Download or read book Effects of a Text Structure Intervention for Reading and Writing in Grades 4 5 written by John Z. Strong and published by . This book was released on 2019 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods experimental study investigated the effects and social validity of a text structure intervention in grades four and five. Eleven teachers in three elementary schools were randomly assigned to deliver a text structure intervention or a comprehension intervention. Quantitative data sources included pretest and posttest measures of students' text structure awareness, reading comprehension, and writing quality. Qualitative interviews were conducted after the intervention period to understand teachers' perceptions of the social validity of each intervention. Quantitative measures were analyzed using three-level hierarchical linear modeling. Qualitative data were analyzed typologically. Results were integrated to understand the acceptability of the text structure intervention for upper elementary grades. Quantitative results indicated that the text structure group outperformed the comprehension group on a measure of text structure awareness, a graphic organizer task, and use of ideas and details in informative writing. Qualitative findings revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Integrated results suggest that teachers found the text structure intervention acceptable for teaching text structure and writing, and they were able to implement the intervention consistently and with fidelity. This study contributes to existing research by evaluating the effects of a classroom-based text structure intervention on both reading and writing outcomes compared with an alternative treatment and understanding teachers' perceptions of its social validity and acceptability.
Download or read book The Effects of a Text Structure and Paraphrasing Intervention on the Main Idea Generation and Reading Comprehension of Struggling Readers in Grades 4 and 5 written by Elizabeth Ann Stevens (Ph. D.) and published by . This book was released on 2018 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying main ideas and summarizing text are evidence-based practices associated with improved reading comprehension outcomes. Struggling readers, however, have difficulty identifying main ideas. Previous reading interventions examined comprehension instruction that included paraphrasing or text structure instruction, which improved main idea identification and text structure identification, respectively. In a systematic review of the literature, I located no studies that have yet examined the impact of combined instruction in paraphrasing and text structure on the reading comprehension outcomes of struggling readers. This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of struggling readers in grades 4 and 5. Students were randomly assigned to receive the Tier 2-type intervention (n = 31) or a business-as-usual comparison group (n = 31). Students in the intervention received 25, 40-minute lessons focused on paraphrasing sections of text by identifying the main topic and the most important idea about that topic. Students utilized the text structure organization to inform their main idea generation; main idea statements were written in a way that aligned with the overarching structure of the text. Multiple regression analyses yielded statistically significant, positive results in favor of the intervention group on measures of text structure identification (R2 = .13) and main idea generation (R2 = .11); there were no statistically significant effects on a measure of general reading comprehension. These findings provide initial support for utilizing this instruction to improve students' main idea generation on untaught structures. Word reading skill at pre-test was not a statistically significant moderator of intervention effects on any outcome measure; students with below average, average, and above average word reading skill benefited equally from the intervention. Students' perceptions of the main idea instruction were positive. Future research might investigate further iterations of this type of comprehension intervention with larger, more heterogeneous samples in order to assess the generalizability of the results.
Download or read book The Effects of Expository Text Structure Instruction on the Reading Outcomes of 4th and 5th Graders Experiencing Reading Difficulties written by Janet J. Bohaty and published by . This book was released on 2015 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the effects of a standard protocol supplemental expository text structure intervention (i.e., Structures) on 45 4th and 5th graders experiencing reading difficulties. Students were enrolled in six K-8 parochial schools located in a Midwestern suburban city. Within classrooms, students were randomly assigned to Structures intervention or a business-as-usual control condition. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text (Meyer, 1975, 1985): description, sequence, cause/effect, compare/contrast, and problem/solution. Students in the business-as-usual control condition participated in the same activities or instruction provided by their respective classroom teachers. At post-test, experimental students (n = 24) in the experimental condition significantly outperformed control students (n = 21) on a proximal (i.e., linked directly with the instructional focus of the intervention) researcher-created measure assessing the ability of students to identify text structures (d = 0.94). Experimental students did not significantly outperform controls on a distal (i.e., not linked directly with the instructional focus of the intervention) researcher-created measure assessing expository reading comprehension (d = 0.14) or on a delayed distal norm-referenced measure of expository reading comprehension (d = -0.11). The results, practical implications, and limitations are discussed.
Download or read book The Organization of Prose and Its Effects on Memory written by Bonnie J. F. Meyer and published by Amsterdam ; Oxford : North-Holland Publishing Company. This book was released on 1975 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differentiated Literacy Instruction in Grades 4 and 5 written by Sharon Walpole and published by Guilford Publications. This book was released on 2019-09-11 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building students’ skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5. New to This Edition *Chapter on differentiated writing instruction. *New lesson plans for Tier 1 instruction, interactive read-alouds, and narrative writing; new extended sample lessons for building fluency, vocabulary, and comprehension. *Updated with the latest research and recommended teacher resources. *All reproducible materials now available online.
Download or read book How Expository Text Structure Instruction Effects Reading Comprehension written by Jamie Utecht and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.
Download or read book Handbook of Learning Disabilities First Edition written by H. Lee Swanson and published by Guilford Press. This book was released on 2005-11-30 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.
Download or read book Handbook of Reading Interventions written by Rollanda E. O'Connor and published by Guilford Press. This book was released on 2011-06-17 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches. An NCTQ Exemplary Text for Reading Instruction
Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Download or read book The Daily 5 written by Gail Boushey and published by Stenhouse Publishers. This book was released on 2014 with total page 211 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Daily 5, Second Edition retains the core literacy components that made the first edition one of the most widely read books in education and enhances these practices based on years of further experience in classrooms and compelling new brain research. The Daily 5 provides a way for any teacher to structure literacy (and now math) time to increase student independence and allow for individualized attention in small groups and one-on-one. Teachers and schools implementing the Daily 5 will do the following: Spend less time on classroom management and more time teaching Help students develop independence, stamina, and accountability Provide students with abundant time for practicing reading, writing, and math Increase the time teachers spend with students one-on-one and in small groups Improve schoolwide achievement and success in literacy and math. The Daily 5, Second Edition gives teachers everything they need to launch and sustain the Daily 5, including materials and setup, model behaviors, detailed lesson plans, specific tips for implementing each component, and solutions to common challenges. By following this simple and proven structure, teachers can move from a harried classroom toward one that hums with productive and engaged learners. What's new in the second edition: Detailed launch plans for the first three weeks Full color photos, figures, and charts Increased flexibility regarding when and how to introduce each Daily 5 choice New chapter on differentiating instruction by age and stamina Ideas about how to integrate the Daily 5 with the CAFE assessment system New chapter on the Math Daily 3 structure
Download or read book Structured Literacy Interventions written by Louise Spear-Swerling and published by Guilford Publications. This book was released on 2022-02-22 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehensive and evidence-based, Structured Literacy (SL) approaches place a high value on explicit, systematic, and sequential instruction. This book brings together leading experts on key components of literacy to help K–6 teachers design and target SL interventions for particular student profiles. Chapters identify effective features of instruction for supporting phonological awareness, basic and multisyllabic word decoding, spelling, reading fluency, vocabulary, oral and reading comprehension, and written expression, especially for at-risk readers and those with disabilities. Including case studies, sample intervention activities, lesson plans, and end-of-chapter application activities, the book contains several reproducible tools that can be downloaded and printed in a convenient 8 1/2" x 11" size.
Download or read book Handbook of Reading Research written by P. David Pearson and published by Psychology Press. This book was released on 1984 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.
Download or read book Essentials of Evidence Based Academic Interventions written by Barbara J. Wendling and published by John Wiley & Sons. This book was released on 2008-11-19 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Essentials of Evidence-Based Academic Interventions puts at your fingertips the successful instructional techniques and materials necessary for accurate and effective use of evidence-based interventions. Written by Barbara Wendling and Nancy Mather, two experts in educational assessment and intervention, this intervention-oriented reference presents clear descriptions of research-based interventions in the areas of: phonological awareness and beginning reading phonics; phonics and sight word instruction; reading fluency; vocabulary and reading comprehension; spelling, handwriting, and written expression; basic math skills; and math problem-solving.
Download or read book Content Area Reading and Learning written by Diane Lapp and published by Taylor & Francis. This book was released on 2005-04-11 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Download or read book Teaching Reading Comprehension to Students with Learning Difficulties written by and published by Guilford Publications. This book was released on with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Instruction in Text Structure on Reading Comprehension Recall and Writing written by Dennis Wilton Clark and published by . This book was released on 1988 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
