The Relationship Between Teachers' Understanding and Implementation of Differentiated Reading Instruction and Third-graders' Reading Achievement Scores PDF Download
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Author: Diedre LaShon Capers
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 125
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Book Description
The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
Author: Diedre LaShon Capers
Publisher:
ISBN:
Category : Individualized reading instruction
Languages : en
Pages : 125
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Book Description
The purpose of this correlational study was to determine whether the predictor variables, teachers’ perceived understanding and implementation of differentiated instruction, as measured by the Understanding and Implementation of Differentiated Instruction survey, had a relationship to the criterion variable, third-grade students’ reading achievement, as measured by the mClass: Reading 3D Text Reading and Comprehension Test. Using convenience sampling, third grade teachers from six rural North Carolina counties were invited to participate in the study. Data from 54 third grade teachers who consented to participate were analyzed using a Pearson product moment correlation. The results of this study indicated that a statistically significant relationship did not exist between teachers’ understanding and implementation of differentiated instruction and third-grade students’ reading achievement scores.
Author: Sharon Walpole
Publisher: Guilford Press
ISBN: 160623790X
Category : Language Arts & Disciplines
Languages : en
Pages : 193
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Book Description
This book provides a research-based framework for making differentiated instruction work in the primary grades. It includes scientifically validated techniques for teaching each component of the beginning reading program. The authors describe how to use assessment to form differentiated small groups and monitor student progress; plan which skills to target and when; and implement carefully selected instructional strategies. Vivid classroom examples illustrate what differentiated instruction looks like in action in each of the primary grades. For additional helpful resources, including classroom-ready lesson plans, teachers can purchase the complementary volume, How to Plan Differentiated Reading Instruction: Resources for Grades K-3.
Author: Hilaria Bauer
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to investigate how the implementation of technology in the classroom impacts third grade readers with high reading scores in theTexas Assessment of Knowledge and Skills (TAKS). The secondary purpose was to investigate the degree of teachers' technology integration in the third grade classroom, including the use of computers, to increase literacy levels and teachers' awareness of the overlap between the state's reading and technology standards. The population of this study included 100 teachers from high-performing campuses in the following South Texas independent school districts: Brownsville, McAllen, and Pharr-San Juan-Alamo. Quantitative correlational techniques were used to address the purpose of the study. The following are the major findings of this study: 1. There was a positive relationship between the teacher skill level and the level of technology integration in the classroom across all 60 respondents, leading to the conclusion that the districts are experiencing a developmental progression in teachers' acquisition of knowledge and fluency regarding technology skills and technology integration in the classroom. 2. The data revealed that teachers use technology more frequently to do administrative record keeping and to communicate with other colleagues rather than for direct classroom integration, such as lesson design, instruction enhancement, and communication with students and parents. 3. Participants' responses provided some possible explanations for the status of technology use across districts, listing as possible reasons lack of time for professional development in a variety of applications and for teachers to preview different kinds of software. They also mentioned lack of access to computer connectivity provided by school/district, peripherals and software, and other technology, and lack of technology support available to teachers in the classroom. 4. Teachers are familiar with the state's technology standards and are gradually making efforts to integrate technology while they teach the state standards. The study concluded by presenting a series of recommendations to improve teachers' technology skill levels and the level of technology integration in the classrooms. The findings of this study have implications for district-level decision makingand site-level considerations in the use of technology in the reading classrooms.
Author: Sarah Gord
Publisher: Solution Tree Press
ISBN: 1949539180
Category : Education
Languages : en
Pages : 317
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Book Description
Fully prepare students to begin the pivotal transition from learning to read to reading to learn. Written for individual teachers and collaborative teams, this resource outlines how to craft instruction to ensure every learner masters literacy expectations in second and third grade. Readers will gain a wealth of strategies and practices for designing standards-aligned instruction, developing quality assessment, providing timely interventions, and more. Use this resource to address specific literacy challenges found within the second- and third-grade band: Understand the role professional learning communities (PLCs) play in literacy development. Learn how teams of teachers can maximize their collective strengths to make profound impacts on student literacy and reading comprehension. Obtain instructional strategies and tools, such as the pre-unit protocol (PREP), for unpacking and clarifying literacy standards. Observe how to collaboratively score quality assessments as a team and conduct effective data inquiry and analysis. Study the powerful impact literacy has on student engagement and inclusivity in grades two and three. Contents: Introduction: Every Teacher Is a Literacy Teacher Chapter 1: Establish Clarity About Student Learning Expectations Chapter 2: Examine Assessment Options for Literacy Chapter 3: Create a Learning Progression to Guide Instruction and Assessment Chapter 4: Develop Collective Understanding of Learning Expectations Chapter 5: Respond to Data to Ensure All Students Learn Chapter 6: Differentiate Instruction With Gradual Release of Responsibility Chapter 7: Plan High-Quality Literacy Instruction Chapter 8: Select Appropriate Instructional Strategies Chapter 9: Consider Equity in Literacy Epilogue Appendix A: List of Figures and Tables Appendix B: Templates and Tools Appendix C: Process for Prioritizing Standards Appendix D: Essential Understandings and Guiding Questions References and Resources Index
Author: Sarah Gord
Publisher:
ISBN: 9781949539172
Category : Education
Languages : en
Pages : 256
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Book Description
"High-quality literacy instruction is necessary for all learners, and building a solid literacy foundation is of paramount importance during the elementary grades. Part of the Every Teacher Is a Literacy Teacher series edited by Mark Onuscheck and Jeanne Spiller, Reading and Writing Instruction for Second- and Third-Grade Classrooms in a PLC at Work outlines how collaborative teams in professional learning communities (PLCs) support and encourage the literacy development of all students. Authors Sarah Gord and Kathryn E. Sheridan provide second- and third-grade teachers tools and strategies for designing standards-aligned instruction, assessments, extensions, and interventions. By reading this book, teachers will address specific literacy challenges and situations found within their grade band and explore methods to collaboratively provide a guaranteed and viable curriculum for every student"--
Author: Ellen B. Mandinach
Publisher: Teachers College Press
ISBN: 0807775509
Category : Education
Languages : en
Pages : 296
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Book Description
The first comprehensive examination of the field, this book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. Contributors: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry P. King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz M. Rivas, Mark S. Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young. If you want to understand usable knowledge, read Data-Driven School Improvement. Ellen Condliffe Lagemann, Harvard University It is reassuring to know that at least some of the data being generated in our data-driven age are being used to make wiser decisions. We can all learn from these illustrative accounts. David C. Berliner, Mary Lou Fulton College of Education, Arizona State University Replete with examples from real schools and districts, this volume provides a multi-layered portrait of what it takes to establish a culture of data use. Readers will come away with an appreciation of the systemic changes needed to reap the full potential of data-driven decision making. Barbara Means, Center for Technology in Learning, SRI International
Author: Renee Ingram Garriss
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 290
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Book Description
Author: Janice F. Almasi
Publisher: Guilford Publications
ISBN: 1462514561
Category : Language Arts & Disciplines
Languages : en
Pages : 194
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Book Description
The third-grade classroom is a beehive of activity, in which young readers transition between emergent and more advanced levels of literacy. This expertly written guide brings to life the rewards and challenges of teaching third graders and helps teachers differentiate instruction for diverse learners. Vividly portraying a week in a highly motivating classroom, the authors present easy-to-use ideas and activities for building fluency, vocabulary, comprehension, writing, and more. Illustrations, reproducibles, grade-specific resources, and planning tips will make this handy book a boon to third-grade teachers every day of the year.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
Author: Anne McGill-Franzen
Publisher: Routledge
ISBN: 1136980679
Category : Education
Languages : en
Pages : 536
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Book Description
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
