Download or read book The Effects of Small Group Instruction on the Reading Achievement of English Language Learners written by Danielle Antionette Webster and published by . This book was released on 2020 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effects of small-group instruction on the reading achievement of ELLs compared to students who receive teaching in whole groups. Numerous ELLs experience extreme difficulty learning to read in English because they struggle in all components of reading. The goal was to obtain a better understanding of whether small- or whole-group instruction is the best strategy for teaching ELL students. The evidence indicated that although most students showed progress on their achievement results at the end of the year, there were distinct differences between the growth of the students taught in small groups compared to those taught with whole-group and computer-based instruction.
Download or read book The Effects of a Small group Direct Instruction Intervention on the Reading Achievement of English Language Learners written by Laurie Ottehenning and published by . This book was released on 2015 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzes the effects of a Tier 2, small group intervention developed by the Exemplary Center for Reading Instruction (ECRI) that employs direct instruction strategies (including scripted sequenced lessons, teacher modeling, and repeated practice). The reading achievement of 15 English language learners (ELLs) in the ECRI intervention was compared to the reading achievement of 12 ELLs in a computer-based reading intervention. The reading achievement of 27 ELLs was also compared to the reading achievement of 48 non-ELLs in the interventions. Repeated measures ANOVAs and independent t-tests analyzed the results of the Kaufman Test of Educational Achievement-II Brief, pre- and post-tests. ELLs in grades 1-3 improved from pre- to post-test in the ECRI condition. In grades 1-3, both ELLs and non-ELLs in the ECRI condition significantly improved. ELLs in both conditions significantly improved in grades 4-6. In grades 4-6, there was a significant difference between ELLs and non-ELLs in the ECRI condition at pre-test but the difference was no longer significant at post-test. Implications and limitations of the findings are explored.
Download or read book Developing Reading and Writing in Second language Learners written by Diane August and published by Taylor & Francis. This book was released on 2008 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.
Download or read book Educating English Language Learners written by Fred Genesee and published by Cambridge University Press. This book was released on 2006-01-16 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Download or read book Questioning the Author written by Isabel L. Beck and published by Newark, Del. : International Reading Association. This book was released on 1997 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: To address the concern that students are not actively engaging with what they read, the authors present a strategy called Questioning the Author (QtA), an approach designed to establish student interactions with text to build greater understanding. Contents: -Introduction Chapter 1: What Is Questioning the Auther and How Was It Developed? Chapter 2: Queries Chapter 3: Planning Chapter 4: Discussion Chapter 5: Implementation Chapter 6: Where Has Questioning the Author Been and Where Is It Going?
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Download or read book Effects of a Research based Intervention on Reading Achievement of Middle School English Learners written by Philip Hemming Swartz and published by . This book was released on 2016 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with low reading achievement experience difficulty accessing content area instruction. English learners from Hispanic homes traditional lag behind their English speaking counterparts. Previous research has identified various teaching methods that support reading achievement in English learners with particular emphasis on early grades. The current study adds to the existing literature by examining the effects of a small-group intervention cycle on middle school aged students. A small-group intervention was developed with components identified in the research literature on effective teaching methods for English learners. This cycle employed a gradual release of responsibility for instruction from the expert teacher to the students. Areas of reading acquisition receiving particular emphasis included phonemic awareness, phonics, vocabulary, and comprehension. Students were assigned to treatment groups randomly from a stratified sample of English language proficiency and Lexile reading achievement scores. Analyses of variance and covariance were employed to evaluate the differences in reading outcomes for the two treatment groups. The results suggest that research-based small-group intervention can have positive effects on low performing middle school students and would be a useful strategy for intervention.
Download or read book The Effects of Small Group Strategy Instruction on the Reading Comprehension of First Grade ELL Students written by Kristyn Mayberry and published by . This book was released on 2017 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of small group teaching styles on the achievement of elementary students as they progress from first to second grade. The principle objective of this study was to make known the existence of any correlation between reading comprehension and strategy instruction. Reading comprehension includes prior knowledge, linguistic skills, and metacognitive awareness. The findings to this study revealed that there was a significant difference in reading comprehension between pre- and post EasyCBM passage tests, and there was a significant difference between pre- and post Fountas and Pinnel comprehension tests. There was not a significant difference between reading levels and post Fountas and Pinnel. Teachers used running-records and took anecdotal notes of student performance.
Download or read book The Effects of Whole Group Reading Instruction Versus Small Group Reading Instruction on the Reading Comprehension of English Language Learners written by Christine Matienzo and published by . This book was released on 2009 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Reading written by Barbara M. Taylor and published by Routledge. This book was released on 2005-04-11 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: This vol. explores reading practices in sch's where at-risk stud's beat the odds in learning to read. Some chapters take a broad view, compar. practices across sch's & classrooms, while others deal with the story of a single project over multiple sites.
Download or read book The Effects of Research based Strategies on Reading Achievement Among English Language Learners written by India Chantel Graden and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to examine the results of phonics-based instruction versus guided reading instruction on reading achievement among minority students who are English Language Learners. This study is important because it addresses the gap in the literature that does not target research-based reading instructional strategies that are effective for English Language Learners separate from those that are observed as effective in students whose primary language is English. Archival data were obtained from 86 elementary school English Language Learners in the second grade at two Georgia suburban schools. The instrument used in this study is the MAP test. With permission from the participant schools, data was obtained by reviewing previously submitted lesson plans and reviewing past MAP score reports. An Analysis of Covariance (ANCOVA) test was used to determine if there was a difference in reading achievement between English Language Learners who received guided reading instruction at the same frequency as phonics-based reading instruction as measured by Lexile scores acquired on the MAP test when controlling for the pretest. All assumptions of ANCOVA were tested and met, concluding that there is a significant difference between English Language Learners who received guided reading instruction at the same frequency as phonics-based reading instruction. Further research is recommended. Other recommendations include ensuring that English Language Learners receive guided reading instruction at the same frequency.
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 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 Classroom Instruction That Works with English Language Learners written by Jane Hill and published by ASCD. This book was released on 2013 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This all-new edition strengthens your instructional planning and makes it easier to know when to use research-based instructional strategies with ELL students in every grade level.
Download or read book Literacy Work Stations written by Debbie Diller and published by Taylor & Francis. This book was released on 2023-10-10 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ever wonder what the rest of your class should be doing while you are working with a small reading group? Debbie Diller offers practical suggestions in Literacy Work Stations: Making Centers Work for over a dozen literacy work stations that link to classroom instruction and make preparation and management easy for teachers. Learn how to set up work stations, how to manage them, and how to keep them going throughout the year. Each chapter includes: How to introduce each station Which materials to include at which station What to model the station as How to solve problems and differentiate How to assess while keeping students accountable Reflection questions for professional development Materials in both English and Spanish are provided in the extensive resource section. Throughout the book the author has included photos of literacy workstations from a variety of classrooms in which she has worked to illustrate the methods discussed in the text. Literacy Work Stations is a go-to classroom resource that will help you keep all students engaged while you focus in on small groups.
Download or read book Guided Reading written by Irene C. Fountas and published by Heinemann Publishing. This book was released on 1996 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Download or read book Minority Students in Special and Gifted Education written by National Research Council and published by National Academies Press. This book was released on 2002-08-30 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education and gifted and talented programs were designed for children whose educational needs are not well met in regular classrooms. From their inceptions, these programs have had disproportionate representation of racial and ethnic minority students. What causes this disproportion? Is it a problem? Minority Students in Special and Gifted Education considers possible contributors to that disparity, including early biological and environmental influences and inequities in opportunities for preschool and K-12 education, as well as the possibilities of bias in the referral and assessment system that leads to placement in special programs. It examines the data on early childhood experience, on differences in educational opportunity, and on referral and placement. The book also considers whether disproportionate representation should be considered a problem. Do special education programs provide valuable educational services, or do they set students off on a path of lower educational expectations? Would students not now placed in gifted and talented programs benefit from raised expectations, more rigorous classes, and the gifted label, or would they suffer failure in classes for which they are unprepared? By examining this important problem in U.S. education and making recommendations for early intervention and general education, as well as for changes in referral and assessment processes, Minority Students in Special and Gifted Education will be an indispensable resource to educators throughout the nation, as well as to policy makers at all levels, from schools and school districts to the state and federal governments.
Download or read book The Effects of Small Group Instruction on Reading Motivation and Reading Self perception in Reader s Workshop written by Morgan Shatteen Ward and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the changes in children’s reading motivation and self-perception through small group reading instruction in Reader’s Workshop. The academic achievement gap displays many reading challenges for African American students compared to their peers. The goal of this study was to identify small group readings instruction’s effects on reading motivation, self-perception, and determine what motivates African American students to read. The evidence indicated that students who received reading instruction in small group and whole group displayed growth in reading motivation and self-perception through Reader’s Workshop.
