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Author : Rhonda McGuire
Publisher :
ISBN 13 :
Total Pages : 208 pages
Book Rating : 4.:/5 (961 download)
Download or read book Middle School Teachers' Perceptions Towards Teaching Low Performing Readers written by Rhonda McGuire and published by . This book was released on 2016 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Leah Moreau
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (858 download)
Download or read book Who's Really Struggling? written by Leah Moreau and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who struggle with reading are common in today's middle school classrooms. This research used a socioecological framework to explore middle school teachers' perceptions of struggling readers. As the notion of perception encompasses many influences, the research sought out teacher understandings of components and factors relating to reading difficulties, both intrinsic and extrinsic. As well, the study examined teacher views of struggling readers' behaviours, affect, and the classroom implications of their difficulties. Finally, the study explored feelings of both competency and responsibility in the teaching of struggling readers. The research was carried out in three school districts in the Vancouver Island/Gulf Islands, BC area. Using a phenomenological case study approach, survey data from 35 respondents, and interview data from 10 participants were analyzed using both a within-case and cross-case analysis method. Identified common themes included teachers' difficulty defining and assessing students who struggle with reading, and tending to attribute the difficulties to factors beyond their control. The teachers realized the correlation between reading difficulties and motivation but were unsure how to mitigate the ensuing behaviours in their classrooms. The participants believed that middle school students should be competent grade level readers and did not believe it their job to teach specific reading skills in content area classes. Although the teachers in this study wanted to do more to help their students who struggle with reading, they were constrained by a perceived lack of knowledge and time. The findings suggest that teachers, both pre-service and in-service, need more education about reading difficulties, classroom strategies and practice. The research indicates a need for more optimal use of specialist teacher time, literacy coaching, levelled resources, and a focus on the British Columbia Performance Standards.
Author : Angelica S Burks-Henley
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book MIDDLE SCHOOL TEACHERS PERCEPTIONS OF THE FACTORS THAT SUPPORT OR IMPEDE THE INCLUSION OF READING STRATEGIES INTO CLASSROOM INSTRUCTION. written by Angelica S Burks-Henley and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This interpretive case study took place in an urban middle school where content area math and science teachers engaged in content area reading instruction designed to promote students reading development in their content area classes. Participants included eight teachers across grade levels six, seven and eight. Teachers participated in a Background Information Questionnaire designed to obtain their perceptions, literacy beliefs and literacy practices; focus group interviews created to explore their perceptions related to the key themes in the literature regarding content area reading instruction; structured one-on-one interviews to corroborate researcher interpretations of the initial data analysis and to collect individual teacher data on key themes created in focus group interviews; and finally, member checking sessions designed to verify key findings. ArrayKey findings revealed that these teachers held content area reading instruction within their content area class and felt responsible for students literacy learning while also being responsible for teaching content area standards. Students abilities emerged as a major theme regarding perceived impacts on students efforts to comprehend content area texts and vocabulary. Factors that teachers perceived as most supportive in teaching content area reading included instructional factors (teacher motivation and student motivation) and infrastructural factors (support from the administrative team, collaboration with English Language Arts colleagues, district literacy support and buy-in from all staff). Teacher-perceived obstacles to providing effective reading instruction included instructional factors (lack of instructional differentiated resources, excessive testing and student ability) and infrastructural factors (lack of adequate time, lack of proper undergraduate training, inadequate district professional development and student ability). Implications for schools and districts, as well as possibilities for future research were discussed..
Author : Rosalind Horowitz
Publisher : Taylor & Francis
ISBN 13 : 1317699734
Total Pages : 232 pages
Book Rating : 4.3/5 (176 download)
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Download or read book Middle School ELL and LD Teachers' Perceptions of the Importance of Reading Methods written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is a follow-up to Al-Fadda's (2004) investigation of middle school teacher's perceptions of the importance of reading methods. The primary research question to be addressed in this study was: What are ELL and LD teachers' perceptions of the importance of specific reading strategies for their respective types of students? To address this question the researcher developed a survey with five demographic questions and 44 reading methods based on the framework of the COBRA model developed by Heerman (2002). The researcher administered the survey to public middle and junior high school ELL and LD teachers from Kansas, New Mexico, Oklahoma, and Texas and compared the two groups' perceptions of the importance of several reading strategies. Analysis of the results showed that there was a 60% agreement rate between the two teacher groups (no significant differences) for three of the COBRA goals (background knowledge, comprehension, and study and application) and a 40% difference rate between the two teacher groups (significant differences) for two of the COBRA goals (experiential learning and vocabulary). For the 44 survey items, there was an agreement rate of 82.82%, and a difference rate of 17.18%. The researcher concludes that there were more similarities than differences between ELL teachers' and LD teachers' perceptions of the importance of the surveyed reading methods, however, there were also real differences. The researcher found justification for the belief that ELL and LD teachers should be considered specialist teachers when it comes to rating the relative importance of reading methods. ELL teachers appear to be inclined to use reading methods related to language, experience, and vocabulary methods. The results also reveal that LD teachers appear to be inclined to use reading methods related to intervention strategies with conferencing, coaching, compensatory methods, specific skills development and memory processes. In addition, the researcher noted a large number of methods with small mean differences, showing the certain levels of agreement between the two teacher groups. In terms of the five teacher variables, percentage of ELL students, percentage of low-income students and school enrollment proved to be the least active variables but the teacher variables of teachers' education levels and teachers' experience levels were more active.
Author : Dennis Clinefelter
Publisher :
ISBN 13 :
Total Pages : 142 pages
Book Rating : 4.:/5 (681 download)
Download or read book A Case Study of Perceptions of Teachers Engaged in Teaching Reading to Adolescent Students in Middle School written by Dennis Clinefelter and published by . This book was released on 2008 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is a foundational skill that contributes to success in school and life-long endeavors. Teaching students to read and ensuring they learn how to master the five components of the reading process is a primary task of those in the education system. However, there are many students who reach middle school who have not become proficient or advanced readers. Many students continue to struggle with reading, functioning only at a basic or below basic level. The impact of struggling to read can be catastrophic for students and can negatively affect their ability to learn. The focus of this study is a middle school that continually reported a high number of students in 6th, 7th, and 8th grades that struggled with reading. The purpose of the study was to evaluate the perceptions of teachers engaged in teaching reading to adolescent middle school students. Further, the study sought to gain ideas from the teachers regarding adolescent literacy and how to address the problem of middle school students who struggled with reading. This study utilized a qualitative case study methodology. Data were collected through two surveys that used closed and open-ended questions. Data were also gathered from the researcher's classroom observation, team meeting, and informal conversation notes. This study found that a discrepancy existed about the extent of the problem between teachers' perceptions of struggling readers and reported assessment scores. Findings from the study also suggested mixed perceptions regarding the setting and who is responsible for teaching reading among the middle school teachers. In the findings, elements that block students from learning to read or express their reading abilities were identified. The teachers identified numerous ways to assist students but were hesitant to adopt strategies to use in the classroom beyond the aligned curriculum instruction. The findings also revealed that teachers were very definite in listing training needs for teachers and what elements must be included in teaching adolescent literacy. A theme emerged of resistance for some teachers based on the demand to teach a separate reading class and individual perceptions about whose responsibility it is to teach reading. This study may have implications for teachers dealing with similar issues based on the problem of a high number of students that struggle with reading in the middle school setting.
Author : Edna Knighten Smit
Publisher :
ISBN 13 :
Total Pages : 264 pages
Book Rating : 4.3/5 (129 download)
Download or read book The Influences of Gender, Work and Social Habits, and Content Area of Teachers' Perceptions of Reading Abilities and Scholarship of Middle School Students written by Edna Knighten Smit and published by . This book was released on 1984 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Laura Robb
Publisher : Scholastic Inc.
ISBN 13 : 9780590685603
Total Pages : 326 pages
Book Rating : 4.6/5 (856 download)
Download or read book Teaching Reading in Middle School written by Laura Robb and published by Scholastic Inc.. This book was released on 2000 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get the "big picture" of teaching reading in the middle school, including research, as well as the practical details you need to help every stydent become a better reader. Veteran teacher Laura Robb shares how to: teach reading strategies across the curriculum, present mini-lessons that deepen students' knowledge of how specific reading strategies work; help kids apply the strategies through guided practice; support struggling readers with a plan of action that improves their reading motivation; and much more.
Author : Anne McGill-Franzen
Publisher : Routledge
ISBN 13 : 1136980679
Total Pages : 536 pages
Book Rating : 4.1/5 (369 download)
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.
Author : Michael J. Siggins
Publisher :
ISBN 13 :
Total Pages : 118 pages
Book Rating : 4.:/5 (131 download)
Download or read book Strengths, Limitations, and Required Supports of a School-wide Reading Comprehension Strategy written by Michael J. Siggins and published by . This book was released on 2016 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The middle school that served as the focal point of this case study failed to meet required performance levels on the Pennsylvania System of School Assessment (PSSA) reading assessment for four consecutive years, and in 2006 was assigned the negative distinction of School Improvement I status by the Pennsylvania Department of Education. Through the incorporation of a school improvement team, a detailed implementation plan was developed to address this failure by requiring the consistent use of a singular reading strategy within all discipline-specific classrooms. Therefore, the purpose of this case study was to examine the perceptions of middle school classroom teachers regarding the strengths, limitations, and necessary supports of the required school-wide use of a singular reading strategy across all content areas. Perceptual data were obtained through the use of a web-based survey (33 respondents) and ten personal interviews. Findings from this study supported the need for a clear vision, daily time for collaboration, teacher accountability, and professional development as necessary supports to effectively provide reading strategy instruction within discipline-specific classrooms. Student academic performances within discipline-specific classrooms and on mandated state standardized assessments improved to the level that the school was awarded a 2012 National Blue Ribbon. Findings indicated that the school's climate transformed from isolation to collaboration, where teamwork drove the school's mission of improving the academic performances of students and the instructional practices of teachers. Additionally, this study revealed that the attitudes of secondary content area teachers had positively changed toward the teaching of reading strategies within their discipline-specific classroom.
Author : Christine Ceraso Parisi
Publisher :
ISBN 13 :
Total Pages : 165 pages
Book Rating : 4.:/5 (91 download)
Download or read book Teacher Perceptions of Reading Comprehension Strategies in Middle School Content Area Classrooms written by Christine Ceraso Parisi and published by . This book was released on 2015 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding how to instill reading comprehension strategies in all students is paramount to student success. Many middle school teachers focus instruction on content concepts rather than the automaticity of skills needed to access content area information. Content area teachers need to support a cooperative, team approach to reading comprehension strategy instruction in all subject areas. This research study explored a team of sixth grade content area teachers in an urban middle school in southern Connecticut as they implemented a reading comprehension strategy program as a team to determine which reading comprehension strategies the team perceived successful for all students in all content area classrooms. Content area classrooms included a language arts teacher, a science teacher, a mathematics teacher, and a social studies teacher. Interviews were conducted individually and as a team prior to the study, during the study, and at the conclusion of the study. Themes which emerged from the study were: teacher perceptions of collaboration, identification of successful reading comprehension strategies, classroom implementation, teacher perceptions of student response to reading comprehension strategy program, and teacher perceptions of implementing reading comprehension strategy program. The study revealed a need for content area teachers to continue to scaffold reading comprehension strategy instruction students received at the elementary school level.
Author : Steve Michael Lassiter
Publisher :
ISBN 13 :
Total Pages : 151 pages
Book Rating : 4.:/5 (19 download)
Download or read book The Perceptions and Beliefs of High Performing Teachers Who Teach Struggling Readers In Low Performing Schools written by Steve Michael Lassiter and published by . This book was released on 2019 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : H. Richard Milner IV
Publisher : Corwin Press
ISBN 13 : 1506301819
Total Pages : 201 pages
Book Rating : 4.5/5 (63 download)
Download or read book "These Kids Are Out of Control" written by H. Richard Milner IV and published by Corwin Press. This book was released on 2018-07-18 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today’s classrooms reimagined If you’re looking for a book on how to "control" your students, this isn’t it! Instead, this is a book on what classroom learning could be if we aspire to co-create more culturally responsive and equitable environments—environments that are safe, affirming, learner-centered, intellectually challenging, and engaging. If we create the kind of places where our students want to be . . . A critically important resource for teachers and administrators alike, "These Kids Are Out of Control" details the specific practices, tools, beliefs, dispositions, and mindsets that are essential to better serving the complex needs of our diverse learners, especially our marginalized students. Gain expert insight on: What it means to be culturally responsive in today’s classroom environments, even in schools at large How to decide what to teach, understand the curriculum, build relationships in and outside of school, and assess student development and learning The four best practices for building a classroom culture that is both nurturing and rigorous, and where all students are seen, heard, and respected Alternatives to punitive disciplinary action that too often sustains the cradle-to-prison pipeline Classroom "management" takes care of itself when you engage students, help them see links and alignment of the curriculum to their lives, build on and from student identity and culture, and recognize the many ways instructional practices can shift. "These Kids Are Out of Control" is your opportunity to get started right away!
Author : Nancy Frey
Publisher : Corwin Press
ISBN 13 : 148333208X
Total Pages : 256 pages
Book Rating : 4.4/5 (833 download)
Download or read book Rigorous Reading written by Nancy Frey and published by Corwin Press. This book was released on 2013-08-30 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: What it really means to "read closely." What could Fern Arable, Jay Gatsby, and Winston Churchill possibly have in common? They all need masterful teachers to help students revel in their complexity. And Nancy Frey and Doug Fisher are just the two mentors to help you make that happen. Call it close reading, call it deep reading, call it analytic reading—call it what you like. The point is, it’s a level of understanding that students of any age can achieve with the right kind of instruction. In Rigorous Reading, Nancy and Doug articulate an instructional plan so clearly, and so squarely built on research, that teachers, schools, and districts need look no further. The 5 Access Points Toward Proficiency Purpose & Modeling: Teachers think aloud to demonstrate critical thinking and how good readers always know why they are reading. Close & Scaffolded Reading Instruction: Teachers engage students in repeated readings and discussions, with text-dependent questions, prompts, and cues to help students delve into an author’s ideas. Collaborative Conversations: Teachers orchestrate collaborative learning to get students in the habit of exercising their analytical thinking in the presence of their peers. An Independent Reading Staircase: Teachers artfully steer students to more challenging books, with strategic bursts of instruction and peer conferences to foster metacognitive awareness. Performance: Teachers offer feedback and assessments that help students demonstrate understanding of text in authentic ways and plan instruction based on student understanding. There’s more . . . Also included are illustrative classroom video clips available via QR codes along with an online Facilitator’s Guide with PowerPoints--making Rigorous Reading the only resource a teacher, school, or district needs to seriously stretch students’ capacity to read and comprehend text.
Author : Luanne Gagliardi
Publisher :
ISBN 13 : 9781124820118
Total Pages : 430 pages
Book Rating : 4.8/5 (21 download)
Download or read book Examining the Scholastic READ 180 Program Teachers' Perceptions Regarding Local Setting Factors and Role of the Teacher Impacting the Program's Implementation in Seventh Grade at Three Middle Schools written by Luanne Gagliardi and published by . This book was released on 2011 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine three seventh grade R180 teachers' perceptions regarding the local setting factors and role of the teacher impacting the program's implementation across the three middle schools. The conceptual framework guiding this study was derived from the Scholastic R180 Logic-of-Change Model, which depicts an instructional sequence leading to a long-term goal of improved student reading performance and the connections between the activities and the expected outcomes throughout the steps of the program. The model is grounded in the Theory-of-Change concept, which provides the theoretical understanding of changes that must occur when schools are implementing new programs to support student achievement (Weiss, 1995). This descriptive, multiple-site case study examined three R180 teachers' perceptions in regard to how the local setting factors and role of the teacher that impacted the R180 program in the seventh grade. The four data sources were teacher surveys, teacher interviews, classroom observations, and artifacts obtained during the interview process. A case study protocol guided the collection, analysis, and writing of data, findings, conclusions, and recommendations. The study identified two major conclusions. First, the two dominant roles, facilitator and motivator, influenced the successful implementation of the R180 program to help increase students' reading comprehension. Secondly, the study concluded that a positive school or classroom environment, the supportive nature of administration and other staff members, and meaningful professional development appear to sustain the R180 program implementation, while time constraints and technical difficulties can be major obstacles in implementing the program. The study allowed the researcher to gain a clearer perspective of the critical roles that teachers play if they are to successfully facilitate the R180 program and effectively motivate their students in understanding and appreciating reading as a necessary lifelong skill. The study also demonstrated that local setting factors in school communities need to support the efforts of the R180 teacher. However, it is incumbent upon the teachers to affect positive change regardless of the obstacles in their way. A major part of this commitment is the teachers' obligation to improve their instructional practices and student learning and promote an productive classroom environment that cares about how students learn and how well they learn. Future recommendations for practice should include university preparation for aspiring teachers to take at least one reading course designed to address the needs, abilities, and disposition of the older struggling reader; on-going professional development opportunities for R180 teachers to expand their R180 practices through Scholastic sponsored coaching sessions; and appropriate funding to maintain the R180 technology component. Future recommendations for research would include a replication of the present study using a larger sample of R180 teachers; a study examining strategies for motivating low-achieving students; a study examining the R180 students' perceptions of the role of the teacher and local setting factors that impact their learning; and a study replicated at the middle school level with special education R180 classes to examine how the R180 teachers perceive the role of the teacher and local setting factors that support or hinder the R180 program.
Download or read book Reading Education Issues written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine middle school principals' and teachers' perceptions of the current issues in middle school reading education and to identify the sources of information that these educators use and find helpful to keep informed reading issues. Participants were employed in the 14 middle schools of the Knox County School System (KCS) in Knoxville, Tennessee. Questionnaires were completed in March and April 2004 by the 14 middle school principals and 14 teachers who were reading chairpersons for their schools. The questionnaire used in this study, Middle School Principals and Teachers: Knowledge of the Reading Program, consists of five tasks. A chisquare analysis was used for three of the tasks and percentages of responses were compared to analyze two tasks. Principals and teachers agreed more than they disagreed on their responses to all tasks in the questionnaire. There were three items in which participants' responses showed statistically significant differences: (a) the two groups' classification and ranking of importance of one issue, providing a supportive learning community including teachers who serve as role models of active literacy via apparent relish for reading (teachers classified and ranked this as unresolved more often than did principals), and (b) one source of information, journals for educators (reported as used more by principals than teachers) ...
Author : Esther Yvette Walters
Publisher :
ISBN 13 :
Total Pages : 444 pages
Book Rating : 4.:/5 (54 download)
Download or read book An Analysis of Middle School Language Arts Teachers' Perceptions of Themselves as Readers and Writers and how that Influences the Way They Teach Literature and Composition written by Esther Yvette Walters and published by . This book was released on 2002 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:
