Download or read book Alternative Assessment of Explicit Reading Comprehension Strategy Instruction in Two Third Grade Classrooms written by Candy Fox and published by . This book was released on 1992 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rethinking Reading Comprehension written by Anne P. Sweet and published by Guilford Press. This book was released on 2003-04-30 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Download or read book Exploring the Use of Effective Learning Strategies to Increase Students Reading Comprehension and Test Taking Skills written by Nancy Radojevic and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of providing students with explicit instruction in how to use a repertoire of reading comprehension strategies and test taking skills when reading and responding to three types of questions (direct, inferential, critical). Specifically, the study examined whether providing students with a "model" of how to read and respond to the text and to the comprehension questions improved their reading comprehension relative to providing them with implicit instruction on reading comprehension strategies and test taking skills. Students' reading comprehension and test taking performance scores were compared as a function of instructional condition. Students from 2 grade 8 classes participated in this study. The reading component of the Canadian Achievement Tests, Third Edition (CAT/3) was used to identify students' level of reading comprehension prior to the formal instructional sessions. Students received either explicit instruction, which involved modelling, or implicit instruction, which consisted of review and discussion of the strategies to be used. Comprehension was measured through the administration of formative tests after each instructional session. The formative tests consisted of reading comprehension questions pertaining to a specific form of text (narrative, informational, graphic). In addition, students completed 3 summative tests and a delayed comprehension test which consisted of the alternative version of the CAT/3 standardized reading assessment. These data served as a posttest measure to determine whether students had shown an improvement in their reading comprehension skills as a result of the program delivery. There were significant differences in students' Canadian Achievement Test performance scores prior to the onset of the study. Students in the implicit group attained significantly higher comprehension scores than did students in the explicit group. The results from the program sessions indicated no significant differences in reading comprehension between the implicit and explicit conditions, with the exception of the 6th session involving the reading and interpreting of graphic text. Students in the explicit group performed significantly better when reading and interpreting graphic text than those in the implicit group. No significant differences were evident between the two study conditions across the three summative tests. Upon completion of the study, the results from the Canadian Achievement Test indicated no significant differences in performance between the two study conditions. The findings from this study reveal the effectiveness of providing students with explicit strategy instruction when reading and responding to various forms of text. Modelling the appropriate reading comprehension strategies and test taking skills enabled students to apply the same thought processes to their own independent work. This form of instruction enabled students in the explicit group to improve in their abilities to comprehend and respond to text and therefore should be incorporated as an effective form of classroom teaching.
Download or read book Comprehension Instruction written by Cathy Collins Block and published by Guilford Press. This book was released on 2001-10-17 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school.
Download or read book Put Reading First the Research Building Blocks for Teaching Children to Read written by Bonnie B. Armbruster and published by DIANE Publishing. This book was released on 2010-11 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Explicit Reading Comprehension Strategy Instruction in a Seventh Grade Classroom written by Jason R. Washkevich and published by . This book was released on 2007 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Mosaic of Thought written by Ellin Oliver Keene and published by Heinemann Educational Books. This book was released on 1997 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Straightforward and jargon-free, Mosaic of Thought is relevant to all literature-based classrooms, regardless of level. It offers practical tools for inservice teachers, as well as essential methods instruction for preservice teachers at both the undergraduate and graduate level.
Download or read book Reading Comprehension Strategy Instruction at Third Grade written by Lori Anne Fisher and published by . This book was released on 2003 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Reading Comprehension with Indvidualizing Vocabulary and Fluency Strategies to Third Grade Students Scoring Below the First Quartile written by Michelle Dawn Jennings and published by . This book was released on 2010 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: After pre assessing students in a third grade classroom, the researcher noted four students, scoring below the 20th Percentile on the reading portion of the Northwest Evaluation Association (NWEA) exam, fall, 2008, in a pilot study. As the researcher further assessed these students, it was noted that these students lacked fluency and vocabulary skills. Focusing on fluency combined with individual, vocabulary instruction, the researcher individualized each of the students' reading program within the regular education classroom. Each of the four students was working at their current level of reading, entering the third grade and progressing throughout the school year. The researcher used a combination of the Power Reading program and coupled it with individual, vocabulary strategies to assist readers with fluency and comprehension. As their reading progressed, students were challenged to next levels. Data was analyzed using the NWEA assessment, Houghton Mifflin Leveled Reading Assessment and Kansas State Reading Assessments during the course of the school year to mark progress. All four students in year one exited the bottom quartile of the NWEA, gained two reading levels according the Houghton Mifflin Leveled Reading Assessments and scored in the top twelve percent of the Kansas State Reading Assessments. The pilot study was replicated in the school year, 2009-2010, Year Two, with ten students with similar needs.
Download or read book Strategy Instruction for Middle and Secondary Students with Mild Disabilities written by Greg Conderman and published by Corwin Press. This book was released on 2013-02-14 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: This resource features evidence-based strategies for teaching vocabulary, reading, written language, math, and science, as well as study skills, textbook skills, and self-regulation. It provides informal assessments for every content area or skill addressed, case studies that link assessment results, IEP goals, and learning strategies, and application activities with questions and suggested responses.
Download or read book An Evaluation of Two Peer Literacy Strategies for the Development of Reading Comprehension in Third Grade Low income Students written by Olivia Lee Herring and published by . This book was released on 2016 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt: Generally speaking, low-income students fall behind their peers when it comes to reading and comprehension. Comprehension is a necessary tool for success, both in school and beyond, and must be taught effectively to these struggling students (Beirne, & Velsor, 2012). Studies have shown the benefit of student discussion and utilization of peer reading strategies in the fostering of comprehension. This study will compare students' success after reading passages using two peer reading comprehension strategies: Paragraph Shrinking (a component of Peer-Assisted Learning) and Reciprocal Teaching. There are many questions to explore: After using both strategies, does either one encourage greater independent reading comprehension success, or is there no difference after using these strategies? Do both improve, or not improve, reading comprehension as measured by baseline scores? To explore these questions, the researcher will work with a specifically selected population of third grade students who have been identified as lowincome based on their residence in government funded housing and participation in free and reduced lunch programs. The researcher will specifically focus on the students' reading comprehension in the area of non-fiction texts, and after a baseline is established, a comparison model, using pre- and post- evaluations, will be used to show the results in varying degrees of students' performance with each strategy. Generalizations for this population of students will be described. The final conclusions of this study will be presented to the Honors College for completion of an Honors Thesis; additionally, this information will be disseminated to the parents, guardians, and students in the study group. It will also be presented at conferences in the field of education and research. --Page iv.
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book From Clunk to Click written by Janette K. Klingner and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Impact of Explicit Comprehension Strategy Instruction on Second grade Students written by Jennifer A. James and published by . This book was released on 2004 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research confirms that one of the biggest problems facing schoolteachers today is that many students come into their classrooms without the knowledge, skills, or dispositions to read and comprehend materials that they are expected to understand. This creates major challenges in the area of reading education including understanding how children learn to comprehend the text they are reading, how to design and deliver instruction that promotes comprehension, how to assess comprehension, and how to prevent poor comprehension outcomes. This study will address the issue of promoting proficient reading, while focusing on the development of reading comprehension and the capacity to acquire knowledge through reading. The purpose of this research study is designed to help teachers meet these challenges that they face each day.
Download or read book The Impact of Thinking Maps Instruction on Reading Comprehension of Third Grade Students in a Large Urban School District written by Sharonda Newby and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With the stakes of the Texas accountability system increasing, schools are searching for resources to help improve thinking and learning. The No Child Left Behind Act emphasizes the federal government’s pledge to improve proficiency of readers by the third grade through the use of research-based reading practices in the early grade levels (Nelson, Benner, & Gonzalez, 2003). Thinking maps is an instructional strategy, which is intended to serve as a common visual language for students to foster specific cognitive thinking across all academic content areas. This program evaluation examined if there was a significant difference in the mean gains in reading comprehension scores as measured by the Diagnostic Reading Assessment between students who receive Thinking Maps as a strategy and those who do not. This study also examined students’, teachers’, instructional specialists’ and campus administrators’ perceptions of the impact of Thinking Maps on reading comprehension. Mixed methods were employed. For the quantitative portion of this study, archived DRA data were collected from eight campuses for the 2011-2012 and 2012-2013 school years. Two years of archived DRA data from 456 third grade students who received Thinking Maps instruction and 400 third grade students who did not receive Thinking Maps instruction were included. An independent two tailed t-test was conducted. Four focus groups with 32 students, one focus group with eight teachers, four semi-structured interviews with four campus instructional specialists and four campus administrators were conducted. Transcriptions were analyzed for emerging themes using a general inductive approach and constant comparative method (Glaser & Strauss, 1967). Findings from the t-test reveal that there was a small, but significant difference in scores for campuses that received Thinking Maps instruction. Focus groups with students revealed they believe Thinking Maps promote their understanding of what they read, foster specific cognitive processes, and positively impact their affective domain. The themes from the teacher focus group revealed they believe Thinking Maps reinforce the comprehension skills of students, are easy to use for students and teachers, are a canvas for students to demonstrate understanding, and require specialized and ongoing training for teachers. Finally, emerging themes from the campus administrators’ and instructional specialists’ interviews revealed beliefs about the importance of prescribed training for teachers, administrators and other staff along with gradual and consistent implementation of Thinking Maps. Although the quantitative results of the study revealed a very small but significant difference in the means of reading comprehension gain scores between campuses that received Thinking Maps instruction and campuses who did not, the perception of teachers, campus instructional specialists and campus administrators in this study have indicated that their use of Thinking Maps had a positive effect on the reading comprehension of students. The results of this study and recommendations have been provided to assist teachers and school leaders in their decision-making to utilize or improve upon the implementation of Thinking Maps as an instructional strategy.
Download or read book Explicit Instruction written by Anita L. Archer and published by Guilford Publications. This book was released on 2011-02-22 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level
