Author: Elaine M. McLaughlin
Publisher:
ISBN:
Category : Fifth grade (Education)
Languages : en
Pages : 438

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Author: Zoi A. Philippakos
Publisher: Guilford Publications
ISBN: 1462550509
Category : Education
Languages : en
Pages : 370

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Book Description
Writing skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K–12 and beyond. Contributors explore how to harness writing–reading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include chapter-opening guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice.

Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416605711
Category : Education
Languages : en
Pages : 234

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Book Description
The popular author of Classroom Instruction That Works discusses 10 questions that can help teachers sharpen their craft and do what really works for the particular students in their classroom.

Author: Robert J. Marzano
Publisher: ASCD
ISBN: 0871205041
Category : Education
Languages : en
Pages : 187

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Book Description
Describes nine different teaching strategies which have been proven to have positive effects on student learning and explains how those strategies can be incorporated into the classroom.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 520

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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Book Description
This study sought to examine the impact of teaching both graphic organizer and metacognitive monitoring strategies on the comprehension of 5th grade students reading expository science text. In 2000, the National Reading Panel recommended multi-strategy comprehension instruction; graphic organizers and metacognitive monitoring were two of the recommended strategies. Few studies have examined the impact of combining graphic organizer instruction with metacognitive reading strategy instruction. In this study the effectiveness of teaching both graphic organizer and metacognitive monitoring strategies was compared with instruction in either graphic organizer or metacognitive monitoring strategies. Students in the Graphic Organizer + Metacognitive Monitoring Condition and students in the Metacognitive Monitoring Condition showed increased reading comprehension scores over the course of the six-week intervention on seven expository science passages, whereas students in the Graphic Organizer Condition showed no improvement in passage comprehension scores. In addition, over the course of the intervention, students in the Graphic Organizer + Metacognitive Monitoring Condition showed a significant increase in test scores on a standardized test of reading comprehension. With regard to the increase in reading passage and comprehension test scores, findings from this study revealed that score increases occurred only in conditions where students received metacognitive monitoring strategy instruction. Evidence from this study revealed the importance of metacognitive strategy instruction on reading comprehension gains.

Author: Kristin Fisher Hoffmann
Publisher:
ISBN:
Category :
Languages : en
Pages : 158

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Book Description
Keywords: metacognitive monitoring, graphic organizer, expository text, reading comprehension.

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 768

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Author: Jamie Utecht
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 123

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Book Description
The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.

Author: Kathleen M. Phillips
Publisher:
ISBN:
Category : Graphic organizers
Languages : en
Pages : 248

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Book Description