Author: Rebecca A McDermott
Publisher:
ISBN:
Category : Science
Languages : en
Pages : 166
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Book Description
Teacher concerns and standardized test results often point to vocabulary knowledge as an area of concern at Alburnett Elementary School. Vocabulary knowledge in the content area was of specific concern of mine. I implemented the use of direct vocabulary instruction strategies using vocabulary maps and semantics maps over a nine-week period during the fall semester of the 2008-2009 school year. Fifteen students in the treatment group received instruction through the use of vocabulary maps, while 15 students in the control group did not receive that direct instruction. Iowa Tests of Basic Skills Vocabulary test results were analyzed to determine baseline data about students' current level of vocabulary knowledge. A teacher-made matching vocabulary assessment was used as a pretest and posttest in this quasi-experimental study. Students completed a pre-unit and post-unit attitudinal survey. Results showed an increase in the understanding of science vocabulary throughout the course of the unit by both the treatment and control groups. Slightly more growth was made by the treatment group than the control group. Although this increase may have been die to the use of the direct instruction, that cannot conclusively be stated as the difference between the control and treatment groups was not significant. The increase in vocabulary knowledge may have been due to the direct instruction through the use of vocabulary and semantics maps.
Author: Sabrina Susann Pierson Whitlock
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages : 70
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Book Description
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
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Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Author: Dana Arreola
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages :
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Book Description
Reading instruction for older students with reading difficulties is a topic increasingly in need of well-informed support and research-based guidance. Recent reform efforts have resulted in positive literacy results in the primary grades, but far too many students are advancing to secondary schools without the prerequisite literacy skills to be successful in history, literature, mathematics, and science. The purpose of this study was to examine trends and differences that exist in vocabulary and reading comprehension mean scores over a period of nine months. The study determined if differences exist in mean gain vocabulary scores and mean gain reading comprehension scores as measured by Istation’s Indicators of Progress (ISIP) Advanced Reading; and vocabulary and reading comprehension scores were examined to determine if significant differences exist in vocabulary and reading comprehension beginning of year and end of year scores of students receiving guided reading and students receiving direct instruction as their reading approach. This study utilized archived ISIP Advanced Reading vocabulary and reading comprehension scores from 237 fifth grade students in one large urban school district during the 2013-14 school year; 119 students were taught by two teachers who utilized Guided Reading as an instructional approach in one elementary school and 118 students were taught by two teachers who utilized Direct Instruction as an instructional approach in another elementary school. Data treatment and analyses were divided into three phases including: 1) examining trends in mean vocabulary and reading comprehension scores of students instructed using guided reading and students instructed using direct instruction over a nine month period of time; 2) conducting independent t-tests to examine if there are significant differences in beginning of year and end of year vocabulary and reading comprehension mean gain scores in each of the classes that utilized the guided reading approach and each of the classes that utilized the direct instruction approach; and 3) conducting an ANOVA test to compare differences that exist in the vocabulary and reading comprehension mean gain scores among classes that received the guided reading approach and classes that received the direct instruction approach. The findings of this study revealed important differences in student performance gains, from beginning of year to end of year, for those taught using the guided reading approach and those taught using the direct instruction approach for both vocabulary and reading comprehension. Both direct instruction classes had statistically significant and medium size gains in vocabulary and reading comprehension (with large size vocabulary gains in one of the Direct Instruction classes), whereas only one of the Guided Reading classes had statistically significant gains in their vocabulary scores, although not in reading comprehension scores. When comparing scores from the beginning of the year to the end of the year, results revealed that students taught with direct instruction exhibited significantly greater gains in both vocabulary and reading comprehension scores than those taught with guided reading approaches. In addition, comparing mean gains scores across instructional methods and classes, it is evident that one of the Direct Instruction classes had the largest gains in the vocabulary scores during the 2013-2014 academic school year, while both direct instruction classes had moderate size gains in comprehension. Findings from this study may be used to inform school and district leaders how guided reading and direct instruction impact achievement gains in vocabulary and reading comprehension among fifth graders. These findings may also assist school leaders in their decisions regarding the appropriate reading programs to implement for students from similar school contexts.
Author: Meghan Connelly
Publisher:
ISBN:
Category : Fifth grade (Education)
Languages : en
Pages : 46
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Book Description
Author: Margaret Butler
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 188
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Book Description
Author: Sharon Walpole
Publisher: Guilford Publications
ISBN: 1462540856
Category : Education
Languages : en
Pages : 321
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Book Description
"Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper-elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building students' skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5. Subject Areas/Key Words: differentiated reading instruction, intermediate grades, upper elementary students, teaching reading, small-group, differentiating instruction, differentiation, lesson plans, planning, lessons, assessments, response to intervention, RTI, comprehension, curriculum, fluency, interventions, elementary reading methods, struggling readers, teachers, vocabulary, word recognition, words, writing, decoding"--
Author: Whitney Towler
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: National Reading Panel (U.S.)
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 500
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Book Description
Author: Steven A. Stahl
Publisher: Routledge
ISBN: 1317433920
Category : Education
Languages : en
Pages : 231
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Book Description
Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
