Download or read book Reading Fluency written by Timothy Rasinski and published by MDPI. This book was released on 2021-01-21 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.

Download or read book Effects of Storytelling written by Catharine Horne Farrell and published by San Francisco Study Center. This book was released on 1982 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: Storytelling has long been a part of our culture, and teachers should recognize its value as a pedagogical tool. The Word Weaving program, an experimental storytelling program, includes folk tales, literary tales, adaptations, and original and true stories from the teller. In it, all stories are simply told to a class without a book in evidence. Because experience with Word Weaving techniques had suggested that storytelling provides several benefits to students, a study was conducted to investigate and document the effects of a full-year Word Weaving program. Subjects were two groups of 13 primary grade students, one control and one experimental. Teachers of the experimental group were trained in and used Word Weaving techniques. Identical procedures involving students retelling a story and then creating a new story based on it were used first in October then again in May. Four measures of language usage were obtained: fluency, vocabulary, descriptive language, and recall. Results indicated that although the two groups were equally fluent at first, by the end of the year, the experimental group told longer stories than they did earlier and also significantly outperformed the control group. Although the retelling data showed no significant differences between the experimental and control groups on any of the dependent variables, the experimental group did show greater gains on all the measures. Teachers also unanimously attested to storytelling's benefits. (Tables of results and suggestions for future research are included.) (JL)

Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 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 2007 with total page 678 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Handbook of Reading Disability Research written by Anne McGill-Franzen and published by Routledge. This book was released on 2010-09-17 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

Download or read book Chrysanthemum Big Book written by Kevin Henkes and published by Harper Collins. This book was released on 2007-10-02 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: She was a perfect baby, and she had a perfect name. Chrysanthemum. Chrysanthemum loved her name—until she started school. A terrific read-aloud for the classroom and libraries!

Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Learning About Learning Disabilities written by Bernice Wong and published by Academic Press. This book was released on 2012-08-14 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is intended to provide a summary of current research in learning disabilities, suitable for use as a reference source for researchers, and as a graduate level text.

Download or read book Changing Perspectives on Research in Reading language Processing and Instruction written by and published by . This book was released on 1984 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2007-04 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Annual Summary of Investigations Relating to Reading July 1 1995 to June 30 1996 written by International Reading Association, Newark, DE. and published by . This book was released on 1997 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book (the 72nd and last in the annual series) summarizes approximately 500 reports of reading research identified between July 1, 1995 and June 30, 1996. The research studies in the book are categorized into 6 major areas: (1) summaries of reading research; (2) teacher preparation and practice; (3) sociology of reading; (4) physiology and psychology of reading; (5) the teaching of reading; and (6) reading of atypical learners. All but the first category in the book are further subcategorized, and individual studies within subcategories are grouped by subject. An author index and a list of journals monitored conclude the book. (RS)

Download or read book American Doctoral Dissertations written by and published by . This book was released on 2000 with total page 816 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 1998 with total page 1676 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Condition of Education 2011 written by Nabeel Alsalam and published by Government Printing Office. This book was released on 1989 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Yearbook of the National Reading Conference written by National Reading Conference (U.S.) and published by . This book was released on 1983 with total page 728 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Styles and Strategies based Instruction written by Andrew D. Cohen and published by University of Minnesota Center for Advanced Research on Language Acquisition. This book was released on 2006 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Styles- and strategies-based instruction helps students become more aware of their learning style preferences and gives them a set of strategies to maximize their language learning ability. This guide helps teachers to identify the individual needs of their students and incorporate opportunities for students to practice a wide range of strategies for both language learning and language use. Each chapter in this guide begins with background material on topics related to styles- and strategies-based instruction and provides a bridge from theory to practice by including fun, hands-on activities for teachers to use in their own classrooms. This guide is a complete revision of Strategies-Based Instruction: A Teacher-Training Manual (1997). While it is now more explicitly targeted at the classroom teacher, it also includes important information for professionals engaged in research and teacher development.

Download or read book Reading Comprehension Difficulties written by Cesare Cornoldi and published by Routledge. This book was released on 2013-04-03 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?