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Author: Janette K. Klingner
Publisher:
ISBN: 9781570354526
Category : Group work in education
Languages : en
Pages : 0
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Book Description
Author: Janette K. Klingner
Publisher:
ISBN: 9781570354526
Category : Group work in education
Languages : en
Pages : 0
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Book Description
Author: Evelia Ornelas
Publisher:
ISBN:
Category : Education, Cooperative
Languages : en
Pages : 103
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Book Description
Author: Sarojani S. Mohammed
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
This project is a multi-site, multi-year study designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) "Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?"; and (2) "Does CSR improve reading comprehension for adolescent struggling readers attending relatively low SES schools?" This study was conducted in 6 middle schools in Texas and Colorado. Based on the current analysis, the authors conclude that there is a small, significant main effect of CSR on reading comprehension as measured by the Gates-MacGinitie assessment; but that this effect is not statistically significant for struggling readers. The authors believe that the findings from this study suggest that CSR is a feasible and effective practice that can be readily integrated into reading and language arts instruction with positive impact. They are encouraged about the potential effectiveness of this practice because the positive findings from this efficacy study resulted from treatment implementation conditions that are readily replicable. (Contains 4 tables.).
Author: Elizabeth Swanson
Publisher:
ISBN:
Category :
Languages : en
Pages : 10
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Book Description
The current study is the second in a series of multi-site, multi-year randomized control trials designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?, and (2) Does CSR improve reading comprehension for adolescent struggling readers attending relatively low SES schools? During year 2, the authors replicated the year 1 study with a new cohort of students taught by the same teachers. (Contains 4 tables.) [For the, "The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1", see ED513345.].
Author: Janette K. Klingner
Publisher: John Wiley & Sons
ISBN: 1118235835
Category : Education
Languages : en
Pages : 204
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Book Description
Bonus web content includes a PowerPoint presentation on CSR and short video clips." to: "Bonus web content includes a PowerPoint presentation on CSR implementation.
Author: Janette K. Klingner
Publisher: Guilford Publications
ISBN: 1462517374
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
This practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030906418X
Category : Education
Languages : en
Pages : 449
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Book Description
While most children learn to read fairly well, there remain many young Americans whose futures are imperiled because they do not read well enough to meet the demands of our competitive, technology-driven society. This book explores the problem within the context of social, historical, cultural, and biological factors. Recommendations address the identification of groups of children at risk, effective instruction for the preschool and early grades, effective approaches to dialects and bilingualism, the importance of these findings for the professional development of teachers, and gaps that remain in our understanding of how children learn to read. Implications for parents, teachers, schools, communities, the media, and government at all levels are discussed. The book examines the epidemiology of reading problems and introduces the concepts used by experts in the field. In a clear and readable narrative, word identification, comprehension, and other processes in normal reading development are discussed. Against the background of normal progress, Preventing Reading Difficulties in Young Children examines factors that put children at risk of poor reading. It explores in detail how literacy can be fostered from birth through kindergarten and the primary grades, including evaluation of philosophies, systems, and materials commonly used to teach reading.
Author: Jade K. Kurokawa
Publisher:
ISBN:
Category : Reading (Middle school)
Languages : en
Pages : 88
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Book Description
This study sought to identify a relationship between reading strategy instruction, in the form of Collaborative Strategic Reading (CSR), and student reading comprehension. The question investigated in this research is as follows: Do students who regularly use the CSR technique when reading nonfiction social studies texts perform better on reading comprehension assessments? The research was performed in a public K - 8 school in a class of 47 students of a single teacher over the course of 11 weeks. The collected data were analyzed using independent-samples t tests in a pretest - posttest design. The results indicate statistically significant differences between control and experimental groups as well as significant differences between student subgroups. Students in the control group showed gains from pretest to posttest that were significantly higher than students in the experimental group. Students in the control group with learning disabilities performed significantly better than students with learning disabilities in the experimental group. However, more research is needed to fully understand the effects of CSR over a longer study period as well as the impact of each isolated component of CSR. Keywords: reading comprehension, Collaborative Strategic Reading, middle school social studies, metacognition.
Author: John Hitchcock
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply the strategies to informational text while working in small cooperative learning groups. The current study is a randomized controlled trial (RCT) examining the effect of CSR on student reading comprehension. Within each participating linguistically diverse school, grade 5 social studies classrooms were randomly assigned to either the CSR condition (using CSR when delivering social studies curricula) or to the control condition (a business-as-usual condition). The implementation period was one school year. This study focused on the following confirmatory research question: In linguistically diverse schools, do grade 5 students in CSR classrooms have higher average reading comprehension posttest scores on the Group Reading Assessment and Diagnostic Evaluation (GRADE) than students in control classrooms? In addition, the study examined three exploratory research questions about CSR's effect on two subgroups of students: (1) Do grade 5 former and current English language learner (FC-ELL) students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than FC-ELL students in control classrooms?; (2) Do grade 5 non-ELL students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than non-ELL students in control classrooms?; and (3) Does CSR have a differential impact on GRADE reading comprehension posttest scores for grade 5 FC-ELL and non-ELL students? The intent of these exploratory analyses was to examine whether there is an effect for each subgroup separately, as well as whether there is a differential effect between the subgroups. The primary finding of this study is that CSR did not have a statistically significant impact on student reading comprehension. Nine sensitivity analyses--including alternative statistical approaches, an alternative approach for handling missing data, and different sample specifications--showed that the findings were robust to different analytic approaches. Three exploratory analyses were also conducted to examine the effects of CSR on FC-ELL and non-ELL students. Statistically significant effects on student reading comprehension were not identified for either subgroup, and no statistically significant differential impacts were identified. It is often the case that RCTs, because of their greater rigor, do not support the findings of prior quasi-experiments (Glazerman, Levy, and Myers 2002, 2003). With all other design features held constant, randomization yields stronger evidence about program impacts than do quasi-experiments (Boruch 1997; Shadish, Cook, and Campbell 2002). The current investigation evaluated the impact of CSR in an effectiveness trial designed to approximate a district's implementation of CSR. Data on the fidelity of implementation suggest that professional development was generally delivered according to plan. Data on teacher fidelity of CSR implementation showed that 78.8 percent of teachers reported using CSR two or more times a week, as instructed. However, the single observation conducted for each classroom found that 21.6 percent of CSR teachers were using all five core teacher strategies, which the study defined as full procedural fidelity; 56.8 percent of teachers were observed using three or fewer strategies. Appendices include: (1) Identification and exit criteria for English language learner students in Oklahoma and Texas; (2) Assumptions used to determine statistical power and observed power; (3) Random assignment; (4) Analysis of consent rate at baseline; (5) Estimation methods; (6) Frequently asked questions about contamination; (7) Attrition analyses; (8) Response rates for demographic data; (9) Fall and spring teacher surveys; (10) Fall coaching observation form; (11) Multiple imputation; (12) Assigning students to cooperative learning groups; (13) Critical procedural behaviors for Collaborative Strategic Reading strategies; (14) Observer training for the subscale Expository Reading Comprehension observation instrument and interrater reliability; (15) Descriptive statistics on Group Reading Assessment and Diagnostic Evaluation scores; (16) Baseline equivalence results for multiply imputed analytic dataset; and (17) Full analytic output tables. A glossary is included. (Contains 52 tables, 3 figures and 46 footnotes.
Author: Paula J. Clarke
Publisher: John Wiley & Sons
ISBN: 1118606752
Category : Education
Languages : en
Pages : 226
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Book Description
Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.” Sir Jim Rose, CBE “The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.” Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy “Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.” Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
