Download or read book The Effects of Direct Vocabulary Instruction on Science Comprehension for Fifth Grade Students written by Rebecca A McDermott and published by . This book was released on 2008 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher concerns and standardized test results often point to vocabulary knowledge as an area of concern at Alburnett Elementary School. Vocabulary knowledge in the content area was of specific concern of mine. I implemented the use of direct vocabulary instruction strategies using vocabulary maps and semantics maps over a nine-week period during the fall semester of the 2008-2009 school year. Fifteen students in the treatment group received instruction through the use of vocabulary maps, while 15 students in the control group did not receive that direct instruction. Iowa Tests of Basic Skills Vocabulary test results were analyzed to determine baseline data about students' current level of vocabulary knowledge. A teacher-made matching vocabulary assessment was used as a pretest and posttest in this quasi-experimental study. Students completed a pre-unit and post-unit attitudinal survey. Results showed an increase in the understanding of science vocabulary throughout the course of the unit by both the treatment and control groups. Slightly more growth was made by the treatment group than the control group. Although this increase may have been die to the use of the direct instruction, that cannot conclusively be stated as the difference between the control and treatment groups was not significant. The increase in vocabulary knowledge may have been due to the direct instruction through the use of vocabulary and semantics maps.
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 The Effect of Systematic Vocabulary Instruction on the Reading Comprehension of Fifth Grade Science Students written by Jason Machler and published by . This book was released on 2013 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Effects of Direct Vocabulary Instruction on Reading Comprehension in Fifth and Sixth Grade Students written by Sabrina Susann Pierson Whitlock and published by . This book was released on 2011 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Effects of Reading Comprehension Strategies on Learning Fifth Grade Science Vocabulary written by Cheryl L. Hettinger and published by . This book was released on 2006 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive action research study was to evaluate the effects of using six reading strategies on the learning of science vocabulary in fifth grade science. It was hypothesized that the strategies would improve vocabulary learning, thereby increasing students comprehension. Data were collected over a nine-week period. One class of seventeen fifth grade students were the subjects for this action research. Data sources for this study included a concept map ans a student questionnaire for both used for pre- and post-assessment purposes. Other sources of data included the six vocabulary strategies applied to reading passages, two teacher-generated quizzes, and a performance assessment. The data indicated that all students who participated in this study improved their comprehension of science vocabulary through the application of reading strategies.
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 The Effects of Vocabulary Instruction on Fifth Grade Science Achievement written by Meghan Connelly and published by . This book was released on 2004 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Direct Instruction of Vocabulary on the Reading Comprehension of Fifth Graders written by Margaret Butler and published by . This book was released on 1987 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differentiated Literacy Instruction in Grades 4 and 5 Second Edition written by Sharon Walpole and published by Guilford Publications. This book was released on 2019-10-31 with total page 321 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 Web page where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5. Subject Areas/Key Words: differentiated reading instruction, intermediate grades, upper elementary students, teaching reading, small-group, differentiating instruction, differentiation, lesson plans, planning, lessons, assessments, response to intervention, RTI, comprehension, curriculum, fluency, interventions, elementary reading methods, struggling readers, teachers, vocabulary, word recognition, words, writing, decoding"--
Download or read book Vocabulary Acquisition written by Richard K. Wagner and published by Guilford Press. This book was released on 2007 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding a text requires more than the ability to read individual words: it depends greatly on vocabulary knowledge. This important book brings together leading literacy scholars to synthesize cutting-edge research on vocabulary development and its connections to reading comprehension. The volume also reviews an array of approaches to assessing vocabulary knowledge and helping diverse learners build their skills. Key topics include the relationship of vocabulary acquisition to phonological awareness and to morphological processing, the role of parents in supporting early language development, and considerations in teaching English language learners and children with reading disabilities.
Download or read book A Study of the Effects of Direct Instruction in Paradimatic Language Responding on the Reading Skills of Fifth grade Students written by Mary McCallon Rhodes and published by . This book was released on 1977 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Children to Read an Evidence based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Reports of the Subgroups written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Reading Comprehension Strategies on Student Content Knowledge in a Fifth Grade Science Class written by Whitney Towler and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Word Meanings written by Steven A. Stahl and published by Routledge. This book was released on 2007-07-10 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
Download or read book Bringing Words to Life written by Isabel L. Beck and published by Guilford Press. This book was released on 2013-01-31 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.
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 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
