Download or read book The Influence of Embedded Word study Instruction Social Context and Motivation on Children s Independent Reading and Writing written by Emily Anderson and published by . This book was released on 1996 with total page 48 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 1997 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Text as Scaffold written by Shailaja Menon and published by . This book was released on 2002 with total page 828 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Monthly Catalog of United States Government Publications written by and published by . This book was released on 1998 with total page 888 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 1997 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Word Recognition in Beginning Literacy written by Jamie L. Metsala and published by Routledge. This book was released on 2013-06-17 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.
Download or read book Learning Social Interaction and Diversity Exploring Identities in School Practices written by Eva Hjörne and published by Springer Science & Business Media. This book was released on 2012-09-05 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main idea of the book is to contribute to a broader understanding of learning, identity and diversity by presenting actual research findings that were retrieved from classroom settings and related social practices. Learning is to a large extent an ongoing social process as both students and their teachers learn by being part of shared social practices through social interactions that facilitate learning gains. Sociocultural research shows that the organization of schooling promotes or restricts learning, and is a crucial factor to understand how children from a diversity of backgrounds profit from instruction. This is a first urgent issue to be considered by teachers and teacher education in our socio and culturally diverse society. A second issue is the on-going debate about learning as a process that involves the construction of identities in schools and classrooms, and in the transitions between school and home practices. Last but not least, since school practices can be addressed from the perspective of diversity and special educational needs an on-going discussion about optimizing pedagogical approaches is of main importance to allow maximum educational effectiveness. Our potential audience for this book are researchers, post-graduate students in education and psychology, teachers, teacher education, other academics and policy makers.
Download or read book Reading Achievement and Motivation in Boys and Girls written by Pelusa Orellana García and published by Springer. This book was released on 2018-05-02 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume links theoretical and instructional approaches on how reading is motivated and assessed, and examines the interrelationship between reading motivation and achievement among boys and girls in culturally and geographically different settings. Much of the research on children’s reading has focused on cognitive processes; however, reading is an activity that also requires interest and motivation. These attitudes are generally defined as readers’ affect toward reading and their consequence is that children with more positive attitudes are more motivated to read. Taking into account the variability that exists within the notion of gender and age, this volume aims to examine and scrutinize previous research on the topic, as well as test theories on how the different dimensions of reading motivation vary with gender, in relation to cultural issues, motivational constructs, such as engagement and classroom climate, the role of emotions, interests and attitudes towards reading, among others. The book will be of interest to researchers, educators, graduate students, and other professionals working in the area of literacy, reading motivation, reading achievement and gender differences.
Download or read book Influences of Instruction on Amount of Reading written by and published by . This book was released on 1993 with total page 46 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 2008 with total page 766 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Increasing Reading Motivation and Achievement in the Intermediate Classroom Through Independent Reading Time Interactive Book Talks and Cooperative Book Activities written by Cinda Heringer Muser and published by . This book was released on 2011 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: The reading of real books is the ultimate aim of reading instruction and the hinge that opens the door to a lifelong love of reading. However there appears to be little available time for self-selected reading of real books in today's test driven, standard's based curriculum. The time needed to achieve this goal of motivated, independent readers has taken a back seat to reading time filled with instruction on phonics, skills and comprehension strategies. Children have been expected to "read when they finish their work" or "read at home." Educators face a three dimensional dilemma: teaching children how to read, providing time, space, and selection of relevant literature in the classroom, and finally, instilling in children the desire to choose to read such that they become lifelong readers. This study aimed to address the effects of reorganizing the classroom so that children spend more time actually reading than they do learning about reading. The study proposed that teachers can increase student motivation to read by allowing self-selection of appropriately leveled books, providing time within the school day for independent reading, and engaging students in interactive book discussions and book activities with peers. Determining a valid approach to motivating students to do more wide reading may help educators counteract the decline in reading as students enter the intermediate grades and on into adulthood. The teacher researcher established her classroom as the treatment group in order to follow students' reading preferences, volume, interest, and instructional reading level over a 10week period. Students in the fifth grade intervention classroom received 20 minutes of independent reading time, self-selection of reading materials, and an additional time allotment of 10 minutes for literature based social activities and book talks. Data gathered from the intervention classroom included the following: (a) student surveys that addressed preferences, attitudes, and behaviors involving reading; (b) on-going reading logs and Student Record Reports from the Accelerated Reader program that monitored reading volume; (c) Pre and post STAR Reading tests to determine instructional reading level and a reading range ZPD (Zone of Proximal Development); and, (d) researcher observations and notes taken during book talks, as well as book wall contributions made by students in treatment group. Several conclusions were reached at the end of this study. Students in the intervention classroom demonstrated several positive effects of the treatment: 1. Their motivation to read was enhanced through book talks and book wall contributions as meaning and personal connections were made resulting in deeper understanding of the text. 2. Their Instructional Reading Level (IRL) improved as observed in a positive correlation between pre and post scores on the STAR Reading Assessment. 3. Their self efficacy beliefs increased as seen in students choosing books at a higher level, completing more books, and learning to share their personal reflections of the literature. 4. Students demonstrated an increased eagerness to read as a result of experiencing reading as an interactive social activity shared with peers. It can be concluded that a strong relationship exists between providing independent reading time and interactive book activities and the students' desire to read and continue reading.
Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Bulletin of the Atomic Scientists written by and published by . This book was released on 1972-10 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 682 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Acquisition written by Philip B. Gough and published by Routledge. This book was released on 2017-11-27 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Download or read book Examining how Social Digital Tools Foster Reading Engagement written by Cindy Kim-Ngan Lam and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is a fundamental skill that is critical for later academic success. Despite extensive research on its development, reading remains a challenging skill for students in the U.S. to master: recent data from the National Assessment of Education Progress showed that 65% of fourth-grade students score below the level of "proficient" in reading (National Assessment of Educational Progress, 2019). Of that percentage, students from minority or less affluent socioeconomic backgrounds obtained even lower scores. Given this need, research has predominantly focused on supporting reading development as a skill (National Reading Council, 1998). However, once a child develops competence in decoding, building expertise as a reader requires sustained engagement in the activity of reading, both for pleasure and as a resource for learning (Gambrell, Mazzoni, & Almasi, 2000; Taboada, Tonks, Wigfield, & Guthrie, 2009). National data affirms that supporting reading engagement is an important area to work on, as recent reports have found the amount of time that children read for fun has been dropping (Common Sense Media, 2014; National Assessment of Educational Progress & National Center for Education Statistics, 2012). Collectively, past research and national data points to a need for more research on how to nurture motivation and engagement to sustain a child's reading development into eventual expertise, both as an individual capacity and as a shared activity within a wider community. In this field of research on reading motivation and engagement, a key but under-explored area is the role of social motivation (Rueda, MacGillivray, Monzó, & Arzubiaga, 2000; Wigfield & Guthrie, 1997). Although the social context is underlined as central in learning theory (Rogoff, 1995; Vygotsky & Luria, 1978), the social aspects of motivation for reading engagement are not well elaborated in canonical reading motivation theories (Schiefele et al., 2012; Wentzel, 1996; Wigfield & Guthrie, 1997). More research is needed to understand the multidimensionality of social motivation and how it can be leveraged to nurture successful reading engagement, especially when it is situated in a social context. A parallel topic of interest to social motivation in reading is the recent development of educational technologies with social affordances. Past research has highlighted the capacities of social educational technologies for creating new, interest-driven opportunities for learning (Ito et al., 2012). However, the performance of these technologies to meet learning goals in classroom contexts varies widely. In particular, the ways that the social aspects of these technologies might best be leveraged to foster reading engagement require further study (Cheung & Slavin, 2012; Mangen & van der Weel, 2016; Weston, 2004). Investigating this topic would also contribute novel insights to reading motivation theory, particularly how the social dimension of motivation interacts with social affordances from digital tools. In the following dissertation, I address this gap in reading research with a multipronged approach to the broad questions of: how do learners socially engage around reading, given a social digital reading tool? My research leverages multiple methods to examine this question in the case of students from four elementary classrooms using one online reading exploration platform, Bookopolis. Bookopolis is aimed at elementary and middle schoolers, offering social affordances for reading engagement such as sending and receiving reading recommendations and sharing digital reader profiles. In the sections to follow, I present three studies that each take a different methodological approach, revealing unique but complementary insights to understand the phenomenon of social reading engagement around Bookopolis. In Chapter 1, I use social network analysis to examine reading engagement in the form of social reading recommendations on Bookopolis. Specifically, the ties in the network are defined as reading recommendations that are sent and taken up between peers. A stochastic actor-oriented model (SAOM) is implemented to examine what drives the evolution of the social network arising from reading recommendation uptake, as well as reading behavior within the network, for one classroom of 28 students. SAOM allows for the creation of models that simultaneously account for the evolution of reading behavior and the evolution of the ties within the social network over time (Snijders, van de Bunt, & Steglich, 2010). The study results indicate that students tended to send fewer reading recommendations over time, as well as read more books and a wider breadth of books over time. The analysis also found that neither peer influence nor selection effects significantly drove these changes in reading behavior or network ties. Rather, network ties were driven by one degree-related effect as well as structural tendencies of a social network, specifically reciprocity (the tendency to reciprocate received ties) and transitivity (the tendency to have ties with friends of friends). The findings suggest that students tend to have recommendation uptake ties that are reciprocal and within friend groups, as well as ties that are more selective rather than broadcast. The overall study offers novel insights as the first application of SAOM to a social reading recommendation network created by young learners in an online context. In Chapter 2, I use mixed methods to characterize a user typology of the unique ways that students socially engage on Bookopolis, across the sample of 122 students from four classrooms. Guided by questions of what are the unique types of engagement exhibited by students and how/why they used their preferred features on Bookopolis, I leveraged the combined strengths of cluster, descriptive, and qualitative analysis to identify and characterize four types of users: Reviewing Receivers, Collecting Senders, Minimal Users, and All-Rounders. While students of each user type overlapped in some aspects, interviews revealed that each group described distinct preferences for engaging in specific features, which was correspondingly reflected in distinct quantitative activity on the platform. The methodological approach in Chapter 2 demonstrates an example of how mixed methods can be used to characterize user typologies while centering participant voice in the data. Further, the findings of this research showcase how students can meaningfully engage in a range of ways using digital reading tools such as Bookopolis. These insights have implications how social digital tools can be better designed or implemented to encourage different styles of social reading engagement. Finally, in Chapter 3, I take a qualitative approach to investigate students' motivations for socially engaging with their peers around reading, given Bookopolis as a tool. Based on artifact-based, semi-structured interviews with 43 students across four classrooms, the qualitative analysis surfaced new facets of social reading motivation around the themes of helping others, sharing interests, competing, and using social virtual affordances for engagement. These findings built upon past conceptualizations of social motivation for reading engagement, beyond the idea that students engaged to help peers with schoolwork or discuss reading materials (Schiefele et al., 2012; Wentzel, 1996; Wigfield & Guthrie, 1997). The analysis found that students were motivated to engage in prosocial behaviors of sharing and curating reading recommendations with their peers. Students were also motivated to socially engage around common interests, particularly in the context of reading, in addition to engaging to manifest new common interests. The analysis further presents unique insights on what social virtual affordances students valued and why, such as maintaining digital profiles as readers or sharing online recommendations to engage with their peers around reading. Overall, this study contributes new dimensions to the theory of social motivation for reading, specifically how motivation can be augmented by the affordances of social digital reading technology. Together, the three studies of my dissertation contribute unique and complementary insights to the question of how young learners socially engage around reading given a social digital reading tool such as Bookopolis. From a methodological standpoint, the mix of quantitative and qualitative approaches helps address the tradeoffs of each selected method, while also providing depth to the findings that surfaced from each study. I elaborate the ways that each study builds upon the other in Introduction, in addition to the Discussion section of each presented study. Furthermore, the three studies together offer both practical and theoretical contributions to the questions of social engagement around reading. Practical contributions from Chapter 2 offer insights as to how and why an educational digital tool such as Bookopolis can be designed or used to support classroom-based social reading engagement. The theoretical contributions of Chapters 1 and 3 elucidate how socially engaged reading behavior manifests as a social network and as a form of reading motivation. Collectively, the range of approaches presented in my dissertation identifies novel, multifaceted insights on the phenomenon of social engagement around reading as it interfaces with technology. These findings inform how the design and implementation of social educational technologies can be leveraged to nurture sustained reading motivation and engagement.
