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The Effect Of Systematic Vocabulary Instruction On The Reading Comprehension Of Fifth Grade Science Students
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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 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 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 Effects of Effects of Reading Comprehension Strategies on Learning Fifth Grade Science Vocabulary by : Cheryl L. Hettinger
Download or read book Effects of Effects of Reading Comprehension Strategies on Learning Fifth Grade Science Vocabulary written by Cheryl L. Hettinger and published by . This book was released on 2006 with total page 99 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this descriptive action research study was to evaluate the effects of using six reading strategies on the learning of science vocabulary in fifth grade science. It was hypothesized that the strategies would improve vocabulary learning, thereby increasing students comprehension. Data were collected over a nine-week period. One class of seventeen fifth grade students were the subjects for this action research. Data sources for this study included a concept map ans a student questionnaire for both used for pre- and post-assessment purposes. Other sources of data included the six vocabulary strategies applied to reading passages, two teacher-generated quizzes, and a performance assessment. The data indicated that all students who participated in this study improved their comprehension of science vocabulary through the application of reading strategies.
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 The Effects of Vocabulary Instruction on Fifth Grade Science Achievement by : Meghan Connelly
Download or read book The Effects of Vocabulary Instruction on Fifth Grade Science Achievement written by Meghan Connelly and published by . This book was released on 2004 with total page 46 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 The Effect of Systematic Vocabulary Instruction on the Reading Comprehension of Secondary Social Studies Students by : Krista Marie Bolinsky
Download or read book The Effect of Systematic Vocabulary Instruction on the Reading Comprehension of Secondary Social Studies Students written by Krista Marie Bolinsky and published by . This book was released on 2011 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Classroom Vocabulary and Text Reading Instruction on Student Literacy Growth in Grades 4 and 5 by : Benjamin S. Cockrel
Download or read book Effects of Classroom Vocabulary and Text Reading Instruction on Student Literacy Growth in Grades 4 and 5 written by Benjamin S. Cockrel and published by . This book was released on 2013 with total page 23 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, we examine the relationship between classroom vocabulary and text reading instruction with student literacy gains. We assessed 473 fourth- and fifth-grade students from 24 classrooms across 16 schools in measures of word reading, vocabulary, and reading comprehension in the fall and spring, and each classroom was observed during their literacy block three times at approximately equidistant occasions. Data from these observations were averaged across time to establish average daily time each teacher spent on literacy block content areas. Multilevel model results suggest that time spent on vocabulary instruction has a positive effect on students' word reading and vocabulary gains. In addition, results imply that vocabulary instruction had a greater effect on students' word reading gains when students also received greater amounts of text reading instruction.
Book Synopsis The Effect of Sight-vocabulary Instruction on the Vocabulary and Reading-comprehension Scores of Fourth Through Sixth-grade Students Reading Below-grade Level by : Josephine Adams
Download or read book The Effect of Sight-vocabulary Instruction on the Vocabulary and Reading-comprehension Scores of Fourth Through Sixth-grade Students Reading Below-grade Level written by Josephine Adams and published by . This book was released on 1981 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Reading Comprehension Strategies on Student Content Knowledge in a Fifth Grade Science Class by : Whitney Towler
Download or read book The Effects of Reading Comprehension Strategies on Student Content Knowledge in a Fifth Grade Science Class written by Whitney Towler and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Word Meanings by : Steven A. Stahl
Download or read book Teaching Word Meanings written by Steven A. Stahl and published by Routledge. This book was released on 2007-07-10 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offering a comprehensive approach to vocabulary instruction, this book is about how children learn the meanings of new words and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings.
Book Synopsis The Science of Reading by : Margaret J. Snowling
Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Book Synopsis Language Diversity, School Learning, and Closing Achievement Gaps by : National Research Council
Download or read book Language Diversity, School Learning, and Closing Achievement Gaps written by National Research Council and published by National Academies Press. This book was released on 2010-08-26 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.
Book Synopsis A Quantitative Correlational Study of Explicit Science Vocabulary Instructions of Georgia 5th Grade Students and Their Reading Performance by :
Download or read book A Quantitative Correlational Study of Explicit Science Vocabulary Instructions of Georgia 5th Grade Students and Their Reading Performance written by and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic achievement in elementary science achievement scores throughout Title One schools in metro-Atlanta could be identified through analphabetism and improper vocabulary instruction to accommodate students' learning styles. Teaching words explicitly entails extensive time and patience when exposing new science vocabulary. However, teaching explicitly contradicts new science pedagogy surrounding how students should acquire new concepts. To properly understand the influence of explicit based strategies within an implicit based model, a quantitative correlational study was used in five metro-Atlanta schools. This study highlights the use of the Woodstock Mastery survey and orthographic facilitation as a tool to combat explicit instruction in fifth grade science classrooms.
Book Synopsis The Effects of Reading Aloud to Fifth-grade Students on Their Vocabulary Development, Reading Comprehension, and Total Reading Achievement by : Laura Bryan
Download or read book The Effects of Reading Aloud to Fifth-grade Students on Their Vocabulary Development, Reading Comprehension, and Total Reading Achievement written by Laura Bryan and published by . This book was released on 1993 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt:
