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Author: Kristian J. Kirkwood
Publisher: Ontario Ministry of Education
ISBN: 9780774353472
Category : Cloze procedure
Languages : en
Pages : 77
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Book Description
A study was conducted using standard open-ended cloze testing to establish a criterion for the utility of content reading passages for students in grades four, seven, and ten in the subject areas of language arts and social studies. Passages were selected from books, novels, and textbooks required in these courses. It was found that most of the reading passages were too difficult for most of the students and that, especially for students at the low end of the reading ability scale and in the lower grades, there were few appropriate materials at all. Social studies materials were found to be more difficult than language arts materials. Following a count of mean word size of the passages, a series of calibrating regression analyses were carried out to produce readability formulas that are on the same scales as the multiple-choice cloze test and the standard reading comprehension tests used in the schools. The formulas, when applied to a passage, estimate the test score a student would need to reach criterion on an open-ended cloze test or to understand the passage. (MKM)
Author: Kristian J. Kirkwood
Publisher: Ontario Ministry of Education
ISBN: 9780774353472
Category : Cloze procedure
Languages : en
Pages : 77
Get Book Here
Book Description
A study was conducted using standard open-ended cloze testing to establish a criterion for the utility of content reading passages for students in grades four, seven, and ten in the subject areas of language arts and social studies. Passages were selected from books, novels, and textbooks required in these courses. It was found that most of the reading passages were too difficult for most of the students and that, especially for students at the low end of the reading ability scale and in the lower grades, there were few appropriate materials at all. Social studies materials were found to be more difficult than language arts materials. Following a count of mean word size of the passages, a series of calibrating regression analyses were carried out to produce readability formulas that are on the same scales as the multiple-choice cloze test and the standard reading comprehension tests used in the schools. The formulas, when applied to a passage, estimate the test score a student would need to reach criterion on an open-ended cloze test or to understand the passage. (MKM)
Author: Ontario. Ministry of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 75
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Book Description
Author: Hodges, Thomas E.
Publisher: IGI Global
ISBN: 1522562508
Category : Education
Languages : en
Pages : 777
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Book Description
Teacher education is an evolving field with multiple pathways towards teacher certification. Due to an increasing emphasis on the benefits of field-based learning, teachers can now take alternative certification pathways to become teachers. The Handbook of Research on Field-Based Teacher Education is a pivotal reference source that combines field-based components with traditional programs, creating clinical experiences and “on-the-job” learning opportunities to further enrich teacher education. While highlighting topics such as certification design, preparation programs, and residency models, this publication explores theories of teaching and learning through collaborative efforts in pre-Kindergarten through grade 12 settings. This book is ideally designed for teacher education practitioners and researchers invested in the policies and practices of educational design.
Author: Sherry Mee Bell
Publisher: Routledge
ISBN: 1317619269
Category : Education
Languages : en
Pages : 342
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Book Description
The Handbook of Reading Assessment, Second Edition, covers the wide range of reading assessments educators must be able to use and understand to effectively assess and instruct their students. Comprehensive and filled with numerous authentic examples, the text addresses informal classroom based assessment, progress monitoring, individual norm-referenced assessment, and group norm-referenced or ‘high-stakes’ testing. Coverage includes assessment content relevant for English language learners and adults. A set of test guidelines to use when selecting or evaluating an assessment tool is provided. New and updated in the Second Edition Impact on reading assessment of Common Core Standards for literacy; increased top-down focus on accountability and high stakes tests; innovations in computerized assessment of reading Latest developments in Response to Intervention (RTI) model, particularly as they impact reading assessment International Reading Association standards for reading educators and brief discussion of International Dyslexia Association standards Types of reading assessment, including discussion of formative versus summative assessment Expanded coverage of assessment of reading motivation Expanded coverage of writing assessment New and revised assessments across genres of reading assessment Companion Website: numerous resources relevant to reading and writing assessment; suggestions for evidence-based instructional practices that can be linked to assessment results; PowerPoint slides; test bank; study guides; application exercises
Author:
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 520
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Book Description
Author: Diane Lapp
Publisher: Routledge
ISBN: 1351760351
Category : Education
Languages : en
Pages : 672
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Book Description
How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. This book is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms. Pedagogical features in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.
Author: Anthony V. Manzo
Publisher: LiteracyLeaders
ISBN: 9780675206525
Category : Education
Languages : en
Pages : 532
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Book Description
A content reading methods text that takes a quick start, heuristic approach to imparting the skills future teachers need to improve their pupils' reading ability in essential content areas. Coverage of current theories and practices in comprehension, assessment and heuristics is organized around pre-reading, guided silent reading, and post-reading.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
Author: Barbara Ruth Peltzman
Publisher: McFarland
ISBN: 147662013X
Category : Literary Criticism
Languages : en
Pages : 287
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Book Description
The diversity of student populations in the United States presents educators with many challenges. To provide effective reading instruction for the individual student, teachers must understand the enormous variety of reading methods and materials that exist and make independent decisions based on their students' particular needs. Research indicates that educators are often influenced by reading instruction fads that quickly fade, making it more challenging to develop a repertoire of teaching strategies in which a teacher may have confidence. This book examines a variety of reading methods used in American schools from the 19th to the 21st century, and the literature promoting or critiquing them, to help teachers become informed decision makers and better meet the needs of students.
