Information Center

Balajthy, Ernest; Reuber, Kristin; Robinson, Corrine

2001-01-01

Explains results when graduate students studying to become reading specialists tutored struggling readers in one-on-one sessions in which the clinicians were required to make significant use of technology in their instruction. Concludes that clinicians often did not have clear reading or literacy objectives when using computer-based instruction.…

Music and Reading: Finding Connections from Within

ERIC Educational Resources Information Center

Hall, Suzanne N.; Robinson, Nicole R.

2012-01-01

Increasingly, music teachers are required to assist, tutor, or teach reading skills in the music classroom. In the effort to meet such mandates, music teachers may be challenged to either relinquish valuable music instruction time or attempt to combine instructional strategies of both music and reading into singular lessons, units, and classroom…

Reading and Writing Journals: Balancing Skills and Humanities in the English Classroom.

ERIC Educational Resources Information Center

Pezzulich, Evelyn

Interdepartmental rivalries between literature instruction and composition instruction have contributed to viewing reading and writing as disconnected activities. One solution to this divisiveness is a course in "the journal as a literary tradition," which combines reading and writing in equal portions. Students first learn about the…

Text Structure Strategies for Improving Expository Reading Comprehension

ERIC Educational Resources Information Center

Roehling, Julia V.; Hebert, Michael; Nelson, J. Ron; Bohaty, Janet J.

2017-01-01

Comprehending expository reading material is a challenge for many students. Research has shown that students' expository reading comprehension can improve with the help of text structure instruction. The purpose of this article is to present teachers with a framework for effectively implementing text structure instruction in their classrooms.…

Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports

ERIC Educational Resources Information Center

Lindsey, Pam

2012-01-01

This descriptive action research experience with case study procedures examined the use of best practices paired with assistive technologies as interventions to individualize fiction reading instruction for a high-functioning elementary student, JB (pseudonym), diagnosed with autistic spectrum disorder. JB's instructional, reading goals were to…

Considering the Context and Texts for Fluency: Performance, Readers Theater, and Poetry

ERIC Educational Resources Information Center

Young, Chase; Nageldinger, James

2014-01-01

This article describes the importance of teaching reading fluency and all of its components, including automaticity and prosody. The authors explain how teachers can create a context for reading fluency instruction by engaging students in reading performance activities. To support the instructional contexts, the authors suggest particular…

An Individualized Reading Program.

ERIC Educational Resources Information Center

Davis, Nancy B.

The operating procedures of a university reading and study skills center for completely individualized reading instruction are described. The program is offered as a student service (no fee) on a voluntary, noncredit basis. A prepared set of instructional tapes is used whereby students can largely serve themselves, proceeding at their own rates,…

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

PubMed Central

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

2016-01-01

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

The Influence of Peer Tutors and Technology-Actuated Reading Instruction Process on Third-Grade Students' Self-Perceptions as Readers: A Multiple Case Study

ERIC Educational Resources Information Center

Daw, Brenda Shill

2011-01-01

Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction (TARI). Partnered with same-age peer tutors, readers used digital tools to listen to, read/record, and playback oral reading passages.…

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

ERIC Educational Resources Information Center

Lee, Siok H.

2008-01-01

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

Interdisciplinary Aspects of Reading Instruction; Proceedings of the Annual Conference of the Western College Reading Association (4th, Los Angeles, April 1-3, 1971).

ERIC Educational Resources Information Center

Christ, Frank L., Ed.

The twenty-two papers included in this volume on the theme "Interdisciplinary Aspects of Reading Instruction" represent the views of reading/study specialists and directors for twelve junior-community colleges, two four-year colleges, five state and private universities, one hospital, and two companies which deal in educational products…

DIODE STEERED MANGETIC-CORE MEMORY

DOEpatents

Melmed, A.S.; Shevlin, R.T.; Laupheimer, R.

1962-09-18

A word-arranged magnetic-core memory is designed for use in a digital computer utilizing the reverse or back current property of the semi-conductor diodes to restore the information in the memory after read-out. In order to ob tain a read-out signal from a magnetic core storage unit, it is necessary to change the states of some of the magnetic cores. In order to retain the information in the memory after read-out it is then necessary to provide a means to return the switched cores to their states before read-out. A rewrite driver passes a pulse back through each row of cores in which some switching has taken place. This pulse combines with the reverse current pulses of diodes for each column in which a core is switched during read-out to cause the particular cores to be switched back into their states prior to read-out. (AEC)

Effects of Strategy Instruction in an EFL Reading Comprehension Course: A Case Study (Efectos de la instrucción de estrategias en un curso de comprensión de lectura en inglés como lengua extranjera: un estudio de caso)

ERIC Educational Resources Information Center

Lopera Medina, Sergio

2012-01-01

Strategy instruction is useful in teaching contexts. This paper examines the effects of strategy instruction in an EFL reading comprehension course carried out with 26 undergraduate students at a Colombian university. As a research method, a case study was implemented. There were three instruments with which to collect data: reading comprehension…

Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

ERIC Educational Resources Information Center

Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

2011-01-01

Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

Constructing post-surgical discharge instructions through a Delphi consensus methodology.

PubMed

Scott, Aaron R; Sanderson, Cody J; Rush, Augustus J; Alore, Elizabeth A; Naik, Aanand D; Berger, David H; Suliburk, James W

2018-05-01

Patient education materials are a crucial part of physician-patient communication. We hypothesize that available discharge instructions are difficult to read and fail to address necessary topics. Our objective is to evaluate readability and content of surgical discharge instructions using thyroidectomy to develop standardized discharge materials. Thyroidectomy discharge materials were analyzed for readability and assessed for content. Fifteen endocrine surgeons participated in a modified Delphi consensus panel to select necessary topics. Using readability best practices, we created standardized discharge instructions which included all selected topics. The panel evaluated 40 topics, selected 23, deemed 4 inappropriate, consolidated 5, and did not reach consensus on 8 topics after 4 rounds. The evaluated instructions' reading levels ranged from grade 6.5 to 13.2; none contained all consensus topics. Current post surgical thyroidectomy discharge instructions are more difficult to read than recommended by literacy standards and omit consensus warning signs of major complications. Our easy-to-read discharge instructions cover pertinent topics and may enhance patient education. Delphi methodology is useful for developing post-surgical instructions. Patient education materials need appropriate readability levels and content. We recommend the Delphi method to select content using consensus expert opinion whenever higher level data is lacking. Copyright © 2017 Elsevier B.V. All rights reserved.

Learning to Read and Write the Drafting Way. Field Test Copy.

ERIC Educational Resources Information Center

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

This volume comprises instructional techniques that are designed for use with drafting students who demonstrate a need for additional instruction in the areas of reading, writing, math, and verbal and visual communication. Included in the guide are the following teacher-developed instructional techniques: a drafting crossword puzzle, tool bingo, a…

Metacognitive Strategies: A Foundation for Early Word Spelling and Reading in Kindergartners with SLI

ERIC Educational Resources Information Center

Schiff, Rachel; Nuri Ben-Shushan, Yohi; Ben-Artzi, Elisheva

2017-01-01

This study assessed the effect of metacognitive instruction on the spelling and word reading of Hebrew-speaking children with specific language impairment (SLI). Participants were 67 kindergarteners with SLI in a supported learning context. Children were classified into three spelling instruction groups: (a) metalinguistic instruction (ML), (b) ML…

Instructional Materials Center, Project Director's Report: 1969-70.

ERIC Educational Resources Information Center

Trockman, Mitchell D.

The Instructional Materials Center (IMC) originated in association with the development of a course to train teachers in specific techniques for teaching reading and the use of a wide range of multisensory reading materials. The major objective of the IMC project was to supply teachers with a wide variety of useful instructional materials for…

Science IDEAS: A Research-Based K-5 Interdisciplinary Instructional Model Linking Science and Literacy

ERIC Educational Resources Information Center

Romance, Nancy R.; Vitale, Michael R.

2012-01-01

Science IDEAS is an evidence-based model that reflects interdisciplinary research findings that support the integration of literacy (e.g., reading comprehension) within science instruction in grades K-5. Presented is a framework for planning integrated science and literacy instruction in which six elements (hands-on investigations, reading,…

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

ERIC Educational Resources Information Center

Chang, Wan-Chen; Ku, Yu-Min

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2017-01-01

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

Instruction, Development, and Achievement of Struggling Primary Grade Readers

ERIC Educational Resources Information Center

Rightmyer, Elizabeth Campbell; McIntyre, Ellen; Petrosko, Joseph M.

2006-01-01

This study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, it was determined that no…

Effectiveness of Read-Aloud Instruction on Motivation and Learning Strategy among Japanese College EFL Students

ERIC Educational Resources Information Center

Shinozuka, Katsumasa; Shibata, Setsue; Mizusawa, Yumiko

2017-01-01

Poor English performance among Japanese college EFL students has often been explained by grammar-translation and lecture-memorization instruction. This study investigated the effectiveness of a recently designed teaching method, namely, "The read-aloud instruction package," which consists of four major activities: Slash/chunked reading…

What Does Research on Computer-Based Instruction Have to Say to the Reading Teacher?

ERIC Educational Resources Information Center

Balajthy, Ernest

1987-01-01

Examines questions typically asked about the effectiveness of computer-based reading instruction, suggesting that these questions must be refined to provide meaningful insight into the issues involved. Describes several critical problems with existing research and presents overviews of research on the effects of computer-based instruction on…

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

ERIC Educational Resources Information Center

Smith, Nila Banton

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

Using the Instructional Level as a Criterion to Target Reading Interventions

ERIC Educational Resources Information Center

Parker, David C.; Burns, Matthew K.

2014-01-01

The instructional hierarchy offers a useful framework for targeting academic interventions. Within this framework, the accuracy with which a student reads might function as an indicator that the student should receive an intervention that focuses either on accuracy or on fluency. The current study examined whether the instructional level for…

Grouping and Organizing for Instruction in Reading.

ERIC Educational Resources Information Center

Ediger, Marlow

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

Tier 3 Specialized Writing Instruction for Students with Dyslexia

ERIC Educational Resources Information Center

Berninger, Virginia W.; Winn, William D.; Stock, Patricia; Abbott, Robert D.; Eschen, Kate; Lin, Shin-Ju; Garcia, Noelia; Anderson-Youngstrom, Marci; Murphy, Heather; Lovitt, Dan; Trivedi, Pamala; Jones, Janine; Amtmann, Dagmar; Nagy, William

2008-01-01

Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired "word" decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade…

Seven Teachers' Acceptance of Transactional Strategies Instruction during Their First Year Using It.

ERIC Educational Resources Information Center

El-Dinary, Pamela Beard; Schuder, Ted

1993-01-01

Interviews and observations revealed that only two of seven teachers fully accepted the Students Achieving Independent Learning (SAIL) program, a strategies-based approach to reading instruction. A major challenge seemed to be that the teachers did not know how to coordinate SAIL with other reading instruction. (MDM)

Regulating Readers' Bodies: A Discourse Analysis of Teachers' Body Talk

ERIC Educational Resources Information Center

Lester, Jessica Nina; Gabriel, Rachael

2017-01-01

In this paper, we report findings from a discourse analysis study of reading instruction in eight primary/elementary school classrooms in the United States. Drawing upon discursive psychology, we specifically examined 96 hours of reading comprehension instruction, with a focus on how teachers talked about the body during the instruction and noted…

Research-Based Reading Instruction in an Adult Basic Education Program

ERIC Educational Resources Information Center

Perin, Dolores; Greenberg, Daphne

2007-01-01

There is a growing emphasis in adult basic education on research-based reading instruction. Using Kruidenier's (2002) framework of principles and trends, we describe research-based techniques found during a visit to an adult basic education program. We also describe how the program moved to research-based instruction, and the factors that seem…

To Change the Things I Can: Making Instruction More Intensive

ERIC Educational Resources Information Center

Stevenson, Nathan A.; Reed, Deborah K.

2017-01-01

When students do not respond adequately to core instruction, teachers must provide instruction and intervention that is more intensive and, therefore, more effective. However, for many educators, it is often unclear what it means to intensify instruction and how intensive instruction differs from high-quality core instruction. This article…

Investigating the Effectiveness of Inquiry-Based Instruction on Students with Different Prior Knowledge and Reading Abilities

ERIC Educational Resources Information Center

Wang, Jing-Ru; Wang, Yuh-Chao; Tai, Hsin-Jung; Chen, Wen-Ju

2010-01-01

This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading ability, attitude toward science, and learning environment. Although the learning patterns and…

The Effect of High School Literacy Programs on Standardized Test Scores

ERIC Educational Resources Information Center

Brock, Kathryn

2013-01-01

Current National Assessment of Educational Progress results continued their 40-year pattern with two-thirds of U.S. 8th graders not proficient in reading, yet formal reading and literacy instruction ends in elementary school. Lack of reading proficiency can undermine academic progress in high school. Elementary literacy instruction provides…

Vocabulary Development during Read-Alouds: Examining the Instructional Sequence

ERIC Educational Resources Information Center

Kindle, Karen J.

2010-01-01

Reading aloud to children is a recommended practice in early childhood and primary-grade classrooms that is purported to enhance vocabulary growth. General guidelines can be found in the literature, but practitioners often rely on conventional wisdom and their own instincts to embed vocabulary instruction into their read-alouds. This paper…

Reading Comprehension to 1970: Its Theoretical and Empirical Bases, and Its Implementation in Secondary Professional Textbooks, Instructional Materials, and Tests.

ERIC Educational Resources Information Center

Harker, William John

This study was designed: (1) to determine current concepts of reading comprehension deriving from experimental investigations and theoretical statements, and (2) to establish whether these concepts are represented consistently in current secondary professional reading textbooks, instructional materials, and published tests. Current knowledge of…

Making Story Time a Literacy Event for the Young Child.

ERIC Educational Resources Information Center

Weir, Beth

1989-01-01

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)

Instructional Materials Center Project Director's Report 1970-71.

ERIC Educational Resources Information Center

Minneapolis Public Schools, Minn.

The Instructional Materials Center (IMC) was developed in August, 1969, to support the Title I Pyramids Reading Program (PRP) begun a year earlier. The PRP attempted to improve the reading skills of educationally disadvantaged children by (1) using one basal reading series in all Minneapolis Target Area elementary schools, (2) providing an…

Understanding the Reading Process: One Path to Strengthening Classroom Instruction

ERIC Educational Resources Information Center

Tracey, Diane H.

2017-01-01

Knowing how to provide effective literacy instruction is important for all educators, but it is critically important for urban educators. This article is built on the assumption that deepening urban educators' understanding of the reading process will better equip them to facilitate students' reading development, and to diagnose and intervene if…

The Cooperative Learning Effects on English Reading Comprehension and Learning Motivation of EFL Freshmen

ERIC Educational Resources Information Center

Pan, Ching-Ying; Wu, Hui-Yi

2013-01-01

This experimental study aims to investigate the effects of using cooperative learning to enhance the English reading comprehension and learning motivation of EFL freshmen by comparing the cooperative learning instruction and traditional lecture instruction. This experiment was implemented in a Freshman English Reading course, a two credit course,…

Blueprint Reading. Courseware Evaluation for Vocational and Technical Education.

ERIC Educational Resources Information Center

Turner, Gordon; And Others

This courseware evaluation rates the Blueprint Reading program developed by the Iowa Department of Public Instruction. (The program--not contained in this document--is self-paced and contains review questions to supplement instruction in blueprint reading and mechanical drawing.) Part A describes the program in terms of subject area (fractions,…

Revisiting Key Assumptions of the Reading Level Framework

ERIC Educational Resources Information Center

Halladay, Juliet L.

2012-01-01

Since Emmett Betts first devised a framework of independent, instructional, and frustration reading levels in the 1940s, these levels have played a large role in classroom assessment and instruction. It is important for teachers to have a deep understanding of the research that supports the reading level framework. This article identifies four key…

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

ERIC Educational Resources Information Center

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

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

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…

Teacher Perceptions of Music as a Supplemental Teaching Method for Reading and Literacy

ERIC Educational Resources Information Center

Monroe, Ronald J.

2017-01-01

Supplemental instructional methods are needed to help students achieve grade-level proficiency in reading and literacy in inner-city elementary schools. Teachers employ music concepts and skills during literacy instruction as a motivator for students to acquire proficiency in literacy and reading. Interviews, informal observations and focus group…

Practical Steps for Informing Literacy Instruction: A Diagnostic Decision-Making Model.

ERIC Educational Resources Information Center

Kibby, Michael W.

This monograph presents a diagnostic decision-making model for reading, elementary, and special education teachers to use as a guide in assessing and evaluating students' reading abilities to design and provide more appropriate reading instruction. The model in the monograph gives an overall perspective or gestalt of the components and strategies…

Increasing the Inclusion of Reading Comprehension Strategies in Secondary Content-Area Classrooms

ERIC Educational Resources Information Center

Ness, Molly

2007-01-01

This article presents research on the frequency of reading comprehension instruction in secondary content-area classrooms. In 2,400 minutes of direct classroom observation, only 3% of instructional time was allotted to coaching middle and high school readers on the reading comprehension strategies essential to understanding informational text.…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

What Do Teachers Perceive as the Most Important Use of Reading Time?

ERIC Educational Resources Information Center

McNinch, George H.; Schaffer, Gary L.; Cambell, Patricia; Rakes, Sondra

1999-01-01

Considers what teachers perceive as the appropriate time allocation among the distinct instructional areas during a typical reading session. Evaluates 58 teachers using a questionnaire that investigates four questions concerning ideal use of instruction time. Suggests that time spent reading must exceed time spent talking and writing about reading…

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

ERIC Educational Resources Information Center

Iwai, Yuko

2016-01-01

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

The Efficacy of Collaborative Strategic Reading in Middle School Science and Social Studies Classes

ERIC Educational Resources Information Center

Boardman, Alison G.; Klingner, Janette K.; Buckley, Pamela; Annamma, Subini; Lasser, Cristin J.

2015-01-01

This study investigated the efficacy of a multi-component reading comprehension instructional approach, Collaborative Strategic Reading (CSR), compared to business-as-usual instructional methods with 19 teachers and 1074 students in middle school social studies and science classrooms in a large urban district. Researchers collaborated with school…

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

ERIC Educational Resources Information Center

Karimi, Mohammad Nabi; Dehghani, Asieh

2016-01-01

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

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

ERIC Educational Resources Information Center

Concannon-Gibney, Tara; Murphy, Brian

2012-01-01

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

Children's First Reading Lesson: Variables Influencing Within-Lesson Emotional Behavior and Postlesson Achievement.

ERIC Educational Resources Information Center

Scherzer, Charles E.; Goldstein, David M.

1982-01-01

Skill in word analysis and synthesis (WASS) and the reading approach of phonics versus whole word instruction were the test variables of achievement related to prereaders' emotions in dimensions of hyperactive/distractible, hostile/aggressive, and anxious/fearful. The two instructional approaches in reading lessons were differentially effective…

Reading Profiles for Adults with Low-Literacy: Cluster Analysis with Power and Speeded Measures

ERIC Educational Resources Information Center

Mellard, Daryl F.; Fall, Emily; Mark, Caroline

2009-01-01

The United States' National Institute for Literacy's (NIFL) review of adult literacy instruction research recommended adult education (AE) programs assess underlying reading abilities in order to plan appropriate instruction for low-literacy learners. This study developed adult reading ability groups using measures from power tests and speeded…

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

ERIC Educational Resources Information Center

Al-Barakat, Ali Ahmad; Bataineh, Ruba Fahmi

2011-01-01

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

Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency

ERIC Educational Resources Information Center

Lyon, G. Reid; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and post-test studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Accountable Talk in Reading Comprehension Instruction. CSE Technical Report 670

ERIC Educational Resources Information Center

Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

2006-01-01

This study examined the relationship between the quality of classroom talk and academic rigor in reading comprehension lessons. In addition, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data were collected as a part of the Instructional Quality Assessment (IQA) pilot. The IQA is a…

Prologue: Reading Comprehension Is Not a Single Ability.

PubMed

Catts, Hugh W; Kamhi, Alan G

2017-04-20

In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. We present evidence for a multidimensional view of reading comprehension that demonstrates how it varies as a function of reader ability, text, and task. The implications of this view for instruction of reading comprehension are considered. Reading comprehension is best conceptualized with a multidimensional model. The multidimensionality of reading comprehension means that instruction will be more effective when tailored to student performance with specific texts and tasks.

A preliminary investigation into the neural basis of the production effect.

PubMed

Hassall, Cameron D; Quinlan, Chelsea K; Turk, David J; Taylor, Tracy L; Krigolson, Olave E

2016-06-01

Items that are produced (e.g., read aloud) during encoding typically are better remembered than items that are not produced (e.g., read silently). This "production effect" has been explained by distinctiveness: Produced items have more distinct features than nonproduced items, leading to enhanced retrieval. The goal of the current study was to use electroencephalography (EEG) to examine the neural basis of the production effect. During study, participants were presented with words that they were required to read silently, read aloud, or sing while EEG data were recorded. Subsequent memory performance was tested using a yes/no recognition test. Analysis focused on the event-related brain potentials (ERPs) evoked by the encoding instruction cue for each instruction condition. Our data revealed enhanced memory performance for produced items and a greater P300 ERP amplitude for instructions to sing or read aloud compared with instructions to read silently. Our results demonstrate that the amplitude of the P300 is modulated by at least 1 aspect of production, vocalization (singing/reading aloud relative to reading silently), and are consistent with the distinctiveness account of the production effect. The ERP methodology is a viable tool for investigating the production effect. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A comparison of literature-based and content-based guided reading materials on elementary student reading and science achievement

NASA Astrophysics Data System (ADS)

Guns, Christine

Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based (Group L) reading materials. During the Living Systems and Life Processes unit in science, two teachers self-selected to utilized science-related materials for guided reading instruction while the other three teacher participants utilized their normal literature-based guided reading materials. The two groups were compared using an ANCOVA in this pre-test/post-test design. The dependent variables included the Reading for Application and Instruction assessment (RAI) and a Living Systems and Life Processes assessment (LSA). Further analysis compared students of different reading levels and gender. The data analyses revealed a practical but not statistical significance for students in science performance. It was discovered that below level male and female students performed better on the LSA when provided with content-related guided reading materials. As far as reading achievement is concerned, students in both groups had comparable results. The teachers provided guided reading instruction to their students with fidelity and made adjustments to their practices due to the needs of their students. The content-related teachers utilized a larger number of expository texts than the literature-based teachers. These teachers expressed the desire to continue the practice of providing the students with content-related materials.

Teaching Singers to Sight-Read.

ERIC Educational Resources Information Center

Phillips, Kenneth H.

1996-01-01

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

Layers of reading intervention in kindergarten through third grade: changes in teaching and student outcomes.

PubMed

O'Connor, Rollanda E; Fulmer, Deborah; Harty, Kristin R; Bell, Kathryn M

2005-01-01

In this study, students and their teachers participated in a layered approach to reading intervention in kindergarten through third grade that included professional development for teachers in scientifically based reading instruction, ongoing measurement of reading progress, and additional small-group or individual instruction for students whose progress was insufficient to maintain grade-level reading achievement. Reading outcomes were compared with historical control groups of students in the same schools. The findings revealed overall improvements in reading, improved reading for students who began the study in high-risk categories, and decreases in the incidence of reading disability at the end of third grade. Implications for scaling up are discussed.

Improving text comprehension: scaffolding adolescents into strategic reading.

PubMed

Ukrainetz, Teresa A

2015-02-01

Understanding and learning from academic texts involves purposeful, strategic reading. Adolescent readers, particularly poor readers, benefit from explicit instruction in text comprehension strategies, such as text preview, summarization, and comprehension monitoring, as part of a comprehensive reading program. However, strategies are difficult to teach within subject area lessons where content instruction must take primacy. Speech-language pathologists (SLPs) have the expertise and service delivery options to support middle and high school students in learning to use comprehension strategies in their academic reading and learning. This article presents the research evidence on what strategies to teach and how best to teach them, including the use of explicit instruction, spoken interactions around text, cognitive modeling, peer learning, classroom connections, and disciplinary literacy. The article focuses on how to move comprehension strategies from being teaching tools of the SLP to becoming learning tools of the student. SLPs can provide the instruction and support needed for students to learn and apply of this important component of academic reading. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Assessment of Preschool Early Literacy Skills: Linking Children's Educational Needs with Empirically Supported Instructional Activities.

PubMed

Lonigan, Christopher J; Allan, Nicholas P; Lerner, Matthew D

2011-05-01

The importance of the preschool period for becoming a skilled reader is highlighted by a significant body of evidence that preschool children's development in the areas of oral language, phonological awareness, and print knowledge is predictive of how well they will learn to read once they are exposed to formal reading instruction in elementary school. Although there are now a number of empirically supported instructional activities for helping children who are at -risk of later reading difficulties acquire these early literacy skills, limitations in instructional time and opportunities in most preschool settings requires the use of valid assessment procedures to ensure that instructional resources are utilized efficiently. In this paper, we discuss the degree to which informal, diagnostic, screening, and progress-monitoring assessments of preschool early literacy skills can inform instructional decisions by considering the strengths and weaknesses of each approach to assessment.

EVALUATION OF THE EOA REMEDIAL INSTRUCTION PROJECT FOR HIGH SCHOOL DROPOUTS--1966-67. RESEARCH REPORT.

ERIC Educational Resources Information Center

HAKKARAINEN, EDWARD A.

A REMEDIAL READING INSTRUCTION PROJECT TO IMPROVE THE SKILLS OF HIGH SCHOOL DROPOUTS IS EVALUATED. CENTERS WERE ESTABLISHED AT THREE SITES TO SERVE 750 DROPOUTS REFERRED BY VARIOUS COMMUNITY AGENCIES. THE PROJECT WAS STAFFED BY SIX REMEDIAL READING TEACHERS, SEVEN COMMUNITY AIDES, AND ONE LIAISON WORKER. INDIVIDUALIZED INSTRUCTION USING A VARIETY…

A Computer Based Program to Improve Reading and Mathematics Scores for High School Students.

ERIC Educational Resources Information Center

Bond, Carole L.; And Others

A study examined the effect on reading achievement, mathematics achievement, and ACT scores when computer based instruction (CBI) was compressed into a 6-week period of time. In addition, the effects of learning style and receptive language deficits on these scores were studied. Computer based instruction is a primary source of instruction that…

Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning

ERIC Educational Resources Information Center

Rainey, Emily C.

2017-01-01

Despite many calls for K-12 disciplinary literacy instruction--instruction that teaches students the specialized ways of reading, writing, and reasoning of the academic disciplines--there are questions about what disciplinary literacy instruction means for the prominent school domain of English language arts. This article investigates the…

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

ERIC Educational Resources Information Center

Karimi, Mehrnoosh; Hamzavi, Raouf

2017-01-01

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

Instructional Effectiveness of a Computer-Supported Program for Teaching Reading Comprehension Strategies

ERIC Educational Resources Information Center

Ponce, Hector R.; Lopez, Mario J.; Mayer, Richard E.

2012-01-01

This article examines the effectiveness of a computer-based instructional program (e-PELS) aimed at direct instruction in a collection of reading comprehension strategies. In e-PELS, students learn to highlight and outline expository passages based on various types of text structures (such as comparison or cause-and-effect) as well as to…

The Relative Effectiveness of Computer Assisted Instruction (CAI) for Teaching Students To Read English.

ERIC Educational Resources Information Center

Thompson, Richard A.

In a review of research on computer assisted instruction (CAI) related to reading, evidence collected provides tentative conclusions about CAI effectiveness. CAI was effective as an instructional medium in the surveyed studies. In a number of instances, CAI groups achieved higher scores than the control groups. Some studies indicated that CAI…

Implementing and Assessing the Effects of Theatre Infused Reading Instruction in Sixth, Seventh, and Eighth Grade Middle School English Classrooms

ERIC Educational Resources Information Center

Eyerly, William J., Jr.

2017-01-01

Theatre instructional techniques, including reader's theatre and process drama teaching strategies, have been employed as instructional strategies in classrooms to enhance reading comprehension and vocabulary learning in students. In this era of increasing accountability for educational outcomes, quantifying what, if any, impact such instructional…

Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

ERIC Educational Resources Information Center

Mitchell, Alison; Baron, Lauren; Macaruso, Paul

2018-01-01

Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…

How to Reach First-Grade Struggling Readers: An Integrated Instructional Approach

ERIC Educational Resources Information Center

Solari, Emily J.; Denton, Carolyn A.; Haring, Christa

2017-01-01

Struggling readers who are in need of Tier 2 supplemental reading instruction within a multitier system of support (MTSS) or a response to intervention are defined as those who are performing in the bottom 20% in reading-related skills as compared with their classroom peers. An MTSS model is a framework for instruction that provides increasing…

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

Comparison of meaning and graphophonemic feedback strategies for guided reading instruction of children with language delays.

PubMed

Kouri, Theresa A; Selle, Carrie A; Riley, Sarah A

2006-08-01

Guided reading is a common practice recommended for children in the early stages of literacy development. While experts agree that oral reading facilitates literacy skills, controversy exists concerning which corrective feedback strategies are most effective. The purpose of this study was to compare feedback procedures stemming from 2 different theoretical perspectives on literacy development. Fourteen children with specific language impairment (SLI) and 21 with typically developing language read aloud 2 stories to an adult examiner who presented corrective feedback prompts when reading miscues (errors) occurred. One type of feedback based on whole language principles emphasized meaning aspects of a text. The other type consisted of graphophonemic (GP) word-decoding strategies. Before reading, participants were provided instruction on 5 key words taken from each story text. This instruction emphasized either meaning or GP aspects of specific key words. Story comprehension questions followed readings. Findings indicated that more miscued words were corrected overall through the use of GP feedback cues; however, some meaning-based instructional advantages were indicated for key word identifications for children with SLI. Higher story comprehension scores were yielded in the GP condition for both groups. Both meaning-based and phonemic key word reviews, prior to oral reading, appear to be effective strategies for children with SLI. The use of GP word-decoding cues may be more effective than meaning-based cues for facilitating correction of reading miscues during children's oral readings. Further research findings are discussed along with clinical implications for using corrective feedback procedures.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

ERIC Educational Resources Information Center

Joyner, Barbara

2017-01-01

In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

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

ERIC Educational Resources Information Center

Beecher, Larissa; Childre, Amy

2012-01-01

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

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

ERIC Educational Resources Information Center

Spector, Janet E.; Cavanaugh, Brian J.

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2013-01-01

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

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

ERIC Educational Resources Information Center

L'Allier, Susan K.

2013-01-01

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

Improving Teacher Effectiveness in Reading Instruction through the Use of Behavior Modification.

ERIC Educational Resources Information Center

Rupley, William H.

The purpose of this study was to investigate the efficacy of a behavior modification method for remediation of reading skills with ten primary grade students enrolled in a sixteen week program. Ten elementary school teachers enrolled in a graduate diagnostic and remedial reading course received eight hours of instruction, including the collection…

A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text

ERIC Educational Resources Information Center

Haria, Priti D.; Midgette, Ekaterina

2014-01-01

This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, "critical analysis of argumentative text," which was designed to help students to identify, summarize, and critically analyze parts of an argumentative text. The investigators hypothesized that reading instruction would improve the…

Improving Second Grade Student's Reading Fluency and Comprehension Using Teacher-Guided iPad® App Instruction

ERIC Educational Resources Information Center

Redcay, Jessica D.; Preston, Sean M.

2016-01-01

Purpose: This study aims to examine the differences in second grade students' reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. Design/methodology/approach: This study reports the results of the quasi-experimental pre-post study by providing…

Inspiring Reading Success: Interest and Motivation in an Age of High-Stakes Testing

ERIC Educational Resources Information Center

Fink, Rosalee, Ed.; Samuels, S. Jay, Ed.

2007-01-01

Although recent U.S. legislation has had a profound impact on reading instruction and student achievement, some students continue to fall behind. This provocative text addresses this gap with a new perspective on reading instruction that goes beyond the realms of teacher content knowledge and methodology. The book shows how motivation and interest…

The Respective Advantages and Disadvantages of Different Ways of Measuring the Instructional Sensitivity of Reading Comprehension Test Items.

ERIC Educational Resources Information Center

Perkins, Kyle

In this paper four classes of procedures for measuring the instructional sensitivity of reading comprehension test items are reviewed. True experimental designs are not recommended because some of the most important reading comprehension variables do not lend themselves to experimental manipulation. "Ex post facto" factorial designs are…

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

ERIC Educational Resources Information Center

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

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

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

ERIC Educational Resources Information Center

Taberski, Sharon

2010-01-01

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

A Comparison of the Effectiveness of Microcomputer and Workbook Instruction on Reading Comprehension Performance of High Incidence Handicapped Children.

ERIC Educational Resources Information Center

Harper, Janice A.; Ewing, Norma J.

1986-01-01

This study compared the effectiveness of microcomputer and workbook instruction on silent reading comprehension performance of mild mentally retarded and learning disabled 11- to 13-year-olds. Effectiveness was measured by percentage of correct responses to reading comprehension questions and by observing subjects' attention to task behavior. (MBR)

Strategic Reading Groups: Guiding Readers in the Middle Grades

ERIC Educational Resources Information Center

Berne, Jennifer; Degener, Sophie C.

2012-01-01

Strategic grouping can transform reading instruction in the middle grades from a hit-or-miss learning experience to a targeted, responsive one. This book features a practical and field-tested model for small-group differentiated reading instruction in Grades 4-8. Jennifer Berne and Sophie C. Degener offer a clear, detailed discussion of how to…

iSTART-2: A Reading Comprehension and Strategy Instruction Tutor

ERIC Educational Resources Information Center

Snow, Erica L.; Jacovina, Matthew E.; Jackson, G. Tanner; McNamara, Danielle S.

2016-01-01

This chapter provides an overview of the Interactive Strategy Tutor for Active Reading and Thinking-2 (iSTART-2). iSTART-2 is a game-based tutoring system designed to improve students' reading comprehension skills. It does so by providing them with instruction on how to self-explain using comprehension strategies. In this chapter, we first discuss…

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

ERIC Educational Resources Information Center

Swanson, Elizabeth; Wanzek, Jeanne

2014-01-01

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

Language of Instruction as a Moderator for Transfer of Reading Comprehension Skills among Spanish-Speaking English Language Learners

ERIC Educational Resources Information Center

Carlo, María S.; Barr, Christopher D.; August, Diane; Calderón, Margarita; Artzi, Lauren

2014-01-01

This three-year longitudinal study investigated the role of language of instruction in moderating the relationships between initial levels of English oral language proficiency and Spanish reading comprehension and growth in English reading comprehension. The study followed Spanish-speaking English language learners in English-only literacy…

Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills

ERIC Educational Resources Information Center

Jones, Cindy D.; Reutzel, D. Ray

2015-01-01

The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…

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

ERIC Educational Resources Information Center

Khaghaninejad, Mohammad Saber

2014-01-01

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

Lenses on Reading: An Introduction to Theories and Models. Second Edition

ERIC Educational Resources Information Center

Tracey, Diane H.; Morrow, Lesley Mandel

2012-01-01

This widely adopted text explores key theories and models that frame reading instruction and research. Readers learn why theory matters in designing and implementing high-quality instruction and research; how to critically evaluate the assumptions and beliefs that guide their own work; and what can be gained by looking at reading through multiple…

The Relationship between Recreational Reading Habits, Knowledge of Contemporary Young Adult Literature and Anticipated Instructional Practices in Secondary Education Majors

ERIC Educational Resources Information Center

Bodensteiner, Lacey

2016-01-01

Despite the importance of encouraging the development of recreational reading habits in secondary students, there is considerable evidence that many secondary schools implement instructional practices that negatively shape literary experiences. This study examined the recreational reading habits of secondary education majors, their knowledge of…

Data Literacy of Reading Educators: Teacher Perception and Knowledge of the Use of Reading Data to Influence Instruction

ERIC Educational Resources Information Center

Beachy, Rachel Rayburn

2017-01-01

This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of "data…

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

ERIC Educational Resources Information Center

Littlefield, Amy Root

2011-01-01

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

Un projet de logiciels d'assistance a l'apprentissage de la lecture en FLE (An Interdisciplinary Research Project Oriented toward Computer Programs for Reading Instruction in French as a Second Language).

ERIC Educational Resources Information Center

Challe, Odile; And Others

1985-01-01

Describes a French project entitled "Lecticiel," jointly undertaken by specialists in reading, computer programing, and second language instruction to integrate these disciplines and provide assistance for students learning to read French as a foreign language. (MSE)

Web-Based Text Structure Strategy Instruction Improves Seventh Graders' Content Area Reading Comprehension

ERIC Educational Resources Information Center

Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa

2017-01-01

Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…

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

ERIC Educational Resources Information Center

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

2011-01-01

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

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

ERIC Educational Resources Information Center

Smith, Kelly A.

2010-01-01

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

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Helping Low-Achieving First-Grade Readers: A Program Combining Reading Recovery Tutoring and Small-Group Instruction.

ERIC Educational Resources Information Center

Dorn, Linda; Allen, Anne

1995-01-01

Evaluates an approach that supplemented existing Reading Recovery programs with small-group, early literacy instruction in 28 Arkansas public schools. The program enabled many children to receive timely support. When space became available in Reading Recovery, these children made accelerated progress and were discontinued earlier than children who…

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

ERIC Educational Resources Information Center

Sawangsamutchai, Yutthasak; Rattanavich, Saowalak

2016-01-01

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

Textbooks and Reading Materials. Volume Two: Outcomes of the Regional Seminar. Report of a Regional Seminar on Textbooks and Reading Materials (Wellington, New Zealand, October 4-12, 1983).

ERIC Educational Resources Information Center

New Zealand Dept. of Education, Wellington.

For the second of two volumes dealing with the effective use of instructional materials to teach reading, this booklet describes the participants and outcomes of a regional seminar on the use of reading instruction materials and textbooks held in New Zealand. The first section of the booklet provides an overview of the seminar, including…

Simulation and analysis of support hardware for multiple instruction rollback

NASA Technical Reports Server (NTRS)

Alewine, Neil J.

1992-01-01

Recently, a compiler-assisted approach to multiple instruction retry was developed. In this scheme, a read buffer of size 2N, where N represents the maximum instruction rollback distance, is used to resolve one type of data hazard. This hardware support helps to reduce code growth, compilation time, and some of the performance impacts associated with hazard resolution. The 2N read buffer size requirement of the compiler-assisted approach is worst case, assuring data redundancy for all data required but also providing some unnecessary redundancy. By adding extra bits in the operand field for source 1 and source 2 it becomes possible to design the read buffer to save only those values required, thus reducing the read buffer size requirement. This study measures the effect on performance of a DECstation 3100 running 10 application programs using 6 read buffer configurations at varying read buffer sizes.

Writing instruction in kindergarten: examining an emerging area of research for children with writing and reading difficulties.

PubMed

Edwards, Lana

2003-01-01

This review examines the literature on how to teach kindergarten children with reading and writing difficulties how to write. Specifically, research on handwriting instruction, spelling instruction, and composition writing is discussed. Due to the limited number of empirical studies on writing that included kindergarten students with diagnosed reading and writing difficulties, selected studies conducted with the full range of kindergarten children, as well as studies conducted in the early elementary grades, are presented to highlight future directions for research.

A Randomized Study of a Literacy-Integrated Science Intervention for Low-Socio-economic Status Middle School Students: Findings from first-year implementation

NASA Astrophysics Data System (ADS)

Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Guerrero, Cindy; Fan, Yinan; Huerta, Margarita

2014-08-01

This paper presents the findings from a randomized control trial study of reading/literacy-integrated science inquiry intervention after 1 year of implementation and the treatment effect on 5th-grade low-socio-economic African-American and Hispanic students' achievement in science and English reading. A total of 94 treatment students and 194 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of ongoing professional development and specific instructional science lessons with inquiry-based learning, direct and explicit vocabulary instruction, and integration of reading and writing. Results suggested that (a) there was a significantly positive treatment effect as reflected in students' higher performance in district-wide curriculum-based tests of science and reading and standardized tests of science, reading, and English reading fluency; (b) males and females did not differ significantly from participating in science inquiry instruction; (c) African-American students had lower chance of sufficiently mastering the science concepts and achieving above the state standards when compared with Hispanic students across gender and condition, and (d) below-poverty African-American females are the most vulnerable group in science learning. Our study confirmed that even a modest amount of literacy integration in inquiry-based science instruction can promote students' science and reading achievement. Therefore, we call for more experimental research that focus on the quality of literacy-integrated science instruction from which middle grade students, particularly low-socio-economic status students, can benefit.

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

PubMed

Reid Lyon, G; Weiser, Beverly

2009-01-01

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

Effects of prior attention training on child dyslexics' response to composition instruction.

PubMed

Chenault, Belle; Thomson, Jennifer; Abbott, Robert D; Berninger, Virginia W

2006-01-01

Twenty children (Grades 4 to 6) who met research criteria for dyslexia were randomly assigned to a treatment (attention training) or contact control (reading fluency training) group during their regular language arts block at a school that had emphasized multisensory, structured language treatment for reading disability. A university team provided either individual attention training (sustained, selective, alternating, and divided attention) or reading fluency training during the first 10 sessions and group composition instruction during the next 10 sessions. Analysis of variance evaluated the significance of Treatment x Session interactions from pretest to midtest (before composition instruction began) and midtest to posttest (when compositon instruction ends). Treatment x Time interactions were not significant between pretest and midtest, but the Treatment x Time interactions were significant from midtest to posttest for Wechsler Individual Achievement Test, Second Edition Written Composition and Delis-Kaplan Executive Function System Verbal Fluency (attention treatment group improved more over time). Individual children showed the same pattern as group results. For child dyslexics in upper elementary school, attention training did not transfer directly to improved composition but prior attention training led to faster improvement in composing and oral verbal fluency once composition instruction was introduced. Effective instruction for dyslexia may depend on the sequencing as well as the nature of instructional components and require specialized instruction for writing as well as reading.

Emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy in special education.

PubMed

Peeters, Marieke; de Moor, Jan; Verhoeven, Ludo

2011-01-01

The goal of the present study was to get an overview of the emergent literacy activities, instructional adaptations and school absence of children with cerebral palsy (CP) compared to normally developing peers. The results showed that there were differences between the groups regarding the amount of emergent literacy instruction. While time dedicated to storybook reading and independent picture-book reading was comparable, the children with CP received fewer opportunities to work with educational software and more time was dedicated to rhyming games and singing. For the children with CP, the level of speech, intellectual, and physical impairments were all related to the amount of time in emergent literacy instruction. Additionally, the amount of time reading precursors is trained and the number of specific reading precursors that is trained is all related to skills of emergent literacy. Copyright © 2010 Elsevier Ltd. All rights reserved.

The Impact of Multisensory Instruction on Learning Letter Names and Sounds, Word Reading, and Spelling

ERIC Educational Resources Information Center

Schlesinger, Nora W.; Gray, Shelley

2017-01-01

The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of…

The Effect of Phoneme Awareness Instruction on Students in Small Group and Whole Class Settings

ERIC Educational Resources Information Center

VanBoden, Angelique Fleurette

2011-01-01

Phoneme awareness instruction plays a crucial role in reading acquisition for young children. While this early literacy topic has been studied for over 30 years, and cited by the National Reading Panel Report (2000) as an important area for further research, no reports to date explore the influence of instructional group size on phoneme awareness…

The Effect of Morphological Instruction in Improving the Spelling, Vocabulary, and Reading Comprehension of High School English Language Learners (ELLs)

ERIC Educational Resources Information Center

Diaz, Ivan

2010-01-01

The purpose of this study was to determine if Morphological Instruction (knowledge of the Germanic, Latin, and Greek words, roots, and affixes of English) was an effective instructional approach towards accelerating the acquisition of spelling, vocabulary, and reading comprehension and closing at least a 6,000 word gap between English language…

An Examination of Prereading Exercises: Recommendations for Form and Instruction on the Comprehension of Written Instructional Material.

ERIC Educational Resources Information Center

Campbell, John Joseph

This study investigated the effects of prereading exercises on the comprehension of written instructional material. The subjects were 210 community college freshmen who were required to enroll in a developmental reading course. All of the subjects had scored below the eighth percentile on the national norms of the Davis Reading Test. The subjects…

Reading Achievement and Reading Efficacy Changes for Middle School Students with Disabilities through Blended Learning Instruction

ERIC Educational Resources Information Center

Pace, Jesse R.; Mellard, Daryl F.

2016-01-01

This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their ELA test scores were compared to one comparison school that used a face-to-face delivery. Other…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

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

ERIC Educational Resources Information Center

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

2016-01-01

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

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

ERIC Educational Resources Information Center

Chapman, Lauren; Greenfield, Renee; Rinaldi, Claudia

2010-01-01

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

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

ERIC Educational Resources Information Center

Reed, Deborah K.

2013-01-01

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

Acquiring Science and Social Studies Knowledge in Kindergarten Through Fourth Grade: Conceptualization, Design, Implementation, and Efficacy Testing of Content-Area Literacy Instruction (CALI).

PubMed

Dombek, Jennifer; Crowe, Elizabeth C; Spencer, Mercedes; Tighe, Elizabeth L; Coffinger, Sean; Zargar, Elham; Wood, Taffeta; Petscher, Yaacov

2017-04-01

With national focus on reading and math achievement, science and social studies have received less instructional time. Yet, accumulating evidence suggests that content knowledge is an important predictor of proficient reading. Starting with a design study, we developed Content Area Literacy Instruction (CALI), as an individualized (or personalized) instructional program for kindergarteners through fourth graders to build science and social studies knowledge. We developed CALI to be implemented in general education classrooms, over multiple iterations (n=230 students), using principles of design-based implementation research. The aims were to develop CALI as a usable and feasible instructional program that would, potentially, improve science and social studies knowledge, and could be implemented during the literacy block without negatively affecting students' reading gains (i.e., no opportunity cost). We then evaluated the efficacy of CALI in a randomized controlled field trial with 418 students in kindergarten through fourth grade. Results reveal that CALI demonstrates promise as a useable and feasible instructional individualized general education program, and is efficacious in improving social studies ( d =2.2) and science ( d =2.1) knowledge, with some evidence of improving oral and reading comprehension skills ( d =.125).

Monitoring Progress toward Independent Silent Reading.

ERIC Educational Resources Information Center

Franc, Lillian H.; Hildebrandt, Jeannette

1984-01-01

Concludes, among other things, that fluent oral reading is an important step toward reading for meaning and independent silent reading and that silent reading should be encouraged from the beginning of reading instruction. (FL)

Why elementary teachers might be inadequately prepared to teach reading.

PubMed

Joshi, R Malatesha; Binks, Emily; Hougen, Martha; Dahlgren, Mary E; Ocker-Dean, Emily; Smith, Dennie L

2009-01-01

Several national reports have suggested the usefulness of systematic, explicit, synthetic phonics instruction based on English word structure along with wide reading of quality literature for supporting development in early reading instruction. Other studies have indicated, however, that many in-service teachers are not knowledgeable in the basic concepts of the English language. They may be well versed in children's literature but not know how to address the basic building blocks of language and reading. The authors hypothesized that one of the reasons for this situation is that many instructors responsible for training future elementary teachers are not familiar with the concepts of the linguistic features of English language. This hypothesis was tested by administering a survey of language concepts to 78 instructors. The results showed that even though teacher educators were familiar with syllabic knowledge, they performed poorly on concepts relating to morphemes and phonemes. In a second study, 40 instructors were interviewed about best practices in teaching components and subskills of reading. Eighty percent of instructors defined phonological awareness as letter-sound correspondence. They also did not mention synthetic phonics as a desirable method to use for beginning reading instruction, particularly for students at risk for reading difficulties. In conclusion, providing professional development experiences related to language concepts to instructors could provide them the necessary knowledge of language concepts related to early literacy instruction, which they could then integrate into their preservice reading courses.

Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension

ERIC Educational Resources Information Center

Ellery, Valerie

2004-01-01

This comprehensive resource can be used by teachers to align instruction with current standards and to give students the best possible foundation for reading achievement. Organized around the five essential components of reading instruction identified in the report of the U.S. National Reading Panel, this book: (1) Lays the groundwork for creating…

An Action Research Study of Barriers to Differentiated Instruction in Reading for Georgia Middle School Students in the Inclusive Classroom

ERIC Educational Resources Information Center

Boston, Alicia

2017-01-01

The purpose of this qualitative action research study was to explore middle school inclusion teacher perceptions to overcome barriers to successful DI implementation in reading for students with special needs. Inclusion reading teachers are faced with the challenge of providing classroom instruction to students with varying abilities, levels, and…

The Efficacy of Instructor-Guided Supplemental Instruction as a Strategy for Helping Reading-Deficient College Students Improve Testing and Assessment Outcomes

ERIC Educational Resources Information Center

Bartley-Lukula, Audrey

2013-01-01

This research project examined whether the use of Instructor-guided Supplemental Instruction as a classroom scaffolding technique, might help improve testing and assessment reading outcomes for reading-deficient college students. The study was completed at Tennessee State University in Nashville, Tennessee over the 16-week Fall, 2012 semester…

First Grade Teachers' Perceptions of the Five Strands of Effective Reading Instruction and Their Possible Influence on Daily Instructional Practices

ERIC Educational Resources Information Center

Nguyen, Nghia Van

2013-01-01

First grade teachers play a critical role in shaping the foundation for early literacy skills acquisition of primary students. Past research studies have indicated that primary students whose teachers followed the"Big 5 Ideas" to teach reading had higher reading abilities when compared to other students. The purpose of this current…

The Effects of Content-Enriched Shared Book Reading versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners

ERIC Educational Resources Information Center

Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather

2018-01-01

Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281…

(Re)Discovering Retrospective Miscue Analysis: An Action Research Exploration Using Recorded Readings to Improve Third-Grade Students' Reading Fluency

ERIC Educational Resources Information Center

Born, Melissa; Curtis, Reagan

2013-01-01

An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The…

Effects of Three Comprehensive Models of Vocabulary Instruction during Shared Storybook Read Alouds on Kindergartener's Tier Two Target Word Knowledge

ERIC Educational Resources Information Center

Steuber, Julie Ann

2013-01-01

The purpose of this study was to determine the effectiveness of three researcher-designed experimental models of vocabulary instruction during shared storybook read alouds on kindergarten children's Tier Two target word learning and maintenance of word knowledge. The Integrated Model consisted of two readings of the same storybook, direct…

Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

ERIC Educational Resources Information Center

Doubet, Kristina J.; Southall, Gena

2018-01-01

This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

What Is Evidence-Based Reading Instruction? A Position Statement of the International Reading Association.

ERIC Educational Resources Information Center

International Reading Association, Newark, DE.

Low achievement in literacy correlates with high rates of school dropout, poverty, and underemployment. The far-reaching effects of literacy achievement have heightened the interest of educators and noneducators alike in the teaching of reading. As the goal is pursued of providing literacy instruction that is most likely to lead to high rates of…

Upper Elementary Reading Instruction in the Age of Accountability: Balancing Best Practices with Pressures to Achieve on High-Stakes Tests

ERIC Educational Resources Information Center

Saunders, Christina Henry

2017-01-01

The present study identifies reading instructional practices used in upper elementary classrooms during the age of high-stakes test accountability and compares reading practices among schools of varying accreditation status and socio-economic status (SES). The current study partially replicates and extends a study conducted by Baumann, Hoffman,…

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

ERIC Educational Resources Information Center

Lencioni, Gina M.

2013-01-01

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

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

ERIC Educational Resources Information Center

Cologon, Kathy; Cupples, Linda; Wyver, Shirley

2011-01-01

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

An Analysis of the Effectiveness of Individualized Reading Instruction Upon Self-Concept of Disadvantaged Students with Reading Disabilities.

ERIC Educational Resources Information Center

Marble, James Marion

The major purpose of this study was to investigate the possibility that individualized instruction could improve the self-image of children with reading problems. Subjects for the experimental and control groups were selected from five classes of fifth grade students from a predominantly rural, isolated area in Mississippi. The Sears Self-Concept…