The Effects of Direct Instruction Programs on the Phonemic Awareness Abilities of Kindergarten Students PDF Download
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Author: Christopher D. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 244
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Book Description
Author: Christopher D. Jones
Publisher:
ISBN:
Category :
Languages : en
Pages : 244
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Book Description
Author: Pamela M. Baxter
Publisher:
ISBN:
Category : Education
Languages : en
Pages :
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Book Description
Author: David A. Kilpatrick
Publisher: John Wiley & Sons
ISBN: 1118845404
Category : Psychology
Languages : en
Pages : 450
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Book Description
Practical, effective, evidence-based reading interventions that change students' lives Essentials of Understanding and Assessing Reading Difficulties is a practical, accessible, in-depth guide to reading assessment and intervention. It provides a detailed discussion of the nature and causes of reading difficulties, which will help develop the knowledge and confidence needed to accurately assess why a student is struggling. Readers will learn a framework for organizing testing results from current assessment batteries such as the WJ-IV, KTEA-3, and CTOPP-2. Case studies illustrate each of the concepts covered. A thorough discussion is provided on the assessment of phonics skills, phonological awareness, word recognition, reading fluency, and reading comprehension. Formatted for easy reading as well as quick reference, the text includes bullet points, icons, callout boxes, and other design elements to call attention to important information. Although a substantial amount of research has shown that most reading difficulties can be prevented or corrected, standard reading remediation efforts have proven largely ineffective. School psychologists are routinely called upon to evaluate students with reading difficulties and to make recommendations to address such difficulties. This book provides an overview of the best assessment and intervention techniques, backed by the most current research findings. Bridge the gap between research and practice Accurately assess the reason(s) why a student struggles in reading Improve reading skills using the most highly effective evidence-based techniques Reading may well be the most important thing students are taught during their school careers. It is a skill they will use every day of their lives; one that will dictate, in part, later life success. Struggling students need help now, and Essentials of Understanding and Assessing Reading Difficulties shows how to get these students on track.
Author: Bonnie B. Armbruster
Publisher: DIANE Publishing
ISBN: 143793756X
Category : Education
Languages : en
Pages : 60
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Author: Diane L. Bennett
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 70
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Author: Michael Heggerty
Publisher:
ISBN: 9780975957509
Category : Early childhood education
Languages : en
Pages : 73
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Author: Bonnie B. Armbruster
Publisher:
ISBN:
Category : Physical therapy
Languages : en
Pages : 68
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Book Description
Proven ideas from research for parents.
Author:
Publisher:
ISBN:
Category : Direct instruction
Languages : en
Pages : 624
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Author: United States Congress
Publisher: Createspace Independent Publishing Platform
ISBN: 9781983502651
Category :
Languages : en
Pages : 30
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Book Description
Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC.
Author: Temple Sharese Lovelace
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Abstract: Phonological awareness skills (i.e., phonemic awareness, rhyme awareness, awareness of alliteration, etc.) are important to the reading ability of all participants (National Early Literacy Panel, 2007; National Reading Panel, 2000). More specifically, these skills are critical to the success of participants defined as at risk for reading disabilities (Adams, 1990; Juel, 1988). This study analyzed the effects of explicit instruction in phonemic awareness, rhyme awareness and awareness of alliteration as well as instruction in discrimination of the differences among the skills and their relationships. This study also provided a basis for introducing a computerized format of the Get it, Got it, Go and to compare the results obtained from the computer-based version with the traditional format of the assessment. Results indicate that participants responded favorably to the explicit instruction through increased responding if they had evidence of the individual skills prior to the beginning of instruction and emergence of the skill and growth in responding after instruction started. The computerized format was also found to be a valid and reliable format of the Get it, Got it Go assessment instrument. Lastly, contributions of this study and future research are presented.
