Improving Reading Fluency and Comprehension in Elementary Students Using Read Naturally PDF Download
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Author: Rebecca Arvans
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 148
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Book Description
Difficulty learning how to read is a risk factor for school failure, low grades, behavior problems, juvenile delinquency, truancy, unemployment, jail time, and substance abuse. Reading difficulties are common in the educational setting, afflicting anywhere from 20-40 percent of students.
Author: Rebecca Arvans
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 148
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Book Description
Difficulty learning how to read is a risk factor for school failure, low grades, behavior problems, juvenile delinquency, truancy, unemployment, jail time, and substance abuse. Reading difficulties are common in the educational setting, afflicting anywhere from 20-40 percent of students.
Author: Timothy Rasinski
Publisher: MDPI
ISBN: 3039432680
Category : Social Science
Languages : en
Pages : 146
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Book Description
Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.
Author: Timothy V. Rasinski
Publisher: Scholastic Inc.
ISBN: 9780439332088
Category : Education
Languages : en
Pages : 196
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Book Description
Introduces oral reading teaching methods for developing word recognition and comprehension in students.
Author: Judy Willis
Publisher: ASCD
ISBN: 1416616616
Category : Education
Languages : en
Pages : 194
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Book Description
Reading comes easily to some students, but many struggle with some part of this complex process that requires many areas of the brain to operate together through an intricate network of neurons. As a classroom teacher who has also worked as a neurologist, Judy Willis offers a unique perspective on how to help students not only learn the mechanics of reading and comprehension, but also develop a love of reading. She shows the importance of establishing a nonthreatening environment and provides teaching strategies that truly engage students and help them * Build phonemic awareness * Manipulate patterns to improve reading skills * Improve reading fluency * Combat the stress and anxiety that can inhibit reading fluency * Increase vocabulary *Overcome reading difficulties that can interfere with comprehension By enriching your understanding of how the brain processes language, emotion, and other stimuli, this book will change the way you understand and teach reading skills--and help all your students become successful readers. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Bill Honig
Publisher:
ISBN: 9781571286901
Category : Education
Languages : en
Pages : 0
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Book Description
"Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university."--P. [4] of cover.
![Read Naturally[R]. What Works Clearinghouse Intervention Report. Updated PDF](https://books.google.com/books/content/images/frontcover/9qxKvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
The "Read Naturally"[R] program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read Naturally[R] Masters Edition", "Read Naturally[R] Encore", "Read Naturally[R] Software Edition", and "Read Naturally[R] Live". The common strategy includes: modeling of story reading, repeated reading of text for developing oral reading fluency, and systematic monitoring of student progress by teachers and the students themselves. Students work at their reading level, progress through the program at their own rate, and work (for the most part) on an independent basis. The program can be delivered in three ways: (1) students use audio CDs with hard-copy reading materials ("Read Naturally[R] Masters", "Read Naturally[R] Encore"), (2) students use the computer-based version ("Read Naturally[R] Software Edition"), or (3) students use the web-based version ("Read Naturally[R] Live"). This intervention report includes studies of "Read Naturally[R] Masters Edition" and "Read Naturally[R] Software Edition". The What Works Clearinghouse (WWC) identified 58 studies that investigated the effects of "Read Naturally"[R] on the reading skills of beginning readers. The WWC reviewed 11 of those studies against group design evidence standards. Four studies (Arvans, 2010; Christ & Davie, 2009; Hancock, 2002; Kemp, 2006) are randomized controlled trials that meet WWC evidence standards without reservations, and one study (Heistad, 2008) is a quasi-experimental design that meets WWC evidence standards with reservations. Those five studies are summarized in this report. Six studies do not meet WWC evidence standards. The remaining 47 studies do not meet WWC eligibility screens for review in this topic area. Appended Research details for Christ and Davie, 2009; (3) Research details for Hancock, 2002; (4) Research details for Kemp, 2006; (5) Research details for Heistad, 2008; (6) Outcome measures for each domain; (7) Findings included in the rating for the alphabetics domain; (8) Findings included in the rating for the reading fluency domain; (9) Findings included in the rating for the comprehension domain; (10) Findings included in the rating for the general reading achievement domain; (11) Supplemental subtest findings for the alphabetics domain; and (12) Supplemental subtest findings for the comprehension domain. A glossary of terms is included. (Contains 11 tables and 10 endnotes.).
Author: Sally E. Shaywitz
Publisher: Knopf
ISBN: 9780375400124
Category : Education
Languages : en
Pages : 416
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Book Description
Draws on recent scientific breakthroughs to explain the mechanisms underlying dyslexia, offering parents age-specific, grade-by-grade instructions on how to help their children.
Author: Timothy V. Rasinski
Publisher: Scholastic Professional
ISBN: 9781338257014
Category :
Languages : en
Pages : 320
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Book Description
All the latest research on fluency plus dozens of practical lessons and ready-to-use fluency-priming tools, including partner poems, word ladders, and more!
Author: Mark Weakland
Publisher: Corwin Press
ISBN: 1071844040
Category : Education
Languages : en
Pages : 282
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Book Description
The science of reading meets the art of teaching readers Do you have the knowledge and instructional ability to effectively teach foundational skills and to support students who show signs of reading difficulties? It is a tall order — and one that challenges many new and veteran teachers. How to Prevent Reading Difficulties, Grades PreK-3 builds on decades of evidence and years of experience to help teachers understand how the brain learns to read and how to apply that understanding to Tier 1 instruction. The book includes: step-by-step descriptions of techniques for effectively teaching phonological awareness, spelling, phonics, vocabulary, and comprehension specific Tier 1 activities, routines, and frameworks that build and strengthen word recognition and language comprehension links to video demonstrations and online resources clear, practical explanations of the science of reading, including the Eternal Triangle and the Simple View of Reading, to help teachers understand the fundamentals of the reading process, recognize how difficulties arise – and understand how to address them A book study guide is available on the Free Resources tab to provides group guidance on how to effectively teach foundational skills and to support students who show signs of reading difficulties. Author Mark Weakland brings new energy to teaching high-priority foundational skills. By blending the science of reading with the best instructional practices that lead to authentic reading—the ultimate goal of balanced literacy—teachers can prevent many reading difficulties in K-3 learners.
Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 44
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Book Description
