Download or read book A Study of Seventh Grade Students Reading Comprehension and Motivation After Explicit Instruction in Self assessment and Metacognitive Reading Strategies written by Catherine M. Pinto and published by . This book was released on 2009 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehension Instruction Third Edition written by Sheri R. Parris and published by Guilford Publications. This book was released on 2015-06-18 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition Incorporates the latest research and instructional practices. Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. Chapters on teaching fiction and informational texts in the secondary grades. Expanded coverage of multimodal literacy learning. Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
Download or read book Comprehension Instruction Second Edition written by Cathy Collins Block and published by Guilford Press. This book was released on 2008-04-22 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. Coverage includes such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings.
Download or read book Explicit Reading Comprehension Strategy Instruction in a Seventh Grade Classroom written by Jason R. Washkevich and published by . This book was released on 2007 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Reciprocal Teaching Strategies on Students Comprehension of a Seventh Grade Life Science Text written by Brooke Reese Bess and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate questions about what was read, clarify any ideas that were not understood in the reading, and summarize the main idea of the reading. Students were given a pre and post reading comprehension test, they completed reading response worksheets to record their predictions, questions, clarifications, and summaries. Students were explicitly taught the 4 strategies prior to using them and the strategies were reinforced through teacher modeling (using think aloud teaching to show students how to use the strategies) and expert scaffolding (giving students the support needed while using the strategies). The teacher-researcher also examined if the students showed change in their level of proficiency when using the strategies after they had been taught them. Analysis of data revealed that student comprehension did increase after being taught the four reading strategies. Data also showed that students became increasingly more proficient when using the strategies as the study progressed. Data analysis also uncovered the unexpected pattern of increased student participation during whole-class and reading group discussions. Further research is needed to examine the effects of teaching highly proficient students specific reading strategies and to see how the explicit instruction of reading strategies affects student participation and achievement during inquiry-based laboratory investigations.
Download or read book Identification of Seventh grade Students Insights about the Strategies They Used to Study and Understand an Expository Text written by Kay Camperell and published by . This book was released on 1980 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognition in Literacy Learning written by Susan E. Israel and published by Routledge. This book was released on 2006-06-17 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Download or read book Improving Reading Comprehension of Middle and High School Students written by Kristi L. Santi and published by Springer. This book was released on 2015-03-04 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.
Download or read book The Impact of Tablet Digital Texts VS Print Texts on Seventh Grade Students Reading Achievements Strategies and Motivation written by Sobhi Yousef Ahmed Abuhattab and published by . This book was released on 2017 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing good reading skills and strategies in the English language is very important for the success of academic, cultural, economic and personal pursuits. However, some students are still experiencing serious difficulties in their reading comprehension skills that are attributed to an inadequate use of reading comprehension strategies, lack of reading motivation and inappropriate uses of resources. The study aimed at exploring the impact of Tablet Digital Texts versus Print Texts on seventh grade students' reading achievements, reading strategies, and reading motivation. A quantitative method with a correlational design was employed in this study. Moreover, the study sample consisted of seventh grade students (N=75) assigned to two groups; tablet digital texts group (n=34) and print texts group (n=41). For collecting quantitative data to answer the five research questions, three measures were used (a) Reading Achievement Test to measure the Reading Achievements, (b) Survey of Reading Strategies to identify the reading strategies, and (c) Survey of Reading Motivation to identify the motivation levels of the students. The reading achievements, strategies, and motivation were compared and correlated in and between the two groups. The results of the study showed that the tablet digital texts group scored higher than the print texts group in the reading achievements, reading strategies and reading motivation. Besides, most correlations were positive in both groups between the reading achievements, reading strategies and reading motivation. However, the correlation coefficients between the three variables in the tablet digital texts group were reported higher than the print texts group. Based on the study results, some recommendations are offered for students, teachers, and educators for maximizing the reading achievements, improving reading strategies and increasing students' reading motivation. Schools are recommended to shift towards tablet integration to enhance teaching and learning reading. The study may contribute to fill the research gap within the Gulf area and beyond as there are limited research studies about integrating smart technology in teaching and learning reading at the school levels.
Download or read book Impacting the Reading of Informational Text written by and published by . This book was released on 2014 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This capstone addresses the question: How can explicitly teaching active, during-reading thinking strategies to struggling middle school readers impact their reading of informational text? The motivation behind this research was one teacher's career-long quest to find effective during-reading strategies to improve the way struggling middle school students read informational text. This capstone details who struggling readers are and offers reasons why they may be struggling. It explores the genre of informational text and how to use it for teaching struggling middle school readers. The author details how she implemented three during-reading strategies (making connections, self-monitoring, and questioning) into her seventh-grade intervention reading classroom and the effects of doing so on her students' reading of informational text. She describes her classroom action research, along with the limitations and benefits that came from the experience. " --
Download or read book Handbook of Educational Psychology written by David C. Berliner and published by Routledge. This book was released on 2004 with total page 1075 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Editionprovides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. s, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 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 Routledge. This book was released on 2022-05-10 with total page 497 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 Functional Reading Strategies and Their Effect on Reading Comprehension Performance of Seventh Grade Students written by Karen Antonelli Costello and published by . This book was released on 1985 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Metacognitive Reading Strategies written by Carol L. Laboube and published by . This book was released on 2004 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Engagement written by John T. Guthrie and published by . This book was released on 1997 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
Download or read book Improving Reading Comprehension Through Application and Transfer of Reading Strategies written by Nicole Pesa and published by . This book was released on 2007 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study describes a program designed to improve reading comprehension through the selection, application, and transfer of appropriate reading strategies with both fictional and informational texts. The targeted population consisted of seventh and eighth grade middle school students in a middle-class community in the western suburbs of Chicago, Illinois. The status of the family incomes ranged from low to middle levels. Evidence of the existence of the problem included: student, parent, and teacher surveys, below grade-level scores on the Holt Rinehart Winston Diagnostic Assessment, and failure to meet adequate yearly progress (AYP) state assessment goals. Analysis of probable cause data revealed that students showed a needed improvement in reading comprehension related to the lack of application of reading strategies. Assessments and teams of teachers reported student difficulty in transfer of reading strategies to content area subjects. This may have been due to the absence of explicit instruction for reading strategies, in addition to unwillingness among teachers to work collaboratively in creating opportunities to use the reading strategies across curriculums. A review of the solution strategies suggested by the professional literature, combined with an analysis of the settings of the problem, resulted in a movement to administer explicit instruction of reading strategies to help students select and apply the proper reading strategies while reading fictional and informational texts. Ultimately, the design of this study was to establish ease with reading comprehension and the transfer of life-long reading skills. Post intervention data indicated an increase in the awareness and application of reading comprehension strategies on the post-study assessments; however, observations from each teacher researcher indicated students struggle to recall and consistently apply reading comprehension strategies independently. Furthermore, content area teachers/colleagues confirmed the students' inability to transfer and apply the reading strategies to their curriculum. (Contains 7 tables, 5 figures, and 26 appendixes.) [Master of Arts Action Research Project, Saint Xavier University.].
