Download or read book The Effects of Strategy Instruction in Reading Informational Text on Reading Level and Motivation of Fifth Grade Students written by Michelle Adler and published by . This book was released on 2015 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this nonequivalent control-group design study was to determine if students had an increase in reading level and motivation to read when more informational text and instruction was added into the curriculum. The independent variables were the reading curriculum, with Success for All (SFA) used with the control group and SFA with additional instruction in informational text used with the study group. The dependent variables were reading level and levels of motivation determined by the Scholastic Reading Inventory (SRI) and the Elementary Reading Attitude Survey (ERAS) measured after eight weeks of instruction and again three months post-study. The research questions sought to determine if there was a two population case significance test of means difference in reading level and motivational gains between the group that received traditional reading instruction and the group that received additional instruction in reading informational text. The study also sought to determine if the academic reading and recreational reading gains differed between two instructional groups. Finally, the study also looked at immediate and three month post-study reading level gains. The sample included approximately sixty fifth graders from a mid-sized elementary school in the mid-west. Reading levels were measured with the Scholastic Reading Inventory (SRI), a quantitative assessment that is both valid and reliable, and attitude gains were measured with the Elementary Reading Attitude Survey (ERAS), also valid and reliable. After Levene's tests were run, ANCOVA was used to compare means. Results showed that students in the study group scored significantly higher on the academic, recreational, and total score of the ERAS post-study but did not score significantly better on the SRI, neither eight weeks post-study nor three months post-study.
Download or read book Reading Comprehension Strategies written by Danielle S. McNamara and published by Psychology Press. This book was released on 2007-05-24 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students written by Margaret McCown and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of Collaborative Strategic Reading (CSR) on informational text comprehension and metacognitive awareness of fifth grade students. This study tested the theories of metacognition and social cognition with a focus on self-regulation and self-efficacy. Participating students included a heterogeneous mix of regular education students, students with disabilities, and English learners (ELs). Using a quasi-experimental pretest-posttest nonequivalent control group design, this study examined the effects of CSR on informational text comprehension using the Qualitative Reading Inventory-5 (QRI-5) and Georgia's Criterion-Referenced Competency Test (CRCT). Metacognitive awareness was measured using the Metacognitive Awareness of Reading Strategies Inventory (MARSI). Data was analyzed using multivariate analysis of covariance (MANCOVA) and multivariate analysis of variance (MANOVA) due to correlations between the dependent variables and the need to use student reading level and student subgroup as covariates. The MANCOVA analysis found a statistically significant difference on the QRI-5 between the experimental and control groups with the experimental group outperforming the control group, while controlling for student reading level and student subgroup; however, there was no statistically significant difference on the CRCT or on CRCT reading domains. The MANOVA analysis found no significant difference between the experimental and control groups on the MARSI and MARSI subscales.
Download or read book Rethinking Reading Comprehension written by Anne P. Sweet and published by Guilford Press. This book was released on 2003-04-30 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Download or read book Comprehension Instruction written by Cathy Collins Block and published by Guilford Press. This book was released on 2001-10-17 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school.
Download or read book The Affects sic of Using Fifth Grade Instructional Level Texts on Reading Comprehension and Motivation written by Courtney J. White and published by . This book was released on 2005 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1973 with total page 914 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 2006-04 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Handbook of Special Education Research Volume I written by Thomas W. Farmer and published by Taylor & Francis. This book was released on 2022-05-10 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: Divided into two volumes, Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. This first volume addresses key topics in theory, methods, and development, exploring how these three domains interconnect to build effective special education research. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
Download or read book Reciprocal Teaching Techniques written by B. Padma and published by APH Publishing. This book was released on 2008 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Study conducted in the Lalkudi District of Tamil Nadu, India.
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 Literacy in America 2 volumes written by Barbara J. Guzzetti and published by Bloomsbury Publishing USA. This book was released on 2002-12-02 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt: The definitive encyclopedic resource on literacy, literacy instruction, and literacy assessment in the United States. Once upon a time, the three "R"s sufficed. Not any more—not for students, not for Americans. Gone the way of the little red school house is simple reading and writing instruction. Surveying an increasingly complex discipline, Literacy in America: An Encyclopedia offers a comprehensive overview of all the latest trends in literacy education—conceptual understanding of texts, familiarity with electronic content, and the ability to create meaning from visual imagery and media messages. Educators and academicians call these skills "multiple literacies," shorthand for the kind of literacy skills and abilities needed in an age of information overload, media hype, and Internet connectedness. With its 400 A–Z entries, researched by experts and written in accessible prose, Literacy in America is the only reference tool students, teachers, and parents will need to understand what it means to be—and become—literate in 21st-century America.
Download or read book Motivation for Reading Individual Home Textual and Classroom Perspectives written by Allan Wigfield and published by Routledge. This book was released on 2013-12-16 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on research from the National Reading Research Center (NRRC) at the Universities of Georgia and Maryland, this issue presents the contributors' sythesized work on reading motivation and engagement. Articles are devoted to the following topics: * the general motivation constructs related to reading; * home influences on reading motivation; * readers' responses to different types of text; * influences of classroom contexts; and * types of assessment on children's motivation.
Download or read book Handbook of Research on Schools Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Download or read book Effects of Explicit Reading Comprehension Strategy Instruction for English Learners with Specific Learning Disabilities written by Sara L. Jozwik and published by . This book was released on 2015 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this intervention study, I engaged principles of culturally responsive research to examine the effectiveness of explicit reading comprehension strategy instruction for English Learners (ELs) with specific learning disabilities (SLD). This study replicated and extended previous research (Jitendra, Hoppes, & Xin, 2000) by modifying instruction found to be effective for native English speakers (i.e., explicit reading comprehension strategy instruction with a self-monitoring procedure). Modifications included: (a) integrating culturally relevant text, (b) providing native language support, and (c) melding strategies from the fields of teaching English as a second language and special education. Through a co-teaching model, I provided instruction to four participants during a 135-min literacy block in a fifth-grade general education classroom for 13 weeks. A multiple probe across participants design (Gast & Ledford, 2010) evaluated effects of instruction on two dependent variables: (a) participants' sophistication with applying comprehension thinking strategies while reading, as measured by comprehension thinking strategy rubrics (Keene, 2006) and (b) participants' comprehension, as measured through percentage accuracy with responding to verbally-posed, researcher-developed literal and inferential comprehension questions. I assessed maintenance of effects for up to 8 weeks after participants exited the intervention. I assessed generalization to on-grade-level text and to a standardized achievement test (Woodcock Johnson Tests of Academic Achievement III-R; Woodcock, McGrew, & Mather, 2001). Additionally, I examined participants' self-efficacy as readers at pre- and postintervention by collecting information from the Motivation to Read Profile survey and interview (Gambrell, Palmer, Coddling, & Mazzoni, 1996). Finally, I measured participants' perceptions of the social acceptability of intervention procedures and outcomes through a researcher-developed, 9-item, Likert-scale survey. Results of this study show a functional relation for accuracy with answering literal and inferential comprehension questions and for sophistication with applying comprehension thinking strategies to read instructional-level text. All four participants performed within a similar range on on-grade-level probes as compared to instructional-level probes before and after the intervention. Participants improved or maintained scores on a standardized achievement test. Intervention effects maintained at the end of a 2- to 8-week period at a level above respective baseline performance. Moreover, participants' attitudes toward reading and their motivation toward reading increased or maintained at high levels. Results from social validation questionnaires showed favorable impressions of the intervention's procedures and outcomes. Findings are discussed with regard to the need for future research and the implications for practice.
Download or read book The Effect of Oral and Written Retell Strategies for Informational Text on Reading Comprehension Performance of Fifth Grade Students written by Kimberly Ebaugh and published by . This book was released on 2013 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
