Download or read book Perceptions of Middle School Students Concerning Their Language and Reading Abilities Under Different Instructional Interventions written by Janice Winters and published by . This book was released on 2000 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book MIDDLE SCHOOL TEACHERS PERCEPTIONS OF THE FACTORS THAT SUPPORT OR IMPEDE THE INCLUSION OF READING STRATEGIES INTO CLASSROOM INSTRUCTION written by Angelica S Burks-Henley and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interpretive case study took place in an urban middle school where content area math and science teachers engaged in content area reading instruction designed to promote students reading development in their content area classes. Participants included eight teachers across grade levels six, seven and eight. Teachers participated in a Background Information Questionnaire designed to obtain their perceptions, literacy beliefs and literacy practices; focus group interviews created to explore their perceptions related to the key themes in the literature regarding content area reading instruction; structured one-on-one interviews to corroborate researcher interpretations of the initial data analysis and to collect individual teacher data on key themes created in focus group interviews; and finally, member checking sessions designed to verify key findings. ArrayKey findings revealed that these teachers held content area reading instruction within their content area class and felt responsible for students literacy learning while also being responsible for teaching content area standards. Students abilities emerged as a major theme regarding perceived impacts on students efforts to comprehend content area texts and vocabulary. Factors that teachers perceived as most supportive in teaching content area reading included instructional factors (teacher motivation and student motivation) and infrastructural factors (support from the administrative team, collaboration with English Language Arts colleagues, district literacy support and buy-in from all staff). Teacher-perceived obstacles to providing effective reading instruction included instructional factors (lack of instructional differentiated resources, excessive testing and student ability) and infrastructural factors (lack of adequate time, lack of proper undergraduate training, inadequate district professional development and student ability). Implications for schools and districts, as well as possibilities for future research were discussed..
Download or read book Back to Basics written by Chelsea Seaux and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an urgent crisis regarding literacy among adolescents, posing challenges for teachers, parents, administrators, and other stakeholders. The purpose of this study was to evaluate if the use of select elementary school strategies viz. explicit metacognitive instruction, cooperative learning, autonomy, and multimodal access on middle school student have positive outcomes in reading. While transitioning from elementary to middle school the researcher observed middle students still required scaffolding and strategies used in elementary school which led to choosing this focus. The researcher reviewed literature on the literacy crisis in the American middle school system, literacy among English Language Learners, and adolescents' perceptions about reading. The researcher then shifted to exploring the available solutions and decided upon specific strategies that address the developmental, learning style and linguistic needs of adolescents: effectiveness of multimodal access to texts, cooperative learning, literacy stations, and explicit teaching of metacognitive strategies used in reading. This study was conducted using a qualitative case study with a reflective semi-structured questionnaire, and student feedback was coded for emergent themes. The instruments used include pre-and post-assessment data using benchmark Star Reading, and daily 50-minute lessons over a six-month period of time incorporating the above-mentioned strategies. The researcher found that the balanced implementation of the strategies mentioned had a positive impact on student outcomes in reading overall, and students' feedback revealed social-emotional support as well as help with comprehension and engagement. Based upon the research findings, it is recommended that instructional leaders implement equitable professional development, and practitioners at the middle school/junior high grade level draw heavily on elementary school strategies to meet the learning styles and linguistic needs of students. This intervention is imperative, and the learning gap from elementary school must be bridged, as students advance to high school and beyond, and must meet expectations in higher education and the workforce. The study concluded the educational field would benefit from training middle school teachers in literacy strategies approaching the whole adolescent, meeting their social-emotional, developmental, and linguistic needs. Further research on connections between socioemotional learning and academics should be explored. Key words: adolescent literacy, literacy strategies, explicit metacognitive instruction, cooperative learning, literacy stations, multimodal access, English Language Learners
Download or read book A Program Evaluation of READ 180 Reading Intervention Program written by Sylvia Idrogo and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on evaluating the READ 180 reading intervention program which is designed for students in grades 4 through 12 at least two years below level. The goal of READ 180 is to address the unique needs of adolescent learners and their literacy gaps through the use of literature, direct instruction in reading skills, and a computer program. In the 21st century, adolescents will have to read and write more than any other time in human history (National Institute for Literacy, 2007). As schools strive to improve student literacy, more than ever, districts are turning to programs such as READ 180 as a solution to ensure reading proficiency. Even though there are numerous research studies on the benefits of READ 180 (Caggiano, 2007; Papalewis, 2004; Scholastic, 2002), there is limited research that specifically focuses on whether or not READ 180 meets the needs of students with learning disabilities and students with learning disabilities who are English Language Learners (ELLs). This program evaluation examined administrators’, teachers’, and students’ perceptions of the impact of the READ 180 reading intervention program on reading comprehension skills in seventh and eighth grade middle school students with learning disabilities and seventh and eighth grade middle school students with learning disabilities who are English Language Learners (ELLs). Multiple sources of data were utilized for this program evaluation. Frequency distributions were used to analyze students’ survey responses. The constant comparison method was used to categorize, compare, and theme data collected from focus groups and interviews (Charmaz, 2006; Glaser & Strauss, 1967). Findings among students, READ 180 teachers, and administrators were similar, indicating the READ 180 program positively impacted students’ confidence in, and motivation toward reading. Additionally, findings revealed students, teachers, and administrators perceived the teacher has the greatest impact on improving reading comprehension skills. Students did not perceive their attitudes toward reading were influenced by READ 180; however, on their survey responses they indicated that they enjoyed reading and felt successful when reading. READ 180 teachers thought the program did influence students’ attitudes toward reading. During the focus groups, English Language Learners (ELLs) responded that the READ 180 did represent their cultural backgrounds and met their language learning needs; although, their survey data indicated students’ were not able to make connections to their family and home life when they read the stories, books, or completed the activities in the READ 180 class. Student focus group data revealed they perceived that the technology in READ 180 did facilitate their reading comprehension; however, their survey data indicated the computer as the least helpful of the program. READ 180 teachers perceived the technology in READ 180 did facilitate students’ reading comprehension while administrators perceived the technology did not facilitate students’ reading comprehension. Students in the READ 180 class enjoyed reading and felt successful in their reading comprehension. Results of the program evaluation have implications for instructional leadership and the support for literacy at the district level as well as at the school level.
Download or read book Teacher Perceptions of Reading Comprehension Strategies in Middle School Content Area Classrooms written by Christine Ceraso Parisi and published by . This book was released on 2015 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding how to instill reading comprehension strategies in all students is paramount to student success. Many middle school teachers focus instruction on content concepts rather than the automaticity of skills needed to access content area information. Content area teachers need to support a cooperative, team approach to reading comprehension strategy instruction in all subject areas. This research study explored a team of sixth grade content area teachers in an urban middle school in southern Connecticut as they implemented a reading comprehension strategy program as a team to determine which reading comprehension strategies the team perceived successful for all students in all content area classrooms. Content area classrooms included a language arts teacher, a science teacher, a mathematics teacher, and a social studies teacher. Interviews were conducted individually and as a team prior to the study, during the study, and at the conclusion of the study. Themes which emerged from the study were: teacher perceptions of collaboration, identification of successful reading comprehension strategies, classroom implementation, teacher perceptions of student response to reading comprehension strategy program, and teacher perceptions of implementing reading comprehension strategy program. The study revealed a need for content area teachers to continue to scaffold reading comprehension strategy instruction students received at the elementary school level.
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Download or read book One Middle School s Perceptions of a Computer assisted Reading Intervention Program written by Kelli Bippert and published by . This book was released on 2016 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an effort to provide interventions for adolescent students identified as struggling, schools are turning increasingly toward computer-assisted reading intervention programs. This ethnographic case study describes the cultural perceptions of teachers, students, and administrators in relation to one computer-assisted reading intervention program, Achieve 3000 using second and third generation Activity Theory Models. The research questions are 1) Using the Activity Theory model, what are the cultural perspectives that exist between administrators, teachers, and students in one urban middle school related to a computer-based reading intervention program, and 2) in what ways do these cultural groups compare and contrast in perspectives in regards to a computer-based reading intervention program? The participants were four focal students, two teachers, and two administrators located in a school receiving Title 1 funds. Contradictions emerged within and among the three Activity Systems: strategy tools use by students differed from what was provided by the Achieve 3000 program and prompted by teachers; time constraints, along with difficulties with computer tools, characterized the tensions that existed between expected curriculum; and administrators found it necessary to modify the curriculum routines and expectations for teachers in an effort to provide intervention for large numbers of students on campus. In addition to providing texts at students' individual Lexile levels, teachers need to provide opportunities for social interactions, discussions, a wider text selection based on student interests, along with specific strategy instruction and support to increase students' ability to comprehend challenging texts.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Response to Intervention in the Middle School and Its Effect on Accessing Literacy Skills in the Tier 1 Classroom written by Patricia M. Kelley and published by . This book was released on 2016 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: As students enter middle schools across the country, many of them lack the literacy skills needed to access content-area knowledge. Response to Intervention (RtI) is an intervention model that is helping students find success at the elementary level, but there are few studies and models that are appropriate for the middle-school level in helping students access literacy skills. One of the barriers that prevent middle schools from being able to use elementary RtI practices is the need for a comprehensive literacy program that will allow students to succeed in mastering the content standards. This research investigated effective ways to implement RtI in a middle-school setting while promoting the acquisition of literacy skills. Formative assessment theory informs the problem of practice by providing the lens from which RtI and literacy integration can be achieved in the middle-school setting. The overarching research question for this study was: What is the process by which a suburban, East Coast, middle school designed and implemented Tier 1 Response to Intervention (RtI) strategies in their classrooms and what perceived impact have these strategies had on improving the literacy skills and access to content-specific knowledge for students? This research question was answered using data collected and analyzed from a descriptive, single case study of one middle school in Central Massachusetts. The findings showed that RtI is necessary for students who need extra support. Teachers felt the different aspects of the professional development they received highlighting RtI and the Workshop Model was both a positive and negative experience depending on the content area. Teachers and administrators believed there were benefits of the Workshop Model. The findings also demonstrated that literacy integration benefited all students and requires collaboration among teachers. Lastly, the findings showed that RtI required commitment from both teachers and administrators.
Download or read book Who s Really Struggling written by Leah Moreau and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who struggle with reading are common in today's middle school classrooms. This research used a socioecological framework to explore middle school teachers' perceptions of struggling readers. As the notion of perception encompasses many influences, the research sought out teacher understandings of components and factors relating to reading difficulties, both intrinsic and extrinsic. As well, the study examined teacher views of struggling readers' behaviours, affect, and the classroom implications of their difficulties. Finally, the study explored feelings of both competency and responsibility in the teaching of struggling readers. The research was carried out in three school districts in the Vancouver Island/Gulf Islands, BC area. Using a phenomenological case study approach, survey data from 35 respondents, and interview data from 10 participants were analyzed using both a within-case and cross-case analysis method. Identified common themes included teachers' difficulty defining and assessing students who struggle with reading, and tending to attribute the difficulties to factors beyond their control. The teachers realized the correlation between reading difficulties and motivation but were unsure how to mitigate the ensuing behaviours in their classrooms. The participants believed that middle school students should be competent grade level readers and did not believe it their job to teach specific reading skills in content area classes. Although the teachers in this study wanted to do more to help their students who struggle with reading, they were constrained by a perceived lack of knowledge and time. The findings suggest that teachers, both pre-service and in-service, need more education about reading difficulties, classroom strategies and practice. The research indicates a need for more optimal use of specialist teacher time, literacy coaching, levelled resources, and a focus on the British Columbia Performance Standards.
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 Middle School ELL and LD Teachers Perceptions of the Importance of Reading Methods written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a follow-up to Al-Fadda's (2004) investigation of middle school teacher's perceptions of the importance of reading methods. The primary research question to be addressed in this study was: What are ELL and LD teachers' perceptions of the importance of specific reading strategies for their respective types of students? To address this question the researcher developed a survey with five demographic questions and 44 reading methods based on the framework of the COBRA model developed by Heerman (2002). The researcher administered the survey to public middle and junior high school ELL and LD teachers from Kansas, New Mexico, Oklahoma, and Texas and compared the two groups' perceptions of the importance of several reading strategies. Analysis of the results showed that there was a 60% agreement rate between the two teacher groups (no significant differences) for three of the COBRA goals (background knowledge, comprehension, and study and application) and a 40% difference rate between the two teacher groups (significant differences) for two of the COBRA goals (experiential learning and vocabulary). For the 44 survey items, there was an agreement rate of 82.82%, and a difference rate of 17.18%. The researcher concludes that there were more similarities than differences between ELL teachers' and LD teachers' perceptions of the importance of the surveyed reading methods, however, there were also real differences. The researcher found justification for the belief that ELL and LD teachers should be considered specialist teachers when it comes to rating the relative importance of reading methods. ELL teachers appear to be inclined to use reading methods related to language, experience, and vocabulary methods. The results also reveal that LD teachers appear to be inclined to use reading methods related to intervention strategies with conferencing, coaching, compensatory methods, specific skills development and memory processes. In addition, the researcher noted a large number of methods with small mean differences, showing the certain levels of agreement between the two teacher groups. In terms of the five teacher variables, percentage of ELL students, percentage of low-income students and school enrollment proved to be the least active variables but the teacher variables of teachers' education levels and teachers' experience levels were more active.
Download or read book Teachers Perception of the Use of Differentiated Instruction Strategies on Teacher Practice and Student Learning written by Dr. Althea Seivwright-Lue and published by Xlibris Corporation. This book was released on 2019-11-20 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.
Download or read book Content Area Teachers Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction written by Cheryl Kopec Nahmias and published by . This book was released on 2015 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interpretive case study took place in an urban middle school where content area--math, science, social studies and English language arts--teachers engaged in school-wide initiatives designed to promote students' reading development in their content area classes. Participants were twenty teachers across grade levels six, seven and eight. Teachers participated in an online survey designed to capture key variables related to their experiences, literacy beliefs and literacy practices; focus group interviews designed to investigate their perceptions related to key themes in the literature on content area reading instruction; structured one-on-one interviews to validate researcher interpretations of early data analysis and to collect individual teacher data on key themes generated in focus group interviews; and finally, an anonymous online survey designed to verify key findings. Key findings indicate that teachers in this school held content area reading support as a goal for their students but felt a tension between their responsibility to students' academic literacy learning and their own responsibility to teach content area standards. Students' vocabulary knowledge emerged as a major theme in terms of its perceived impact on student's ability to learn from content area texts and content area vocabulary strategies were the most often used and deemed most efficacious by teachers. Factors that teachers perceived as most helpful in promoting their teaching of content area reading included instructional factors (student motivation, using diverse texts, relevant/engaging reading materials, and teaching reading strategies) and infrastructural factors (school-wide focus on literacy, access to leveled text resources, support from instructional coach/media specialist, collaboration with peers, and help supporting individual students). Teacher-perceived obstacles to providing effective reading instruction included infrastructural factors (lack of sufficient instructional and planning time and pressure to "cover" content) and instructional factors (student ability, differentiating for student needs, and student motivation). Implications for schools and districts as well as possibilities for future research are discussed.
Download or read book Reaching and Teaching Middle School Learners written by Penny A. Bishop and published by Corwin Press. This book was released on 2005-04-20 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Enhance classroom practice by promoting an open and shared process with your students! Middle school students have much to say about the quality of their schooling experiences and can provide rich insight into what works for them and what doesn't. Educators Penny A. Bishop and Susanna W. Pflaum demonstrate how to enhance classroom practice by inviting students to offer feedback on pedagogy, learning styles, and their individual preferences and needs. Written for new and veteran teachers of grades 4-8, the unique framework of this book takes its cue from the students themselves by using their own words and drawings, combined with the authors' action research, insightful analysis, and shared experiences. Highlights of this powerful resource include: Instructional strategies and content-area learning; Social interactions within the classroom that promote or inhibit learning; Learner insights into their own engagement and disengagement in the classroom; Student drawings, reflective questions for teachers, mini-lessons, and frequently asked questions about consulting students and honoring their insights. Reaching and Teaching Middle School Learners focuses on the learning needs of adolescents as identified by the students themselves. By promoting an open and shared process with your students, you can meet the unique challenges of working with middle school learners and create a positive schooling experience for all." -- Publisher.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Skills That Matter written by Patricia M. Noonan and published by Corwin Press. This book was released on 2017-07-20 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Build skills for lifelong success Many students leave high school without the skills they need to succeed in postsecondary education and the workforce. How can we better equip students for lifelong success? Research demonstrates that intrapersonal and interpersonal competencies impact student behavior and achievement, increase graduation rates, and promote strong post-school outcomes. The Skills That Matter provides middle and high school educators with the resources, tools, and practical examples to teach key intrapersonal and interpersonal competencies, including self-regulation, goal-setting, self-efficacy, assertiveness, and conflict management. Readers will find Competency-specific evidence-based instructional strategies with examples, and Tools such as sample instructional plans, formative assessments, and student-friendly products. This book provides teachers with the practical information they need to better develop socially and emotionally engaged, career-equipped, lifelong learners.
