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Author: Jasmin Villanueva
Publisher: GRIN Verlag
ISBN: 3668103798
Category : Foreign Language Study
Languages : en
Pages : 19
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Book Description
Research Paper (postgraduate) from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, Pampanga State Agricultural University (College of Education), course: MAED, language: English, abstract: This descriptive-correlational study aimed to assess the level of reading comprehension in expository text of Grade 6 pupils from selected public school sin Angeles Meta-synthesis was used to integrate the qualitative observations of 3 raters on the retellings of the respondents. The expository text used in this study was entitled Friendship, a suggested reading for intermediate students. The text was 490 words long, with average sentence length of 12,8, had a Flesch Reading Ease value of 77.5, and a computed Flesch-Kincaid Grade Level of 6.1. Most of the pupils attained a rating of developing for the content (40.57%), structure (61.71%), and vocabulary (46.86%) of their retelling. A small percentage of the respondents attained an exceptional rating on content (13.14%), structure (4.57%), and vocabulary (0.57%). Majority of the pupils (47.43%) were classified as approaching proficiency (80-84) in terms of their Grade 6 English subject grade. Only 1.71% of the pupils belonged to the advanced category. The reading comprehension of the pupils in expository texts has a significant relationship with their grades in their English subject. This means that their reading comprehension in expository text influences their performance in their English subject class. Results revealed that pupils had difficulty in comprehending expository texts as revealed by their low rating in the content, structure and vocabulary of their retelling. Further, the academic performance of the pupils in their English subject is affected by their reading comprehension.
Author: Jasmin Villanueva
Publisher: GRIN Verlag
ISBN: 3668103798
Category : Foreign Language Study
Languages : en
Pages : 19
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Book Description
Research Paper (postgraduate) from the year 2015 in the subject Didactics for the subject English - Pedagogy, Literature Studies, Pampanga State Agricultural University (College of Education), course: MAED, language: English, abstract: This descriptive-correlational study aimed to assess the level of reading comprehension in expository text of Grade 6 pupils from selected public school sin Angeles Meta-synthesis was used to integrate the qualitative observations of 3 raters on the retellings of the respondents. The expository text used in this study was entitled Friendship, a suggested reading for intermediate students. The text was 490 words long, with average sentence length of 12,8, had a Flesch Reading Ease value of 77.5, and a computed Flesch-Kincaid Grade Level of 6.1. Most of the pupils attained a rating of developing for the content (40.57%), structure (61.71%), and vocabulary (46.86%) of their retelling. A small percentage of the respondents attained an exceptional rating on content (13.14%), structure (4.57%), and vocabulary (0.57%). Majority of the pupils (47.43%) were classified as approaching proficiency (80-84) in terms of their Grade 6 English subject grade. Only 1.71% of the pupils belonged to the advanced category. The reading comprehension of the pupils in expository texts has a significant relationship with their grades in their English subject. This means that their reading comprehension in expository text influences their performance in their English subject class. Results revealed that pupils had difficulty in comprehending expository texts as revealed by their low rating in the content, structure and vocabulary of their retelling. Further, the academic performance of the pupils in their English subject is affected by their reading comprehension.
Author: Katherine A. Dougherty Stahl
Publisher: Guilford Publications
ISBN: 1462519768
Category : Education
Languages : en
Pages : 242
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Book Description
Early literacy instruction typically emphasizes foundational skills--often at the expense of engaging young children in reading and supporting their comprehension of different types of texts. This book explains the essential elements of comprehension and shares a wealth of classroom-tested instructional practices. It presents developmentally informed strategies for scaffolding comprehension skills, using content to promote engagement, and implementing high-level discussions and writing tasks. Ways to teach and assess English learners and other diverse students are highlighted throughout. The book features explicit links to the Common Core State Standards (CCSS) as well as helpful reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
Author: Bill Honig
Publisher:
ISBN: 9781571286901
Category : Education
Languages : en
Pages : 0
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Book Description
"Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university."--P. [4] of cover.
Author: Danielle S. McNamara
Publisher: Psychology Press
ISBN: 1136679286
Category : Education
Languages : en
Pages : 538
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Book Description
First published in 2007. The focus of this book is on the cognitive processes involved in comprehension, and moreover, on techniques that help readers improve their ability to comprehend text and it is also on reading comprehension strategies. Indeed, the use of effective reading comprehension strategies is perhaps the most important means to helping readers improve comprehension and learning from text.
Author: Linda Hoyt
Publisher: Heinemann Educational Books
ISBN: 9780325025797
Category : Education
Languages : en
Pages : 0
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Book Description
"For ten years and in hundreds of thousands of classrooms, Revisit, Reflect, Retell has been a teacher's most reliable resource for helping students experience deeper levels of understanding. Now, Linda Hoyt returns with an updated edition of Revisit, Reflect, Retell that's loaded with new, teacher-friendly features and several new strategies, making it more useful than ever."--BOOK JACKET.
Author: Lisa B. Thomas
Publisher:
ISBN: 9781267373588
Category :
Languages : en
Pages : 223
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Book Description
Reading comprehension is a critical aspect of the reading process. Children who experience significant problems in reading comprehension are at risk for long-term academic and social problems. High-quality measures are needed for early, efficient, and effective identification of children in need of remediation in reading comprehension. Substantial effort has been devoted to developing measures for identifying children at risk for reading difficulties; however, the optimal combination of measures has not been determined. One method that has been considered as having potential for assessing reading comprehension is retelling. The purpose of this study was to examine the technical adequacy and usability of an oral retelling procedure that employed a rubric scoring method to assess the reading comprehension of students in third grade. This study investigated the convergent and predictive validity of the Reading Retell Rubric (RRR) for identifying children at risk for reading comprehension difficulties on summative reading assessments. Reading data from curriculum-based measures of oral reading and comprehension of narrative and expository text and criterion-measures of reading comprehension and overall reading ability were gathered from 107 elementary school children attending third grade in a public elementary school. Results indicated that participants demonstrated greater comprehension for narrative text. This investigation reinforces the strength of ORF in predicting reading ability on summative assessments. More research is needed to determine the usability of the RRR. Findings suggest that the RRR may be a viable alternative to the Adapted Retell Fluency measure. In addition, it is speculated that the RRR may be useful as a diagnostic tool (instead of a universal screener) within a multiple-gated screening process.
Author: Susan E. Israel
Publisher: Routledge
ISBN: 1317639669
Category : Education
Languages : en
Pages : 946
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Book Description
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic. It summarizes the current body of research on theory, methods, instruction, and assessment, including coverage of landmark studies. Designed to deepen understanding of how past research can be applied and has influenced the present and to stimulate new thinking about reading comprehension, the volume is organized around seven themes: historical perspectives on reading comprehension theoretical perspectives changing views of text elements of reading comprehension assessing and teaching reading comprehension cultural impact on reading comprehension where to from here? This is an essential reference volume for the international community of reading researchers, reading psychologists, graduate students, and professionals working in the area of reading and literacy.
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: Ruth Schoenbach
Publisher: John Wiley & Sons
ISBN: 1118234529
Category : Education
Languages : en
Pages : 389
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Book Description
"As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.
Author: Kristen Ephraim
Publisher:
ISBN:
Category : Reading comprehension
Languages : en
Pages :
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Book Description
The thesis focuses on strategies for developing reading comprehension skills in relation to expository, or informational, text and the need for this type of instruction in contemporary elementary classrooms. Comprehension is the final product of reading, and therefore should require attention and emphasis during literary instructional time. Many students enjoy reading narrative text, as it is more relational and has a storyline or plot, so expository text is often neglected and considered uninteresting. However, as students begin the upper elementary grade levels, almost all of their reading experiences include informational text, such as textbooks. Through instructing students how to read expository text for meaning, the teacher better equips her children to read actively and with purpose. By understanding the importance of reading comprehension and strategies that increase reader knowledge, teachers and students will have a greater appreciation for the significance of comprehension skills and place a higher emphasis on expository texts in the classroom.
