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Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
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Book Description
Author: Rebecca Ailina Schisler
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 220
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Book Description
The results indicated that comprehension gains were made for all five of the students who participated in the study. Specifically, for the participant group, the oral and written retelling procedures led to similarly greater gains in overall comprehension when compared to the passage review procedure. The oral retelling procedure was found to be the most efficient in terms of increasing comprehension performance. Preferences for instructional approaches varied among participants. Social validity results indicated that all three instructional techniques are socially valid ways to teach reading comprehension skills to students identified as having reading comprehension difficulties.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
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Book Description
Author: Anna Ramos
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 116
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Book Description
This study explores a teaching strategy that effectively scaffolds literature and reading instruction. Oral retellings involve students in listening to quality literature, discussing story structure, and retelling the story in their own words. Research has found that oral retellings improve reading comprehension in both proficient and nonproficient readers. This study inquires whether oral retellings are an effective strategy for improving the reading comprehension of second language learners. Participants were coached and guided through the oral retelling process for a time period of four weeks. All students were at the intermediate or early advanced stage of English language acquisition. The results of the study show that participants in the oral retelling group significantly improved their reading comprehension. Students participating in oral retellings also benefited by gaining confidence while speaking in public, increasing their English vocabulary, and becoming personally involved in literature. Key Words: Literature, Literacy Scaffold, Oral Language Development, Reading Comprehension, Retelling, Second Language Learners, Story Structure.
Author: Brandi Michelle Fontenot
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 126
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Book Description
Comprehension is an essential component of reading proficiency that produces long-term gains for learners. However, many upper elementary school-age children struggle with reading comprehension. The purpose of the current study was to evaluate the effects of a self-monitoring intervention on reading comprehension for three elementary school-age children with reading delays. Two studies were conducted. In Study 1, behavioral skills training was used to teach participants the elements of a story retell and how-to self-monitor their own story retells. In Study 2, a multiple baseline design across participants was used to evaluate the effects of self-monitoring on four dependent variables: a) oral retell accuracy, b) oral retell fluency, c) oral reading fluency, and d) responses to comprehension questions. Results of Study 1 suggest that behavioral skills training was used to effectively teach the elements of a story retell and self-monitoring to all three participants. Results of Study 2 suggest that self-monitoring increased oral retelling fluency, oral retelling accuracy, and reading comprehension. Few differences were observed for oral reading fluency. Results, limitations, and implications for reading instruction are discussed.
Author: Lynn Knebel Rhodes
Publisher: Heinemann Educational Books
ISBN:
Category : Education
Languages : en
Pages : 526
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Book Description
Windows into Literacy places the details of literacy assessment into a larger context that will encourage readers to consider the place of literacy assessment in instruction and in students' lives.
Author: Cheryl L. Wisch
Publisher:
ISBN:
Category : Children
Languages : en
Pages : 86
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032
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Book Description
Author: Ruth Schoenbach
Publisher: John Wiley & Sons
ISBN: 1118234529
Category : Education
Languages : en
Pages : 389
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Book Description
"As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.
Author: Gay Su Pinnell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 114
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Book Description
Conducted as part of the 1992 Integrated Reading Performance Record (IRPR), a study investigated the oral reading proficiency of a subgroup of students participating in the 1992 reading assessment conducted by the National Assessment of Educational Progress (NAEP). Subjects, 1,136 fourth graders, read aloud one passage and were audiotaped as they responded to a series of questions about habits and attitudes related to both instructional and recreational reading. Subjects also completed measures of fluency and comprehension. Major findings were that (1) much can be learned and documented about children's abilities by listening to them read aloud; (2) 55% of the subjects were considered to be fluent, but only 13% could be described as consistently reading with appropriate phrasing and with at least minimal expressiveness; (3) oral reading fluency demonstrated a significant relationship with reading comprehension; (4) fluent reading appeared to be related to certain literacy activities; (5) 57% of the students were at least 96% accurate in their oral reading of the passage; (6) 61% of the students read the passage at a rate of at least 100 words per minute; and (7) accuracy and rate displayed some relationship to reading fluency. (Contains 11 tables and two figures of data. Appendixes present the interview guide, and a description of the procedures and methods of the IRPR.) (RS)
Author: Kristen McLeod
Publisher:
ISBN:
Category : Oral reading
Languages : en
Pages : 0
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Book Description
The most frequent type of referral to school psychologists concerning students with academic problems is in the area of reading (Joseph, 2002a). More specifically, reading fluency is considered the most common characteristic of problem readers (Adams, 1990). The purpose of this investigation was to provide educators with information regarding a successful type of corrective feedback procedure to use during oral reading fluency instruction to help children read with greater accuracy and fluency. In particular, the current study investigated the effects of three specific types of delayed corrective feedback for words read incorrectly during repeated readings (oral reading fluency instruction) of connected text to identify which technique was most effective and which was most time efficient for improving student's oral reading fluency and word identification skills. Methods of corrective feedback included: phonic analysis (i.e. word boxes), interspersal of unknown to known words, and traditional drill. Nine third grade students participated in the study upon referral from special education and general education teachers for additional intervention services in reading. Results indicated that children achieved cumulative gains in learning under each of the three corrective feedback procedures. Albeit, in the area of instructional effectiveness, the traditional and interspersal methods most effectively increased participants cumulative reading fluency, and the traditional and phonic analysis procedures, aided in most effectively increasing participants cumulative word identification. The traditional approach was most efficient for improving both fluency and word recognition.
