Author : Whitney B. Donnelly
Publisher :
Page : 396 pages
File Size : 14,77 MB
Release : 1996
Category :
ISBN :
Author : Rebecca A. Reichhart
Publisher :
Page : 109 pages
File Size : 47,15 MB
Release : 2013
Category : Reading comprehension
ISBN :
The purpose of the study was to determine the effect of explicitly teaching expository text structure on second graders' social studies reading comprehension. Participants were 18 second graders from a small Midwestern town. All students were part of the same treatment group. The researcher instructed students on how to identify and comprehend compare/contrast and cause/effect expository text structure. The instruction for the text structures occurred for three weeks each for a total of a six week study. The researcher instructed students with modeling, guided practice and independent practice through the use of graphic organizers. Findings suggested very little effect of treatment. Several strengths and limitations of the study are discussed, as well as implications for future research.
Author : Diane Lapp
Publisher : Taylor & Francis
Page : 460 pages
File Size : 34,62 MB
Release : 2005-04-11
Category : Education
ISBN : 1135605599
How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.
Author : Bonnie J. F. Meyer
Publisher : Amsterdam ; Oxford : North-Holland Publishing Company
Page : 280 pages
File Size : 24,8 MB
Release : 1975
Category : Language Arts & Disciplines
ISBN :
Author : Lily Janise Gentry
Publisher :
Page : pages
File Size : 10,37 MB
Release : 2006
Category :
ISBN :
ABSTRACT: Fifty-seven pre-fourth-graders from 14 private schools participated to determine (a) if teaching text structure with annotation produced higher comprehension scores than the method of teaching vocabulary, and (b) if the effect of instructional method on reading comprehension was the same for male and female students. Effects were measured by immediate posttest and follow-up test NCE scores of the Stanford Diagnostic Reading Test, Fourth Edition (SDRT4) containing components of Comprehension and Vocabulary. The design was a true experiment using a matched comparison-group format. Participants were placed in one of two independent 3-week reading workshop sessions, then randomly assigned to one of two conditions: (a) finding text structure when reading expository text and annotating (TSA group), and (b) extending vocabulary knowledge (VK group). The second session duplicated the first with different participants. Each group received five two-hour lessons. The hypothesis was that scores on the immediate posttest and follow-up test (two months later) on the Comprehension component of the SDRT4 would be higher for pre-fourth-graders in the TSA than in the VK group. The hypothesis was not supported by results of a two 2 (Method) X 2 (Gender) analysis of covariance (ANCOVA) with the pretest as the covariate. Analyses indicated:1. Reading comprehension and vocabulary scores on the immediate posttest and the follow-up test were not statistically significantly higher for TSA compared to VK students. 2. Females scored significantly higher on the Vocabulary and Comprehension posttest. 3. The interaction of Method X Gender was statistically significant on the Vocabulary follow-up test, males benefiting more from vocabulary instruction. Implications suggest: (a) teacher education courses address gender learning differences and schools should examine curricula for male- and female-friendly standards; (b) this study's vocabulary method of instruction inspired children to use new words in speaking and writing; and (c) identifying text structure and annotating are developmental, maturational skills. Maturity level and gender differences in learning raise questions: At what grade level should text structure with annotation be implemented? How can this method be taught to accommodate gender learning differences?
Author : H. Lee Swanson
Publisher : Guilford Press
Page : 587 pages
File Size : 28,96 MB
Release : 2005-11-30
Category : Education
ISBN : 9781593853037
This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.
Author : Janet J. Bohaty
Publisher :
Page : 134 pages
File Size : 19,69 MB
Release : 2015
Category :
ISBN : 9781321691252
The purpose of this study was to assess the effects of a standard protocol supplemental expository text structure intervention (i.e., Structures) on 45 4th and 5th graders experiencing reading difficulties. Students were enrolled in six K-8 parochial schools located in a Midwestern suburban city. Within classrooms, students were randomly assigned to Structures intervention or a business-as-usual control condition. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text (Meyer, 1975, 1985): description, sequence, cause/effect, compare/contrast, and problem/solution. Students in the business-as-usual control condition participated in the same activities or instruction provided by their respective classroom teachers. At post-test, experimental students (n = 24) in the experimental condition significantly outperformed control students (n = 21) on a proximal (i.e., linked directly with the instructional focus of the intervention) researcher-created measure assessing the ability of students to identify text structures (d = 0.94). Experimental students did not significantly outperform controls on a distal (i.e., not linked directly with the instructional focus of the intervention) researcher-created measure assessing expository reading comprehension (d = 0.14) or on a delayed distal norm-referenced measure of expository reading comprehension (d = -0.11). The results, practical implications, and limitations are discussed.
Author : Sandra Jean Troyer
Publisher :
Page : 474 pages
File Size : 31,38 MB
Release : 1993
Category : Dissertations, Academic
ISBN :
Author : Richard Chase Anderson
Publisher : Psychology Press
Page : 326 pages
File Size : 15,71 MB
Release : 1984
Category : Education
ISBN : 9780898592191
Learning to Read in American Schools examines critical research that offers direct implications for the design and/or evaluation of text materials used in our schools today. In so doing, it addresses issues regarding the quality of text materials, and contains specific recommendations for the improvement of reading comprehension and instruction. Timely, clearly written, and jargon-free, this text is an essential handbook for school administrators, reading specialists, teachers in professional development programs, trainers of teachers, and curriculum developers. It should have a profound impact on how reading is taught in American schools.
Author : Rollanda E. O'Connor
Publisher : Guilford Press
Page : 449 pages
File Size : 35,46 MB
Release : 2011-06-17
Category : Language Arts & Disciplines
ISBN : 1609181530
Comprehensive, authoritative, and designed for practical utility, this handbook presents evidence-based approaches for helping struggling readers and those at risk for literacy difficulties or delays. Leading experts explain how current research on all aspects of literacy translates into innovative classroom practices. Chapters include clear descriptions of effective interventions for word recognition, spelling, fluency, vocabulary, comprehension, and writing, complete with concrete examples and teaching scripts. Coverage also encompasses preschool literacy instruction and interventions for older readers, English language learners, and students with learning disabilities, as well as peer-mediated and tutoring approaches. An NCTQ Exemplary Text for Reading Instruction
