Download or read book Visualization and Drama Based Techniques to Impact Reading Comprehension of a Fourth Grade Student with a Cognitive Disability written by Kristen Marie Lowell and published by . This book was released on 2013 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study explores the impact of visualization and drama-based techniques on the reading comprehension of a fourth-grade student with a cognitive disability. Existing literature has indicated that reading comprehension is an area of struggle for many students and that visualizing and using drama can be highly effective in improving understanding of a text. Eighteen interventions were designed to work on three strategies, using a graphic organizer to document sensory information, drawing a scene from a story, and finally acting out a scene using props over the course of 6 weeks. This case study found that visualization and drama-based strategies are highly effective in improving reading comprehension and other areas of reading for students with cognitive disabilities improving recalling and fluency skills.

Download or read book Now I Make My Own Pictures written by Scott Toonder and published by . This book was released on 2012 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This qualitative research study examined the effects of explicit instruction in visualization strategies within a fourth-grade Read 180 reading intervention classroom. The study's nine participants were taught visualization strategies in hopes of increasing their reading comprehension and reading motivation. The study's lessons consisted of teaching visualization within three categories: Drawing (creating images based on author description), Watching (seeing the story unfold), and Living (experiencing the story). The study was conducted in an urban neighborhood elementary school with a high population of at-risk learners. The nine participants were a ethnically heterogeneous group of below grade-level readers, which included economically disadvantaged students, males and females, English Language Learners, and students with Individualized Education Plans. The participants were also enrolled in the Read 180 program, which included differentiated instructional software, leveled independent texts, and comprehension instruction. The study's findings suggest that explicit instruction of visualization techniques can have positive impacts on struggling readers' comprehension. The study also suggests that providing students with explicit visualization instruction can have a positive impact on students' self-reported reading enjoyment and motivation to read independently.

Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)

Download or read book Techniques and Materials to Use in Teaching Reading Comprehension to a Fourth Grade Learning Disabled Student written by Dwayne J. Cates and published by . This book was released on 1980 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Tales of a Fourth Grade Something written by Laura Ward and published by . This book was released on 2009 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading and Writing Instruction for Fourth and Fifth grade Classrooms in a PLC at Work written by Kathy Tuchman Glass and published by . This book was released on 2020 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prepare students to succeed with increasingly sophisticated reading and writing challenges. Designed for teachers of grades 4-5, this resource helps readers address the pivotal shift in learning expectations that occurs during the upper elementary years. Myriad templates, tools, and strategies are included to support collaborative teams as they work to establish a rich and robust plan for quality literacy instruction, assessment, and intervention. Use this resource to inspire fourth- and fifth-graders to excel in reading and writing: Understand the role PLCs and collaborative teams play in literacy development and reading comprehension strategies. Obtain strategies and tools, such as the pre-unit protocol, for unpacking and clarifying literacy standards. Explore adaptable, research-based instructional strategies, and learn how to plan high-quality literacy instruction that boosts student reading and writing skills. Examine the four components of the gradual release model--(1) focused instruction, (2) guided instruction, (3) collaborative learning, and (4) independent learning. Observe how to collaboratively score assessments and conduct effective data inquiry and analysis. Study the powerful impact literacy has on student engagement and inclusivity. Contents: Introduction: Every Teacher Is a Literacy Teacher Chapter 1: Establish Clarity About Student Learning Expectations Chapter 2: Examine Assessment Options for Literacy Chapter 3: Create a Learning Progression to Guide Instruction and Assessment Chapter 4: Develop Collective Understanding of Learning Expectations Chapter 5: Respond to Data to Ensure All Students Learn Chapter 6: Differentiate Instruction With Gradual Release of Responsibility Chapter 7: Plan High-Quality Literacy Instruction Chapter 8: Select Appropriate Instructional Strategies Chapter 9: Consider Equity in Literacy Epilogue Appendix A: List of Figures and Tables Appendix B: Templates and Tools Appendix C: Process for Prioritizing Standards Appendix D: Depth of Knowledge Overview Appendix E: Essential Understandings and Guiding Questions References and Resources Index

Download or read book Improving Reading Comprehension with Online Text Visualization Tools written by Rūta Kalmane and published by Lulu.com. This book was released on 2012-06-30 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: Online text visualization tools are a recent phenomenon on the World Wide Web. The potential of these tools to improve reading comprehension has not yet been empirically researched. Therefore, this book investigates if online text visualization tools can help to improve reading comprehension. In the empirical research a quasi-experimental method was applied. The data were collected via tests distributed among the students of an experimental group and a control group. The results of the tests show that both groups improved during the practice on the same topic. However, the students of the experimental group who had training with the tools improved more than the students of the control group. According to the results, the use of text visualization tools helped the students of the experimental group to improve their reading comprehension.

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 Impact of Readers Theater on Reading Fluency written by Laura Olson and published by . This book was released on 2012 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: A popular question within literacy programs is "How can I get my students to understand what they read?" We hear the statement, "They can read well, but don't seem to understand the story." Comprehension is a struggle for all readers at all ages. Reading fluency has been identified as an area of need in many elementary school reading intervention programs, as research links the relationship between fluency and comprehension. Many teachers are unsure where to begin with fluency instruction and how this could be incorporated within the classroom reading curriculum. Recent research studies indicate that an effective tool for building reading fluency is Reader's Theater (Corcoran & Davis, 2005, Clark, Morrison & Wilcox, 2009, Martinez, Roser & Strecker, 1999, Rasinski & Young, 2009). This study will utilize Fountas and Pinnell assessments (2010), running records, fluency rating scales, comprehension questions, as well as teacher questionnaires to determine if Reader's Theater has an impact on reading fluency and comprehension in below grade level fourth-grade students.

Download or read book Visualization written by Linda Zeigler and published by Kendall Hunt. This book was released on 2004-06-30 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Visualization has not been a common word in most classroom reading programs. In recent years, however, the impact of visualization on student comprehension has gained greater awareness among reading educators. This compact, easy-to-use book helps teachers understand visualization and how to apply the strategies in their classrooms. Includes 57 lessons arranged within 13 goals, assessments for the goals, and rubrics to score the assessments. Also contains links to literature questions and cues to use with students. Visualization, by Linda L. Zeigler and Jerry L. Johns, is intended to help classroom teachers, reading specialists, and other professionals who are involved in creating and delivering high-quality reading instruction to students. The book can be used for staff development programs and as a supplemental in a wide variety of reading courses at colleges and universities.

Download or read book A Comparison of the Metacognitive Knowledge about Reading of Fourth grade Students with and Without Learning Disabilities Taught by Two Methods of Reading Instruction in Inclusion Classrooms written by Melise R. Bunker and published by . This book was released on 1997 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Daily 5 and CAF Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers written by and published by . This book was released on 2016 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students. The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students' reading comprehension, attitudes and engagement. This case study looks specifically at the impact of the Daily 5 and CAFÉ literacy framework that seems to respond to the needs of struggling students and includes Oregon state standards in literacy. The fundamental research questions that guided this study are: (a) How do struggling students perceive their experience in Daily 5 and CAFE reading framework, (b) How do struggling students respond to the comprehension strategies taught in the Daily 5 and CAFÉ reading framework, (c) What are struggling students' attitudes toward reading, and (d) What kind of growth in reading comprehension did the struggling students have over one year? This case study used a constructivist and transactional theoretical lens. Data collected include: interviews, surveys, questionnaires, Draw-a-Reader, journals, and achievement tests. The main finding indicates that fourth grade struggling students made progress in reading comprehension when they engaged in Daily 5 and CAFÉ framework. In addition, findings indicate that their progress was facilitated by certain conditions: (a) letting students choose their reading and writing materials, (b) helping student select explicit reading goals, (c) setting up a positive and supportive classroom environment, and (d) offering opportunities for students to collaborate with each other while reading. The results of this study suggest that the Daily 5 and CAFÉ combined literacy framework benefits struggling readers by producing positive results in reading comprehension as well as contributing to better student attitudes and increased student engagement. With the ever-increasing importance placed on United States National Common Core Standards and Smarter Balanced Assessments as well as the need to address the reading challenges for struggling readers, the Daily 5 and CAFÉ combined literacy framework offers hope for students and teachers alike.

Download or read book The Impact of Visualization on the Reading Comprehension of Second Grade Autistic Support Students written by Danielle K. Castelli and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Visualizing and Verbalizing Comprehension Workbook Grade 4 written by Gander Pub and published by . This book was released on 2004-01-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Multi sensory Approach Toward the Improvement of Reading and Language Processing Skills in Fourth and Fifth grade Students with Specific Reading Difficulties and Language Processing Disorders written by Diane Lynn Lordi and published by . This book was released on 2004 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the impact of a multi-sensory instructional approach of reading and language processing. Twelve fourth and fifth grade students identified with specific reading disabilities and language processing disorders with average intellectual ability were the subjects of this investigation. Instruction was based on scientifically proven multi-sensory strategies provided by a Special Education teacher, a Speech and Language pathologist, and a Teacher Assistant. Lessons were administered in two groups of six students within their self-contained classroom. the Special Education teacher delivered instruction while the Speech and Language pathologist delivered the language processing component. Every effort was made to maintain consistency in the instructional process. the following materials were used to create an eclectic approach for this instruction over a thirty week period. These were Preventing Academic Failure, the Wilson Reading System, Lindamood-Bell Visualizing and Verbalizing, and Lindamood Phoneme Sequencing program (LIPS). Standardized pre-post tests result revealed that all twelve students made progress in reading decoding, written expression, and language processing skills. Results from the Reader Self-Perception Scale revealed an increase in subjects' positive self-perception in reading ability. Based on the responses given on the Teacher Self-Efficacy Scale, and the Staff Questionnaire, the Special Education teacher, the Speech Pathologist, and the Teacher Assistant developed solid understanding of the social and academic needs of the students. All three staff members have indicated that the most significant academic needs of the students were reading decoding, written expression, and oral language sentence construction. the expectations of the staff in relation to their own abilities were positive. As the test results indicate, the Self Contained Language Based Program was successful in having a positive impact on academic skills and social development of the students.

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 Resources in Education written by and published by . This book was released on 1998 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: