Effects of Differentiated Instruction on Student Comprehension and Attitude in the Fourth Grade Reading Classroom PDF Download
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Author: Pamela Martus
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 130
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Author: Pamela Martus
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 130
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Author: Cheryl L. Rayl
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 266
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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The first purpose of this study was to determine if a three part strategy cluster combining an anticipationâreaction guide, advance organizer, and Question Answer Relationship strategy significantly increases reading comprehension and content knowledge in students reading on a fourth grade level. Secondly, this study examined if the strategy cluster increased students' ability to formulate reading response questions at four levels. Third, students' attitudes towards reading and question answering were measured. Finally, this study determined if there is a significant increase in students' reading performance in a differentiated classroom versus a whole group instructional setting. There was no significant difference between control and treatment groups for reading comprehension at the study's conclusion. Both instructional settings were shown to be effective for different purposes. Whole group instruction works well for presenting content and the classroom discussions that are facilitated during that time are beneficial in students' ability to make connections with the text. Students in this group reported a positive change in reading attitude for liking to read, thinking about the story while reading, and utilizing a strategy while reading. Differentiated instruction is effective for teaching students new reading skills. In small groups students are reading text on their instructional level and practicing strategies with teacher feedback. Students in this group reported that they felt better about answering comprehension questions at the end of the study. It is important to consider the type of instructional setting when teaching skills or content. In this study the instructional setting was an important factor in student success.
Author: Rebecca Sue Kelly Huechteman
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 234
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The purpose of this study was to determine what effects a college and elementary student supplemental independent reading partner project had on the attitudes, word attack skills, and reading comprehension of average fourth grade readers. The study involved 52 fourth graders who had scored in the third quintile on the reading subtest of the Missouri Mastery Achievement Test at the end of the third grade. All elementary students involved in the study were pre-tested and posttested through administrations of the Elementary Reading Attitude Survey and the Word Attack and Passage Comprehension subtests of the Woodcock-Johnson Psycho-Educational Battery Revised . The 26 students making up the treatment group were assigned college reading partners who met with them twice a week for a half-hour period of recreational reading. The other 26 students, the control group, received only regular classroom instruction. The data in this study were analyzed using analysis of covariance. The posttest means were compared using pretest scores as the covariate and posttest scores as the dependent variable. Results of the analysis revealed a significant improvement in the academic reading attitude, the recreational reading attitude, and the word attack scores of the treatment group when compared to the control group. The improvement in passage comprehension of the treatment group when compared to that of the control group was not statistically significant, but was approaching significance. On the basis of this study it can be concluded that a college-elementary reading partnership which focuses on recreational reading can improve the reading attitudes, word attack skills, and passage comprehension of the average fourth grade reader.
Author: Sharon Walpole
Publisher: Guilford Press
ISBN: 160623790X
Category : Language Arts & Disciplines
Languages : en
Pages : 193
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This book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
Author: Patricia McCullough-Dorff
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 158
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Author: Jessica Michele Reder
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 128
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Author: Carolyn Elizabeth Aluia
Publisher:
ISBN:
Category : Individualized instruction
Languages : en
Pages : 204
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Author: Irene C. Fountas
Publisher: Heinemann Publishing
ISBN:
Category : Education
Languages : en
Pages : 428
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Book Description
This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Author: Leslie Yarber
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 70
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