The Effects of Explicit Reading Strategy Instruction on Student Strategy Use and Metacognitive Awareness Development PDF Download
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Author: 瀧由紀子
Publisher:
ISBN: 9784771027114
Category :
Languages : en
Pages : 212
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Book Description
Author: 瀧由紀子
Publisher:
ISBN: 9784771027114
Category :
Languages : en
Pages : 212
Get Book Here
Book Description
Author: Nasser Omer Al-Tamimi
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Jody V. Folkedahl Eppolito
Publisher:
ISBN:
Category : Metacognition
Languages : en
Pages : 87
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Book Description
This study documents the effects of explicitly taught metacognitive reading strategies using graphic organizers and the effect on two intermediate elementary students. Students met with the researcher for individualized instruction focusing on comprehension and use of metacognition and self-monitoring while reading. The study gathered data from multiple sources including pre and post-testing from the Qualitative Reading Inventory 5 (Leslie & Caldwell, 2011), and researcher-created data records. Both of the subjects made significant gains in retell, vocabulary and comprehension, leading to an increased reading level. The use of graphic organizers to support metacognitive reading practice is a promising practice and has many applicable uses for the classroom. The results of this study indicate that explicit instruction on processes like self-monitoring for comprehension can increase comprehension of an instructional level non-fiction text.
Author: Cathy Collins Block
Publisher: Guilford Press
ISBN: 9781572306936
Category : Language Arts & Disciplines
Languages : en
Pages : 414
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Book Description
Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school.
Author: Susan E. Israel
Publisher: Routledge
ISBN: 1135606285
Category : Education
Languages : en
Pages : 493
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Book Description
This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Author: Janice F. Almasi
Publisher: Guilford Press
ISBN: 1462506429
Category : Language Arts & Disciplines
Languages : en
Pages : 386
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Book Description
This accessible teacher resource and course text shows how to incorporate strategy instruction into the K–8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts that foster strategy use, combining explicit comprehension instruction with scaffolded support, and providing opportunities for students to verbalize their thinking. It features reproducible learning activities and planning and assessment tools. New to This Edition *The latest knowledge and classroom-tested methods. *Chapter on response to intervention (RTI). *Chapter on organizing instruction across the school day and week. *Expanded practical content, including sample lessons and more early literacy and upper-elementary examples.
Author: Aoibheann Kelly
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 0
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Book Description
Author: Limei Zhang
Publisher: Springer
ISBN: 9811063257
Category : Education
Languages : en
Pages : 171
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Book Description
This book examines the relationship between Chinese college-level test takers' strategy use and reading test performance using a Structural Equation Modelling Approach. With a large sample of Chinese college-level test takers, the book investigates the underlying structure of the EFL reading test. It suggests implications for classroom teachers and testing researchers about the relationship between metacognitive and cognitive strategy use in testing contexts.
Author: Anne P. Sweet
Publisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author: Maryam Salehomoum
Publisher:
ISBN:
Category :
Languages : en
Pages : 110
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Book Description
Studies of proficient readers have shown that the use of certain strategies (e.g., relating personal background knowledge to text, attending to headings and images, and summarizing) is important for comprehension of challenging texts (Afflerbach, Pearson, & Paris, 2017; Duke et al., 2011; Goldman et al., 2016; Shanahan, Shanahan, & Misischia, 2011). Despite advances in early identification of deafness, early intervention, and years of literacy research, on average, children who are Deaf or Hard of Hearing (DHH) continue to exhibit long-term language and literacy delays (Kyle & Harris, 2010; Ruffin et al., 2013). Many students, hearing and D/deaf, are limited in their use of comprehension and metacognitive strategies (Banner & Wang, 2011; Donne & Rugg, 2015; Morrison et al., 2013; Nickerson 2003, Schirmer, 2003). Although research has shown that explicit instruction can improve students’ use of strategies (Johnson Howell & Luckner, 2003; Palincsar & Brown, 1984), there are few well-designed studies that examine the efficacy of this kind of intervention with adolescents who are DHH (Easterbrooks & Stephenson, 2006; Luckner et al., 2005/2006; Marschark et al., 2009). A multiple baseline case study was therefore developed to examine the effect of 1:1 explicit instruction of targeted strategies for reading comprehension with four DHH high school students. A verbal protocol (think aloud) procedure (Ericsson & Simon, 1980; McGuiness & Ross, 2011) was used to better understand the students’ cognitive processes as they engaged in reading aloud and to instruct students in the effective use of strategies. Data consisted of baseline vs. post-intervention analyses of: (a) type and frequency of strategies used, (b) students’ success in deriving the meaning of unknown words, (c) students’ response accuracy to short answer comprehension questions, and (d) coherence and accuracy of self-constructed written summaries. In addition to the student data, interviews and observations of four participating teachers were conducted to gain insight into existing classroom instructional practices. Results indicate that all students began using new strategies following intervention. Students reported generalization of strategy use across contexts. However, even though some students used quite a variety of strategies, their application of a strategy did not always lead to improved text comprehension. The use of a think aloud procedure was highly valuable in shedding light on factors that challenged comprehension, such as limited vocabulary knowledge and skills. The two non-standardized comprehension measures employed in the study (i.e., short answer comprehension questions and self-constructed written summaries) did not show a clear intervention effect, but results from the standardized Gates McGinitie Reading Tests (MacGinitie, MacGinitie, Maria, Dryer, & Hughes, 2007) indicated improved reading achievement for two students. Overall, findings suggest a promising effect of explicit instruction of strategies. To ensure more robust findings, future studies would need to implement explicit instruction over a longer period of time and/or via increased frequency of instruction.
