Download or read book A Study Comparing Two Methods teacher Directed Skills and Collaborative of Teaching Reading Comprehention to College Reading Improvement Students in a CUNY Four Year College written by Ronald B. Mason and published by . This book was released on 1993 with total page 394 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 1995-04 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1993 with total page 704 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 1995 with total page 1080 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 1995 with total page 980 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Adolescent Literacy Resources written by Julie Meltzer and published by . This book was released on 2006 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reviews relevant research from the past 20 years and describes the implications for classroom practice.
Download or read book How Learning Works written by Susan A. Ambrose and published by John Wiley & Sons. This book was released on 2010-04-16 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2008-04-15 with total page 680 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
Download or read book An Experimental Study of the Comparison of Two Methods of Teaching Reading to College Students at East Tennessee State University written by Cynthia J. Hicok and published by . This book was released on 1970 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Success in College written by George D. Kuh and published by John Wiley & Sons. This book was released on 2011-01-07 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Download or read book Teaching Large Classes written by Elisa Lynn Carbone and published by SAGE. This book was released on 1998-05-27 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this useful and practical book, Elisa Carbone offers a wealth of sound advice on how to deal with a large class, from the first day to end of term evaluations. Full of examples taken from many different disciplines, Teaching Large Classes will be an ideal companion for any teacher facing the challenge of the large introductory class.
Download or read book I Don t Know what the Important Parts are in the Chapter written by Matthew Barry and published by . This book was released on 2009 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Question: To what degree does focused instruction to improve reading comprehension and note taking strategies improve students' ability to understand an advanced placement textbook as measured by multiple choice test scores. Subquestions: (1) Will Think-Alouds, where the teacher pauses and differentiates pertinent from extraneous information and verbalizes effective reading strategies help students develop effective note taking skills? (2) Will students performing Think-Alouds lead to more effective note taking and improved test scores on unit tests? (3) Will reading comprehension strategies and note taking strategies make students feel more confident with learning information from the textbook? (4) How will students who attend the extra hour and a half weekly sessions compare in attitudinal surveys and formal assessments to AP students who choose not to attend? Research Activities: Context: This intervention was conducted with forty-six 11th grade AP (Advanced Placement) US History students. The intervention was held in my regular classroom but was completed after school in weekly sessions that lasted an hour and a half a piece. All forty-six students who participated attended these meetings for three consecutive weeks. The students were derived from three different sections of my Advanced Placement classes on a volunteer basis. Methods and Data: I quickly realized that while this group of students had decided to challenge themselves by taking an AP course not all of them were ready for the difficult nature of the textbook and high level of reading comprehension that was needed to succeed in the class and on the AP test. I decided to utilize the class's multiple choice tests as an indicator for success in the course and went about creating exercises that would help promote better study strategies and reading comprehension skills. During the hour and a half sessions, students conducted exercises where they analyzed their reading and study strategies and worked in groups to share and learn techniques from their peers. The first activity that students participated in was a study strategy sharing an activity conducted in groups of four where students created a study plan for the upcoming week and shared techniques they utilize with other students. The second and most crucial activity was a process called a think-aloud where students read sections from the textbook in groups of four. They paused every line or so and verbalized their thought process focusing on why information was important or not and connecting the information to other pertinent information. In the regular class session, students took multiple choice tests that were compared to students' past performance as well as the performance of the AP students who chose not to participate in the activity to see if the intervention had a positive effect on test scores. Results: Overall, the intervention proved to be successful on some level given both my main research question and my sub-questions. Overall test scores on the post intervention assessment went down compared to the students' first seven tests, but the scores decreased less than the scores of the students who did not participate in the intervention. The most pronounced success was indicated in the attitudinal survey which showed a widespread increase in confidence levels in tasks associated with reading comprehension, note taking and study skills. Grade Level: 11th grade. Data Collection Methods: Multiple choice tests, observation notes, attitudinal surveys, student work. Curriculum Areas: Advanced Placement United States History. Instructional Approaches: reading comprehension building activities, Peer sharing exercises, goal setting, study strategies.
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 538 pages. Available in PDF, EPUB and Kindle. Book excerpt: First published in 2007. The focus of this book is on the cognitive processes involved in comprehension, and moreover, on techniques that help readers improve their ability to comprehend text and it is also on reading comprehension strategies. Indeed, the use of effective reading comprehension strategies is perhaps the most important means to helping readers improve comprehension and learning from text.
Download or read book Using Design Experiments to Understand Secondary Classroom Comprehension Practices written by Sharon Vaughn and published by . This book was released on 2013 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adolescents in the United States and their teachers face an enormous academic challenge with respect to reading comprehension. College and career readiness standards outlined in the Common Core (2012) place increased emphasis on preparing students to read increasingly complex text across a range of disciplinary content areas. At issue is how to develop the necessary skills and understandings to read the texts required of college and literacy-demanding occupations when fewer than 35% of students in secondary grades read proficiently (U.S. Department of Education, 2012, NCES 2012-457). The increased demands to read and learn from complex text and the reading proficiency levels of today's adolescents bring into sharp relief the academic chasm that exists in secondary classes (Eason, Goldbert, Young, Geist, & Cutting, 2012) and the need to engage content-area teachers in the solution. Design experiments were conducted to examine the potential and feasibility of two interventions to improve student content knowledge and reading comprehension: Team-based Learning in social studies and Critical Reading Practices (teacher-directed and student-regulated comprehension practices) in English language arts. Both studies examined common research questions including (a) the potential and feasibility of two interventions, (b) intervention refinements, and (c) receptivity and perceptions of users. This paper reports lessons learned and how design experiments shaped instructional procedures and practices. English language arts and social studies design experiments were both conducted in classrooms in three school districts in two states, representing rural, suburban, and small urban areas. Twelve social studies and seven English language arts teachers participated in the design studies. Teachers were nominated by their principal as expert teachers in their field. In order to be nominated, teachers were required to have at least three years of teaching experience, high ranking on evaluations, deep knowledge of content, and a willingness to commit to the study. A design experiment methodology was used to define and refine interventions through multiple iterations. Findings from the design experiments in English Language Arts provided extensive information regarding intervention prototype refinements. Several important recommendations emerged regarding changes to prototype interventions including (a) routines that transfer to novels and informational text, (b) increased focus on comprehension fix-up strategies, (c) lessons that explicitly teach inference-making, (d) several options for vocabulary instruction, (e) lessen emphasis on classwide discussion and increase mini-discussions during reading, (f) incorporate more extensive writing assignments, (g) increase emphasis on documenting and using textual evidence. Social Studies Findings from the design experiments and observations of typical practice identified key areas for intervention refinement in the social studies classes including, (a) expansion of vocabulary instruction in the intervention to go beyond simple definitions which were the typical practice for teachers in 51% of the observations, (b) increased supported text reading and strategies for learning content from text (text was used in typical practice only 10% of observed time), (c) expanding text comprehension instruction beyond oral questioning (used 76% of the time in typical practice), (d) increasing active student engagement in using text, discussion and problem solving about content, and identifying text evidence to support arguments, answers, and opinions, (e) providing several high quality, complex text options for instruction, (f) identifying multiple examples of broad, essential content related questions to elicit quality student discussion and deep processing of content and readings, (g) structured student discussion that includes student recording of key points and evidence. The authors' observations led them to believe that more work was needed to structure successful peer-mediated activities and discussions. They learned that developing an intervention that maps onto existing curriculum requires navigating and orchestrating may factors including differences by grades, heterogeneity in classrooms, and teacher preferences. A figure is appended.
Download or read book An Analysis of Two Approaches Used in Teaching Reading and Study Skills Improvement in a Two year Community College written by Andrew C. Kistulentz and published by . This book was released on 1975 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehension Reading Skills written by Anna Marie Hiestand and published by . This book was released on 1993 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Biliteracy from the Start written by Kathy Escamilla and published by Brookes Publishing Company. This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Biliteracy from the Start: Literacy Squared in Action shows bilingual education teachers, administrators, and leadership teams how to plan, implement, monitor, and strengthen biliteracy instruction that builds on students' linguistic resources in two languages, beginning in kindergarten. Escamilla and her team present a holistic biliteracy framework that is at the heart of their action-oriented Literacy Squared school-based project. Teachers learn to develop holistic biliteracy instruction units, lesson plans, and assessments that place Spanish and English side by side. Educators also learn to teach to students' potential within empirically based, scaffolded, biliteracy zones and to support emerging bilinguals' trajectories toward biliteracy. Foreword by Ofelia García. Special Features Key terms and/or guiding questions introduce every chapter. Sample instruction units, lesson plans, student writing in Spanish and English, and paired writing rubrics make chapter content accessible and practical. Empirical evidence of students' reading and writing development in Spanish and English grounds presentation of trajectories toward biliteracy and scaffolded biliteracy zones. Questions for reflection and action at the end of each chapter help biliteracy educators apply key concepts to their local district and school context.
