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A Study Of The Effects Of Direct Vocabulary Instruction On Reading Comprehension In Fifth And Sixth Grade Students
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Book Synopsis A Study of the Effects of Direct Vocabulary Instruction on Reading Comprehension in Fifth and Sixth Grade Students by : Sabrina Susann Pierson Whitlock
Download or read book A Study of the Effects of Direct Vocabulary Instruction on Reading Comprehension in Fifth and Sixth Grade Students written by Sabrina Susann Pierson Whitlock and published by . This book was released on 2011 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students by : Dana Arreola
Download or read book The Impact of Guided Reading and Direct Instruction on Vocabulary and Comprehension Development of Fifth Grade Students written by Dana Arreola and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Vocabulary Instruction by : Edward J. Kame'enui
Download or read book Vocabulary Instruction written by Edward J. Kame'enui and published by Guilford Press. This book was released on 2012-05-10 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis A Study of the Effects of Direct Instruction in Paradimatic Language Responding on the Reading Skills of Fifth-grade Students by : Mary McCallon Rhodes
Download or read book A Study of the Effects of Direct Instruction in Paradimatic Language Responding on the Reading Skills of Fifth-grade Students written by Mary McCallon Rhodes and published by . This book was released on 1977 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Direct Vocabulary Instruction on Science Comprehension for Fifth Grade Students by : Rebecca A McDermott
Download or read book The Effects of Direct Vocabulary Instruction on Science Comprehension for Fifth Grade Students written by Rebecca A McDermott and published by . This book was released on 2008 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Effect of Direct and Specific Vocabulary Instruction on Sixth Grade Reading Comprehension by : Beverly George
Download or read book The Effect of Direct and Specific Vocabulary Instruction on Sixth Grade Reading Comprehension written by Beverly George and published by . This book was released on 2005 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effect of Direct Instruction on Fifth and Sixth Graders' Abilities to Use Five Contextual Clues by : Bevely Rossetter
Download or read book A Study of the Effect of Direct Instruction on Fifth and Sixth Graders' Abilities to Use Five Contextual Clues written by Bevely Rossetter and published by . This book was released on 1975 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of Effects of Instruction Using the Cloze Procedure on the Reading Comprehension of Fifth and Sixth Grade Students by : Virginia L. O'Neal
Download or read book A Study of Effects of Instruction Using the Cloze Procedure on the Reading Comprehension of Fifth and Sixth Grade Students written by Virginia L. O'Neal and published by . This book was released on 1981 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Systematic Vocabulary Instruction on the Reading Comprehension of Fifth Grade Science Students by : Jason Machler
Download or read book The Effect of Systematic Vocabulary Instruction on the Reading Comprehension of Fifth Grade Science Students written by Jason Machler and published by . This book was released on 2013 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Direct Instruction of Vocabulary on the Reading Comprehension of Fifth Graders by : Margaret Butler
Download or read book The Effect of Direct Instruction of Vocabulary on the Reading Comprehension of Fifth Graders written by Margaret Butler and published by . This book was released on 1987 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis From Present to Future by : Judith A. Scott
Download or read book From Present to Future written by Judith A. Scott and published by . This book was released on 1988 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Why Knowledge Matters by : E. D. Hirsch
Download or read book Why Knowledge Matters written by E. D. Hirsch and published by Harvard Education Press. This book was released on 2019-01-02 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas. Why Knowledge Matters introduces a new generation of American educators to Hirsch’s astute and passionate analysis.
Book Synopsis The Effects of Explicit Vocabulary Instruction on Comprehension of Expository Text in a Sixth Grade Social Studies Class by : Christine Szukalla
Download or read book The Effects of Explicit Vocabulary Instruction on Comprehension of Expository Text in a Sixth Grade Social Studies Class written by Christine Szukalla and published by . This book was released on 2014 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of using the Six Step Vocabulary Program developed by Marzano and Pickering (2004) to improve the comprehension of an expository text by sixth grade social studies students. Specifically, comprehension levels of a class of students were compared during two units of study, the Rome unit and the Middle Ages unit. During the Rome unit, students participated in Marzano and Pickering's Six Step Vocabulary Program. During the Middle Ages unit, no intervention was implemented. Comparisons of pre-test and post-test scores determined the comprehension levels attained by students during each of the units. They were all enrolled in the same social studies class in an intermediate school in a suburb of a large Wisconsin city. This strategy was most effective for students with high reading levels, but did not benefit all participating students.
Book Synopsis Bibliography of Research Studies in Education by : United States. Office of Education. Library Division
Download or read book Bibliography of Research Studies in Education written by United States. Office of Education. Library Division and published by . This book was released on 1929 with total page 1250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Reading Disability Research by : Anne McGill-Franzen
Download or read book Handbook of Reading Disability Research written by Anne McGill-Franzen and published by Routledge. This book was released on 2010-09-17 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bulletin by : United States. Office of Education
Download or read book Bulletin written by United States. Office of Education and published by . This book was released on 1931 with total page 986 pages. Available in PDF, EPUB and Kindle. Book excerpt:
