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The Effects Of Direct Instruction Of A Comprehension Strategy On Seventh Graders Comprehension And Retention Of Expository Text
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Book Synopsis The Effects of Direct Instruction of a Comprehension Strategy on Seventh-graders' Comprehension and Retention of Expository Text by : Judith B. Schaumberg
Download or read book The Effects of Direct Instruction of a Comprehension Strategy on Seventh-graders' Comprehension and Retention of Expository Text written by Judith B. Schaumberg and published by . This book was released on 1988 with total page 386 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Explicit Direct Instruction of Reading Comprehension Strategies by : Susan M. Grabe
Download or read book Effects of Explicit Direct Instruction of Reading Comprehension Strategies written by Susan M. Grabe and published by . This book was released on 2006 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research study was to determine if explicit direct instruction of comprehension strategies, particularly in questioning, would improve students' reading comprehension, which in turn increase instructional reading levels. Participants were taught the comprehension strategy "questioning" through the process of direct modeling, guided practice, and independent practice. Data were collected throughout the duration of the study, and the effectiveness of explicit direct instruction of questioning was determined. Findings suggested that by explicitly teaching questioning as a comprehension strategy, students became more engaged with text and increased their instructional reading level. This study encouraged me to continue to implement best practices in teaching comprehension strategies to ensure the success of students at Prairie Ridge Elementary in Cedar Rapids, Iowa.
Book Synopsis The Effect of Informed Strategy Instruction of Top Level Structure on Seventh and Eighth Grade Low Reading Ability Students' Comprehension Recall, and Metacognitive Knowledge of Expository Text by : Nancy Louise Beck
Download or read book The Effect of Informed Strategy Instruction of Top Level Structure on Seventh and Eighth Grade Low Reading Ability Students' Comprehension Recall, and Metacognitive Knowledge of Expository Text written by Nancy Louise Beck and published by . This book was released on 1988 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction : Reports of the Subgroups by : National Reading Panel (U.S.)
Download or read book Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction : Reports of the Subgroups written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Direct Academic Vocabulary Instruction on Seventh Graders' Nonfiction Reading Comprehension by : Mandy M. Sotillo
Download or read book The Impact of Direct Academic Vocabulary Instruction on Seventh Graders' Nonfiction Reading Comprehension written by Mandy M. Sotillo and published by . This book was released on 2010 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many students lack the vocabulary necessary to become "insiders" of nonfiction reading. When they don't possess the word knowledge necessary to comprehend and interact with the text, nonfiction concepts are lost and the achievement gap grows. One way to strengthen students' background knowledge is to explicitly teach them academic vocabulary terms necessary to be successful readers of nonfiction text. The purpose of this study was to examine the impact of direct academic vocabulary instruction on nonfiction reading comprehension. The nine-week treatment was centered upon Robert Marzano's (2004) six-step approach to teaching vocabulary. Four Literacy 7 classes received the treatment, and results were analyzed from 23 students in one randomly selected class period. Eight words from four content areas (literacy, language arts, science, and global studies) were selected. Students received direct academic vocabulary instruction and multiple opportunities to use, interact, and practice the words. Students were given three pretests, the first to assess their attitudes and prior knowledge of academic vocabulary, another to determine their level of understanding of the grade level academic vocabulary words, and the third to determine their level of reading comprehension when the academic vocabulary words were used in context. The treatment followed Robert Marzano's six-step approach and students kept vocabulary notebooks in their literacy binders. A new set of academic vocabulary words were introduced every two weeks, and multiple opportunities were given for revisiting and practicing the vocabulary words. Identical post tests were administered to measure growth, and results indicated an increase in students' nonfiction reading comprehension.
Book Synopsis Report of the National Reading Panel : Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction : Reports of the Subgroups by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel : Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction : Reports of the Subgroups written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD), in consultation with the Secretary of Education, to convene a national panel to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. The panel was charged with providing a report that should present the panel's conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools" -- p. 1-1.
Book Synopsis The Effects of Comprehending Expository Text in Content Reading Through Direct Instruction of SQ3R Strategy by : Chanta' Monique Booker
Download or read book The Effects of Comprehending Expository Text in Content Reading Through Direct Instruction of SQ3R Strategy written by Chanta' Monique Booker and published by . This book was released on 2003 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Report of the National Reading Panel : Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction by : National Reading Panel (U.S.)
Download or read book Report of the National Reading Panel : Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 500 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.
Book Synopsis The Effects of Advance Organizers of Varying Length on the Comprehension and Retention of Seventh Grade Students by : Roberta C. Borine
Download or read book The Effects of Advance Organizers of Varying Length on the Comprehension and Retention of Seventh Grade Students written by Roberta C. Borine and published by . This book was released on 1982 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Children to Read: Reports of the subgroups by : National Reading Panel (U.S.)
Download or read book Teaching Children to Read: Reports of the subgroups written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 486 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Index to American Doctoral Dissertations by :
Download or read book Index to American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 1252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Reciprocal Teaching Strategies on Students' Comprehension of a Seventh Grade Life Science Text by : Brooke Reese Bess
Download or read book The Effects of Reciprocal Teaching Strategies on Students' Comprehension of a Seventh Grade Life Science Text written by Brooke Reese Bess and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: This action research study was conducted with 7th grade life science students at a public middle school in central Florida. The author used Reciprocal Teaching (RT) as described by Annemarie Palincsar and Anne Brown (1984) to examine changes in student comprehension when reading their life science textbook and changes in how the students used the predicting, questioning, and summarizing strategies. The RT strategies ask students to employ 4 strategies: predict what they will read, generate questions about what was read, clarify any ideas that were not understood in the reading, and summarize the main idea of the reading. Students were given a pre and post reading comprehension test, they completed reading response worksheets to record their predictions, questions, clarifications, and summaries. Students were explicitly taught the 4 strategies prior to using them and the strategies were reinforced through teacher modeling (using think aloud teaching to show students how to use the strategies) and expert scaffolding (giving students the support needed while using the strategies). The teacher-researcher also examined if the students showed change in their level of proficiency when using the strategies after they had been taught them. Analysis of data revealed that student comprehension did increase after being taught the four reading strategies. Data also showed that students became increasingly more proficient when using the strategies as the study progressed. Data analysis also uncovered the unexpected pattern of increased student participation during whole-class and reading group discussions. Further research is needed to examine the effects of teaching highly proficient students specific reading strategies and to see how the explicit instruction of reading strategies affects student participation and achievement during inquiry-based laboratory investigations.
Book Synopsis Second Language Instruction/acquisition Abstracts by :
Download or read book Second Language Instruction/acquisition Abstracts written by and published by . This book was released on 1996 with total page 480 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Integrated Reading and Writing Strategy Instruction on Struggling Middle School Students' Expository Reading and Writing by : Karen H. Dwyer-Tower
Download or read book The Effects of Integrated Reading and Writing Strategy Instruction on Struggling Middle School Students' Expository Reading and Writing written by Karen H. Dwyer-Tower and published by . This book was released on 2007 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examines the effect of integrated teaching of vocabulary and main ideas and supporting details in expository text on struggling middle school students' ability to write extended summaries of expository text. The research was conducted in the literacy support classes in fifth and sixth grade in a suburban middle school in the Northeastern United States. The teacher/researcher conducted an intervention in the integration of reading and writing strategies to struggling middle school readers and writers. She examined the effect of explicit teaching of declarative, procedural, and conditional knowledge of reading and writing strategies on students' demonstration of comprehension of expository text through writing. Data were collected for five writing tasks, three of which were collaborative. The first and last were written independently. Each writing sample was scored using an analytic trait content area rubric for vocabulary and major ideas, which then informed the scoring of the holistic content area rubric. The teacher/researcher examined the students' writing samples through both quantitative and qualitative methods. In addition to the pre- and post-study writing by the participants, data from the Gates-MacGinitie vocabulary and comprehension tests were collected before and after the study. Findings indicate that struggling middle school readers and writers benefit from a comprehensive approach to building their literacy skills. Ninety percent of the fifth and 83% of the sixth grade participants improved either their reading or writing achievement or both. The analytic trait and holistic rubrics aided students' understanding of the requirements for grade appropriate writing and were effective diagnostic instructional tools to guide students' awareness of their abilities in content area writing and enabled targeted, individualized scaffolding of students' writing. The rubrics provided an effective intermediary step between the development of single paragraph and multiparagraph writing for struggling middle school students.
