Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Reading Comprehension Strategies Of High Proficient And Low Proficient Esl Learners As Evidenced Through Think Aloud And Retelling Protocols
Download Reading Comprehension Strategies Of High Proficient And Low Proficient Esl Learners As Evidenced Through Think Aloud And Retelling Protocols full books in PDF, epub, and Kindle. Read online Reading Comprehension Strategies Of High Proficient And Low Proficient Esl Learners As Evidenced Through Think Aloud And Retelling Protocols ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Reading Comprehension Strategies of High-proficient and Low-proficient ESL Learners as Evidenced Through Think-aloud and Retelling Protocols by : Gilbert Toro-Ventura
Download or read book Reading Comprehension Strategies of High-proficient and Low-proficient ESL Learners as Evidenced Through Think-aloud and Retelling Protocols written by Gilbert Toro-Ventura and published by . This book was released on 1994 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis What Were You Thinking? by : Laurie Morrison
Download or read book What Were You Thinking? written by Laurie Morrison and published by . This book was released on 2009 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Question: In what ways does the acquisition of certain comprehension strategies (predicting and making connections) through a think-aloud protocol increase English Language Learners' ability to comprehend text? Research activities: This research explores how think-alouds help improve English Language Learners' reading comprehension, focusing on thoughts that are predictions or personal connections. This was done through the use of teacher modeled think-alouds, small group discussion think-alouds, partner think-alouds, as well as independent, student led think-alouds. Context: The study took place in a fourth grade classroom, during a thirty minute English Language Development block. The research focused on three ELL students of varying English proficiencies, as classified by the California English Language Development Test. These students were identified as below proficiency in reading comprehension according to the California Standards Test, as well as district assessments. Methods and data: This intervention lasted a period of twenty-two days and utilized teacher modeled think-alouds, group discussions, as well as student think-alouds, in order to help students internalize the reading strategies of predicting and making connections. Data sets include pre intervention reading assessments, surveys, student work, observations, student interviews, and audio recordings of student led think-alouds. Results: Results showed that modeling, discussion, and use of the think-aloud protocol enabled students to more successfully use the reading strategies of predicting and making connections. Students became more aware of their thinking during reading, and thus came to use the reading strategies of predicting and making connections more instinctively during their reading. The depth of students' thoughts improved over time, and showed a deeper understanding of the text. Grade level: Fourth Grade. Data collection methods: Observation-Field Notes, Audio recordings, Student Surveys, Student Interviews, Student Work. Curriculum areas: English Language Arts, Reading. Instructional approaches: Teacher Modeling, Group Discussions, Partner Reads and think-alouds, Independent Student Led Think-Aloud.
Book Synopsis What Were You Thinking? by : Evelyn Pérez Mass
Download or read book What Were You Thinking? written by Evelyn Pérez Mass and published by . This book was released on 2015 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading comprehension may be the most important skill for any student to acquire and is therefore an area of particular interest to any educator. The process of reading comprehension is crucial for efficient understanding and imperative to prepare English Language Learners (ELLs) at the universities to become strategic readers. This qualitative exploratory case study investigated how the teaching of metacognitive strategies can aid the reading comprehension of first year university students.
Download or read book Making Sense written by Juli Kendall and published by Taylor & Francis. This book was released on 2023-10-10 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is all about understanding. How do we know our kids are getting it—and what do we do when they don't get it? Authors Juli Kendall and Outey Khuon believe that small group comprehension lessons have a key role to play in advancing students' understanding of texts. Making Sense: Small-Group Comprehension Lessons for English Language Learners , they provide answers to many common questions asked by teachers of ELL. It is an easy-to-use, practical resource for ELD, ESL, and ESOL teachers.The book's five main sections are geared to the stages of language proficiency, and lessons span kindergarten through grade 8. The authors outline 52 lessons that teach students how to make connections, visualize, infer, and determine importance. Each lesson follows a four-part teaching framework: Start Up/Connection: Helping students build background and use prior knowledge to connect to the lesson Give Information : Explicitly telling students what they are going to learn and why they are learning it Active Involvement : Students practice what they are learning while the teacher monitors and adjusts instruction accordingly Off-You-Go!: Opportunities for students to practice what they learned with peers or independently. Making Sense will appeal to experienced teachers seeking to expand their repertoire of lessons, as well as new teachers just beginning the adventure of teaching comprehension to English language learners.
Download or read book Resources in Education written by and published by . This book was released on 1989-02 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Revisit, Reflect, Retell by : Linda Hoyt
Download or read book Revisit, Reflect, Retell written by Linda Hoyt and published by Heinemann Educational Books. This book was released on 1999 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly practical collection of more than 130 strategies and 90 reproducibles is the perfect resource for any teacher attempting to evoke high-quality responses to literature.
Book Synopsis Rethinking Reading Comprehension by : Anne P. Sweet
Download or read book Rethinking Reading Comprehension written by Anne P. Sweet and published by Guilford Press. This book was released on 2003-04-30 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Book Synopsis Research-based Methods of Reading Instruction for English Language Learners, Grades K-4 by : Sylvia Linan-Thompson
Download or read book Research-based Methods of Reading Instruction for English Language Learners, Grades K-4 written by Sylvia Linan-Thompson and published by ASCD. This book was released on 2007 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is packed with dozens of field-tested lessons for helping English language learners develop proficient reading skills.
Book Synopsis Retelling as an Effective Reading Comprehension Strategy for Young ESL Learners by : Jung-Ah Han
Download or read book Retelling as an Effective Reading Comprehension Strategy for Young ESL Learners written by Jung-Ah Han and published by . This book was released on 2005 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Retelling is not a new strategy, but it has been underestimated for a long time. This study investigates the effectiveness of retelling as a reading strategy for elementary school students of English as a Second Language (ESL). Two first graders, three second graders, and three fifth graders participated in the study. They were divided into two groups (Group A and B) considering their English competence and other factors. Their retelling outcomes including oral, written and drawings during 2 months period were collected and analyzed. During the study, students were being read stories and asked to retell the stories orally and/ or in written and/ or in drawings. The results show a noticeable improvement in their story structure, length of the retelling, reading comprehension, and confidence. No major improvement in vocabulary growth was found, in spite of individual difference. Self-evaluations and observation results indicate that the participants enjoyed story readings, their attitude toward reading became more positive and they gained self-confidence. The results suggest that retelling could be a useful reading strategy for ESL learners with its potential.
Book Synopsis Reading Comprehension Strategies and Comprehension Level of Proficient and Low Proficient ESL Readers by : Hawa Abdullai Morjan Danga
Download or read book Reading Comprehension Strategies and Comprehension Level of Proficient and Low Proficient ESL Readers written by Hawa Abdullai Morjan Danga and published by . This book was released on 1999 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Explicit Instruction of Reading Comprehension Strategies by : Maryam Salehomoum
Download or read book Explicit Instruction of Reading Comprehension Strategies written by Maryam Salehomoum and published by . This book was released on 2018 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies of proficient readers have shown that the use of certain strategies (e.g., relating personal background knowledge to text, attending to headings and images, and summarizing) is important for comprehension of challenging texts (Afflerbach, Pearson, & Paris, 2017; Duke et al., 2011; Goldman et al., 2016; Shanahan, Shanahan, & Misischia, 2011). Despite advances in early identification of deafness, early intervention, and years of literacy research, on average, children who are Deaf or Hard of Hearing (DHH) continue to exhibit long-term language and literacy delays (Kyle & Harris, 2010; Ruffin et al., 2013). Many students, hearing and D/deaf, are limited in their use of comprehension and metacognitive strategies (Banner & Wang, 2011; Donne & Rugg, 2015; Morrison et al., 2013; Nickerson 2003, Schirmer, 2003). Although research has shown that explicit instruction can improve students’ use of strategies (Johnson Howell & Luckner, 2003; Palincsar & Brown, 1984), there are few well-designed studies that examine the efficacy of this kind of intervention with adolescents who are DHH (Easterbrooks & Stephenson, 2006; Luckner et al., 2005/2006; Marschark et al., 2009). A multiple baseline case study was therefore developed to examine the effect of 1:1 explicit instruction of targeted strategies for reading comprehension with four DHH high school students. A verbal protocol (think aloud) procedure (Ericsson & Simon, 1980; McGuiness & Ross, 2011) was used to better understand the students’ cognitive processes as they engaged in reading aloud and to instruct students in the effective use of strategies. Data consisted of baseline vs. post-intervention analyses of: (a) type and frequency of strategies used, (b) students’ success in deriving the meaning of unknown words, (c) students’ response accuracy to short answer comprehension questions, and (d) coherence and accuracy of self-constructed written summaries. In addition to the student data, interviews and observations of four participating teachers were conducted to gain insight into existing classroom instructional practices. Results indicate that all students began using new strategies following intervention. Students reported generalization of strategy use across contexts. However, even though some students used quite a variety of strategies, their application of a strategy did not always lead to improved text comprehension. The use of a think aloud procedure was highly valuable in shedding light on factors that challenged comprehension, such as limited vocabulary knowledge and skills. The two non-standardized comprehension measures employed in the study (i.e., short answer comprehension questions and self-constructed written summaries) did not show a clear intervention effect, but results from the standardized Gates McGinitie Reading Tests (MacGinitie, MacGinitie, Maria, Dryer, & Hughes, 2007) indicated improved reading achievement for two students. Overall, findings suggest a promising effect of explicit instruction of strategies. To ensure more robust findings, future studies would need to implement explicit instruction over a longer period of time and/or via increased frequency of instruction.
Book Synopsis Improving Reading Comprehension Instruction Through Professional Development in a Collaborative Think Aloud Protocol by : Linda H. Grace
Download or read book Improving Reading Comprehension Instruction Through Professional Development in a Collaborative Think Aloud Protocol written by Linda H. Grace and published by . This book was released on 2016 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Executive Leadership Portfolio (ELP) addresses the need to improve the reading comprehension skills of students in the Brandywine School District (BSD) so that they will be able to meet the increasing comprehension demands that the Common Core State Standards (CCSS) and the Smarter Balanced Assessment Consortium (SBAC) assessment require. The overarching improvement goal of the ELP is to improve reading comprehension instruction by creating a professional development module for the district. To achieve that goal, a professional development project with five reading specialists was conducted to examine whether professional development using a collaborative think aloud protocol would change teachers’ understanding of and instruction of comprehension strategies. Data from the project showed that a combination of workshop trainings, classroom practice and coaching feedback was generally effective in improving both understanding and instruction in reading comprehension. Reading specialists strengthened both their understanding and classroom practice of metacognitive modeling and responsive elaboration techniques after the workshop trainings and follow-up coaching sessions. However, reading specialists did not change the guided practice they provided for students during metacognitive modeling, even though they increased their understanding in this area. Reading specialists did improve their existing responsive elaboration instructional techniques but did not change in their understanding or practice of alternative instructional strategies to help students correct misunderstandings during responsive elaboration. Recommendations for future professional development were to focus on implementing structured instructional routines in the classroom, to include longer professional development to improve unstructured practices, to offer additional opportunities to practice the following three components of scaffolding: lessening the level of support, making connections to new knowledge, and including scaffolding in existing instructional programs and routines. The next steps include the implementation of a revised professional development module that will be offered to all fourth- and fifth-grade teachers in the district. The revised module will include multiple resources in a blended format for teachers.
Book Synopsis The Think-aloud Strategy, Reading Comprehension, and English Language Learners by : Katrina Ann Benson
Download or read book The Think-aloud Strategy, Reading Comprehension, and English Language Learners written by Katrina Ann Benson and published by . This book was released on 2010 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Interactive Think-aloud Lessons by : Lori D. Oczkus
Download or read book Interactive Think-aloud Lessons written by Lori D. Oczkus and published by Teaching Resources. This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book you will find a wealth of exciting classroom-tested lessons that will aid you in teaching the comprehension strategies.
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 Reading Comprehension in Expository Texts Through Retelling. A Basis for Developing an Intervention by : Jasmin Villanueva
Download or read book Reading Comprehension in Expository Texts Through Retelling. A Basis for Developing an Intervention written by Jasmin Villanueva and published by . This book was released on 2015-12-08 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Paper from the year 2015 in the subject English - Pedagogy, Didactics, Literature Studies, Pampanga State Agricultural University (College of Education), course: MAED, language: English, abstract: This descriptive-correlational study aimed to assess the level of reading comprehension in expository text of Grade 6 pupils from selected public school sin Angeles Meta-synthesis was used to integrate the qualitative observations of 3 raters on the retellings of the respondents. The expository text used in this study was entitled Friendship, a suggested reading for intermediate students. The text was 490 words long, with average sentence length of 12,8, had a Flesch Reading Ease value of 77.5, and a computed Flesch-Kincaid Grade Level of 6.1. Most of the pupils attained a rating of developing for the content (40.57%), structure (61.71%), and vocabulary (46.86%) of their retelling. A small percentage of the respondents attained an exceptional rating on content (13.14%), structure (4.57%), and vocabulary (0.57%). Majority of the pupils (47.43%) were classified as approaching proficiency (80-84) in terms of their Grade 6 English subject grade. Only 1.71% of the pupils belonged to the advanced category. The reading comprehension of the pupils in expository texts has a significant relationship with their grades in their English subject. This means that their reading comprehension in expository text influences their performance in their English subject class. Results revealed that pupils had difficulty in comprehending expository texts as revealed by their low rating in the content, structure and vocabulary of their retelling. Further, the academic performance of the pupils in their English subject is affected by their reading comprehension.
Book Synopsis Reading Comprehension Difficulties by : Cesare Cornoldi
Download or read book Reading Comprehension Difficulties written by Cesare Cornoldi and published by Routledge. This book was released on 2013-04-03 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?
