Download or read book An Analysis of Reading Instruction for Fifth Grade Students with Disabilities Served in Inclusive Elementary Classrooms written by Elizabeth D. Dragone and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was designed to identify and analyze instructional strategies used by fifth grade teachers to meet the needs of students with disabilities receiving reading instruction in inclusive settings. Seven participants in a large suburban school system were chosen through purposeful, criterion-based sampling. Semi-structured interviews were used to gain information about how teachers use data related to student readiness, interests, and learning profiles to design differentiated instruction. Observations were used to gain information about how the teachers implemented differentiated content, process, and products in the classroom. As more students with disabilities are served in inclusive settings, teachers are finding they need to differentiate instruction to meet the varied needs of their students. Previous studies have found that adjusting one of the components of differentiated instruction (readiness levels, interest levels, learning profiles, content, process, or product) to meet individual needs increases the opportunities for students to be successful in the classroom. However, there is limited research on the impact of combining all of these components into the framework of differentiated instruction on achievement levels. There is also limited research on how teachers actually plan and implement differentiated lessons. The results of this study indicate that general and special education teachers can work collaboratively to meet the diverse needs of all students in an inclusive classroom. By using data to analyze the readiness levels, interest levels, and learning profiles of all students and planning lessons to address student needs, teachers were able to successfully teach the required curriculum to their students in an inclusive setting. The teachers that demonstrated the greatest amount of differentiated instruction had the strongest collaborative relationships. These were the teachers that described their relationship as a partnership. They analyzed student data and planned lessons together, felt a shared responsibility for all students in the class, and, as a result, provided a supportive learning environment. Administrative support, shared planning time, on-going professional development, and appropriate materials were identified by the teachers as key ingredients for a successful inclusive classrooms.

Download or read book Third Fourth and Fifth Grade Teachers Descriptions of Methods Used to Improve the Reading Achievement of Students with Learning Disabilities written by Sally Greenberg Berkowitz and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this study was to explore ways in which third, fourth, and fifth grade teachers reported they successfully improved the reading achievement of students with LD as documented by an increase in test scores on standardized tests in reading. Moreover, this study is an examination of productive ways in which elementary classroom teachers reported that they increased the interest and motivation of students who have historically had difficulty in school, specifically, students who have been identified with LD. Method This qualitative study was conducted with five Grade 3, 4, and 5 general education teachers with at least three years of experience teaching students with LD in reading. The teachers were selected from schools which had attained a Reading/ELA Distinction in the Accountability Ratings for the 2013, 2014, and 2015 administrations of the State of Texas Assessments of Academic Readiness (STAAR). The schools also had a minimum of two self-contained special education classrooms. The semi-structured interviews were the basis of the phenomenological study of the experiences of the teachers in working with these students to be successful in reading. Findings Teachers who participated in the study shared indicators of student success. In addition to an increase in test scores, the teachers shared that increased participation in classroom discussions and the facial expressions of their students with LD were signs that the students had improved their reading performance. Other indicators were a decrease in negative behaviors and an increase in independence. Themes of success that the teachers shared focused on positive relationships and interactions with students, reliance on the support of school-based personnel, collaboration with parents, and positive strategies and incentives that the teachers used to motivate their students with LD. Students with LD are successful when they benefit from a variety of factors, including relationships with caring and interested general education teachers. General education teachers benefit from and are better able to provide support to their students by having positive relationships with other members of the school staff, including teaching assistants and teacher interventionists. Equally important are the positive relationships general education teachers have with students0́9 parents. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2171

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 Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book America Builds a School System written by Benjamin William Frazier and published by . This book was released on 1941 with total page 940 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching in Inclusive Classrooms written by Diane P. Bryant and published by SAGE Publications. This book was released on 2024-02-06 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching in Inclusive Classrooms guides educators through inclusive education using the ADAPT framework. Packed with practical examples, evidence-based practices, and hands-on strategies, the Third Edition empowers educators to effectively teach students with disabilities in inclusive environments.

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 834 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students written by Dana Arreola and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted in positive literacy results in the primary grades, but far too many students are advancing to secondary schools without the prerequisite literacy skills to be successful in history, literature, mathematics, and science. The purpose of this study was to examine trends and differences that exist in vocabulary and reading comprehension mean scores over a period of nine months. The study determined if differences exist in mean gain vocabulary scores and mean gain reading comprehension scores as measured by Istation’s Indicators of Progress (ISIP) Advanced Reading; and vocabulary and reading comprehension scores were examined to determine if significant differences exist in vocabulary and reading comprehension beginning of year and end of year scores of students receiving guided reading and students receiving direct instruction as their reading approach. This study utilized archived ISIP Advanced Reading vocabulary and reading comprehension scores from 237 fifth grade students in one large urban school district during the 2013-14 school year; 119 students were taught by two teachers who utilized Guided Reading as an instructional approach in one elementary school and 118 students were taught by two teachers who utilized Direct Instruction as an instructional approach in another elementary school. Data treatment and analyses were divided into three phases including: 1) examining trends in mean vocabulary and reading comprehension scores of students instructed using guided reading and students instructed using direct instruction over a nine month period of time; 2) conducting independent t-tests to examine if there are significant differences in beginning of year and end of year vocabulary and reading comprehension mean gain scores in each of the classes that utilized the guided reading approach and each of the classes that utilized the direct instruction approach; and 3) conducting an ANOVA test to compare differences that exist in the vocabulary and reading comprehension mean gain scores among classes that received the guided reading approach and classes that received the direct instruction approach. The findings of this study revealed important differences in student performance gains, from beginning of year to end of year, for those taught using the guided reading approach and those taught using the direct instruction approach for both vocabulary and reading comprehension. Both direct instruction classes had statistically significant and medium size gains in vocabulary and reading comprehension (with large size vocabulary gains in one of the Direct Instruction classes), whereas only one of the Guided Reading classes had statistically significant gains in their vocabulary scores, although not in reading comprehension scores. When comparing scores from the beginning of the year to the end of the year, results revealed that students taught with direct instruction exhibited significantly greater gains in both vocabulary and reading comprehension scores than those taught with guided reading approaches. In addition, comparing mean gains scores across instructional methods and classes, it is evident that one of the Direct Instruction classes had the largest gains in the vocabulary scores during the 2013-2014 academic school year, while both direct instruction classes had moderate size gains in comprehension. Findings from this study may be used to inform school and district leaders how guided reading and direct instruction impact achievement gains in vocabulary and reading comprehension among fifth graders. These findings may also assist school leaders in their decisions regarding the appropriate reading programs to implement for students from similar school contexts.

Download or read book Research in Education written by and published by . This book was released on 1972 with total page 872 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Inclusion Works written by Faye Ong and published by Hippocrene Books. This book was released on 2009 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Assistive Technology for Inclusive Learning in K 12 Classrooms written by Bell, Jeremy and published by IGI Global. This book was released on 2023-08-25 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is imperative in today’s educational environment that educators are prepared to utilize assistive technology to support all learners and provide them with the best education possible. In order to ensure assistive technology is used appropriately, further study on the best practices, strategies, and tactics of implementation is required. Using Assistive Technology for Inclusive Learning in K-12 Classrooms highlights the need and use of assistive technology in special education and provides pre-service teachers in regular and special education programs with research-based methods and materials to promote a more inclusive environment for students with disabilities. Covering key topics such as educational technology, special needs, and teaching methods, this premier reference source is ideal for industry professionals, policymakers, administrators of both K-12 and higher education, researchers, scholars, academicians, pre-service teachers, teacher educators, instructional designers, practitioners, instructors, and students.

Download or read book Effective Technology Tools for School Leadership written by Leslie Jones and published by Taylor & Francis. This book was released on 2022-11-23 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book prepares educational leaders with the knowledge needed to critically evaluate, select, and use technological tools to be effective school leaders. Authors Jones and Kennedy explore the technology tools needed to support the full range of responsibilities of a school leader, including management and administration, personnel and evaluation, security and safety, instructional leadership, organizational culture and climate, external relationships, and action research. Each chapter unpacks advantages and pitfalls of various technological tools and includes case scenarios that contextualize these ideas for readers. Chapter content is also aligned with The Professional Standards for Educational Leaders (PSEL), the National Educational Leadership Preparation Standards (NELP), and the International Society of Technology Standard in Education (ISTE) standards. This timely and important book adds to the toolbox for educators preparing to become effective and cutting-edge school leaders.

Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Traditional and Departmentalized Classroom Instructional Settings on Fifth Grade Students Reading Achievement written by Teneshlia Chennis (T.) and published by . This book was released on 2018 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative casual-comparative research was to provide educators data pertaining to reading and the influence of classroom instructional setting on reading test scores. This study investigated if learning in a departmentalized instructional setting had a subsequent positive effect on fifth grade students’ reading achievement as measured by the 2015 Virginia Standards of Learning Assessment, as opposed to fifth grade students who were exposed to a traditional instructional setting. Data was collected from the accountability office of the selected school district. Fifth grade students in a departmentalized or traditional regular education classroom participated in this study. The convenience sampling of 737 students were from grade K-5, non-Title I elementary schools in the suburban area of the school district. An analysis of covariance (ANCOVA) was conducted to determine if there was a statistically significant difference between mean reading scale scores of fifth grade students who were taught using different instructional settings while controlling for prior achievement. The statistical analysis of this study showed no significant difference in reading achievement scores between students taught in a traditional or departmentalized instructional setting. Therefore, recommendations for further research were provided.

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 An analysis of the reading difficulties of the fifth grade pupils in Walker Elementary School Fort Lauderdale Florida with implications for improved instruction written by Irma Elizabeth Allen and published by . This book was released on 1958 with total page 83 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Inclusive Education written by Lissa A. Power-deFur and published by Jones & Bartlett Learning. This book was released on 1997 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive look at inclusion, this book provides success stories by administrators and teachers who have found that inclusion is the be st way to meet the least restrictive environment needs of their studen ts. Complete with checklists, in-service materials, and pre- and post- evaluation methods, this detailed guide will help you meet student nee ds in a way that complements the educational, fiscal, and legal outloo ks--as well as the attitudes--of your school division.