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Book What are the Effects of Student led Literature Circles Versus Direct Instruction on the Reading Comprehension of Struggling Fifth Grade Readers

Download or read book What are the Effects of Student led Literature Circles Versus Direct Instruction on the Reading Comprehension of Struggling Fifth Grade Readers written by Jennifer Lee Gurule' and published by . This book was released on 2007 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Impact of Teacher directed Literature Circles Versus Student directed Literature Circles on Reading Comprehension at the Sixth grade Level

Download or read book The Impact of Teacher directed Literature Circles Versus Student directed Literature Circles on Reading Comprehension at the Sixth grade Level written by Patricia Miceli Mizerka and published by . This book was released on 1999 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book A Study Investigating the Effect of Literature Circles on Reading Strategy Use in the Fifth Grade

Download or read book A Study Investigating the Effect of Literature Circles on Reading Strategy Use in the Fifth Grade written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: "The purpose of this study was to investigate whether literature circles increased student use of reading strategies as compared to teacher-led instruction. Students in the experimental group participated in literature circles, as students in the control group received teacher-led instruction for a nine-week period. Experimental and control samples completed a pre and post survey indicating the frequency in which they used five strategies utilized by proficient readers. A two sample, one tail t test for independent samples was used on all five reading strategies for data analysis of the post surveys. Analysis of the data indicated no significant effects of literature circles on reading strategy use as compared to teacher-led instruction. Therefore, the researcher did not reject the null hypotheses for each reading strategy.

Book The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students

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.

Book Literature Circles Versus Direct Instruction

Download or read book Literature Circles Versus Direct Instruction written by Maria L. Stolo and published by . This book was released on 1999 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compares reading performance and attitude of sixth grade students using two different teaching methodologies, literature circles and direct instruction.

Book The Effects of Literature Circles on the Reading Comprehension of Fourth Grade English Language Learners

Download or read book The Effects of Literature Circles on the Reading Comprehension of Fourth Grade English Language Learners written by Carmen P. Vega and published by . This book was released on 2006 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focuses on the effects of literature circles on reading comprehension of English Language Learners reading in English. 21 fourth grade English Language Learners in a Structured English Immersion class participated in an II-week study using literature circles. Participants were assessed using two different reading assessments before and after the study. In addition, English Language Development levels were assessed in listening, speaking, and reading. Participants were placed into literature groups reflecting instructional reading levels and English Language Development levels. Reader response journals and researcher observations offered additional information about the thinking process of the participants. A participant questionnaire highlighted the perceptions of the participants as readers as well as offered ideas for improving literature circle groupings. Keywords: English Language Learner, literature circles, reader response journal, instructional reading level, English language development level.

Book The Impact of Literature Circles on the Comprehension and Motivation to Read of Sixth grade Students in a Middle School Reading Classroom

Download or read book The Impact of Literature Circles on the Comprehension and Motivation to Read of Sixth grade Students in a Middle School Reading Classroom written by Ashley J. Ulbrich and published by . This book was released on 2013 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension is a vital requirement for every student as he or she progresses through school, and a student's motivation to read can directly affect comprehension skills. Many strategies are used to increase reading comprehension across grade levels. At a suburban middle school in the Midwest, 67 students in three sixth-grade reading classes participated in a study to determine if the use of literature circles would increase reading comprehension as well as student motivation to read. Students were taught how to operate and participate in literature circle discussions with various readings. They were then divided into groups, and each group was given a different novel to read and discuss within literature circles. Comprehension was assessed by studying student journal response entries while motivation was assessed by comparing survey results. Using the aforementioned assessments, a slight gain in comprehension was recorded, but results varied for the use of literature circles affecting motivation to read. Keywords: comprehension, reading, motivation, middle school.

Book Accelerated Reader and Its Effects on Fifth Grade Students Reading Comprehension

Download or read book Accelerated Reader and Its Effects on Fifth Grade Students Reading Comprehension written by Jan Nichols and published by . This book was released on 2013 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools in the United States have been using the Accelerated Reader (AR) program since the mid-1980s. A search of the literature related to the effectiveness of the AR program revealed that many of the studies were conducted more than a decade ago, and a large number of those studies failed to utilize a control group to provide comparative data. Researchers and educators have examined the use of the AR program, whose parent company is Renaissance Learning, for more than 20 years, yet there is still little definitive data on whether the system positively affects student reading comprehension and motivation to read. This causal-comparative design, in the form of an ex post facto study, examined two groups of fifth-grade students to determine if the addition of AR showed statistically significant effects on their reading comprehension. Data were gathered from both an experimental and a control group; the control group utilized the school system's literacy plan for reading instruction, while the experimental group utilized the literacy plan along with mandatory use of AR. Independent t-tests were used to determine if the treatment (AR) had any effect on reading comprehension by group or by gender. The results from the independent t-tests showed no statistically significant effect for reading method by group and no statistically significant effect for gender by group.

Book The Impact of Literature Circles on Struggling Readers

Download or read book The Impact of Literature Circles on Struggling Readers written by Caitlin M. Overman and published by . This book was released on 2007 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Literature Circles in a Fifth Grade Classroom

Download or read book Literature Circles in a Fifth Grade Classroom written by Laura Lee Claypool Pambianchi and published by . This book was released on 2017 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: State and national standards, including the Common Core State Standards, state that students should be expected to learn to discuss and analyze texts, comprehend ideas in increasingly complex texts, and justify their thinking. Literature circles are an instructional practice suggested by many educational writers as an instructional practice that can help students meet these standards; however, research examining the impact literature circles have on students and their teacher in the classroom is needed. The purpose of this study was to investigate the implementation of literature circles in a classroom by examining how students engage in the literature circle process and the instructional practices that contribute to the level of engagement that is experienced by the students during literature. Vygotsky’s socio-cultural learning theory provides a context to understand the impact that literature circles and learning with and through others have on students. The data revealed that students engaged in the literature circle process by participating in discussions, through purposeful collaboration, and by thinking critically. The data also revealed that the level of student engagement was influenced by several practices the teacher had in place. These included (a) purposeful tasks and learning; (b) choice, (c) questioning; (d) argumentative reading and writing; and (e) role sheets. This research demonstrates the ways that using literature circles supported authentic literacy in a 5th grade classroom. Implications include instructional practices that supported engagement including purposeful tasks and learning, choice, and questioning. These instructional practices helped students learn to think critically, have evidence-based discussions, and justify their thoughts and ideas about texts. Additionally, this research has specific implications for the use of role sheets. Role sheets are frequently recommended as a practice for scaffolding student engagement, although little empirical research supports their use. Data from this study suggest that using role sheets as a conversation scaffold and as a means to train students to participate in discussion can support engagement but that discontinuing their use once students are comfortable having text-based conversations and tracking their thinking may be beneficial.

Book The Use of Literature Circles in a Fifth Grade Classroom

Download or read book The Use of Literature Circles in a Fifth Grade Classroom written by Marisol Hernandez Barragan and published by . This book was released on 2013 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Effect of Literature Circles on Students Reading Comprehension

Download or read book The Effect of Literature Circles on Students Reading Comprehension written by Kristyn Hill and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Buffalo State College Master's project in Elementary Education and Reading, 2006.