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Author : Loreta Veccia
Publisher :
ISBN 13 :
Total Pages : 68 pages
Book Rating : 4.:/5 (611 download)
Download or read book Teacher Perceptions of Effective Reading Strategies written by Loreta Veccia and published by . This book was released on 2009 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Sharon S. Miller
Publisher :
ISBN 13 :
Total Pages : 300 pages
Book Rating : 4.:/5 (28 download)
Download or read book Teacher Perceptions of Their Effectiveness in Supporting Reading Strategies as a Result of Collaboration with a Literacy Coach written by Sharon S. Miller and published by . This book was released on 2008 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Cheryl Kopec Nahmias
Publisher :
ISBN 13 :
Total Pages : 193 pages
Book Rating : 4.:/5 (769 download)
Download or read book Content Area Teachers' Perceptions of the Factors that Promote Or Inhibit Infusion of Content Area Reading Strategies Into Instruction written by Cheryl Kopec Nahmias and published by . This book was released on 2010 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Factors that teachers perceived as most helpful in promoting their teaching of content area reading included instructional factors (student motivation, using diverse texts, relevant/engaging reading materials, and teaching reading strategies) and infrastructural factors (school-wide focus on literacy, access to leveled text resources, support from instructional coach/media specialist, collaboration with peers, and help supporting individual students). Teacher-perceived obstacles to providing effective reading instruction included infrastructural factors (lack of sufficient instructional and planning time and pressure to "cover" content) and instructional factors (student ability, differentiating for student needs, and student motivation). Implications for schools and districts as well as possibilities for future research are discussed.
Author : Patrick Suber
Publisher : AuthorHouse
ISBN 13 : 1665516569
Total Pages : 197 pages
Book Rating : 4.6/5 (655 download)
Download or read book Teachers’ Perceptions of Their Literacy Professional Development written by Patrick Suber and published by AuthorHouse. This book was released on 2021-02-17 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Title-I schools, how adequately do administrators prepare teachers to implement new reading curriculums? The majority of students at these Title-I schools are from low-income families. Literature has indicated that families from low socioeconomic situations often depend heavily on schools to provide the foundational literacy skills their children need to become capable and lifelong readers (Teale, Paciga, & Hoffman, 2008).
Author : Alex Greenhalgh
Publisher :
ISBN 13 :
Total Pages : 41 pages
Book Rating : 4.:/5 (19 download)
Download or read book Teacher Perceptions on the Obstacles of Implementing Research-based Reading Strategies written by Alex Greenhalgh and published by . This book was released on 2018 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: As reading is the foundational skill upon which other essential skills are developed (National Reading Panel, 2000), it is necessary that educators implement effective, research-based strategies which best fit their teaching styles, personalities, and preferences. It is, therefore, vital that teachers understand the obstacles faced in utilizing those strategies. The purpose of this study was to understand teachers' perceptions of the obstacles faced in using research-based reading strategies. This descriptive study utilized a Qualtrics survey, distributed to secondary teachers of various content areas throughout Utah. Teachers were asked about their use of nine recently-researched reading strategies; for each strategy no used, teachers were asked to explain their reasons for not utilizing them. The combined responses were then categorized into six main themes of perceived obstacles, the largest being a lack of familiarity (37 out of a total 71 responses), followed by a lack of resources (11), disagreement with the strategy's effectiveness (9), the use of other strategies to meet same objectives (8), logistics (4), and policy (2). Based on the emergence of these themes, teachers can begin making plans to overcome the obstacles faced. Though not every obstacle can be easily overcome, the majority can be by further education and training.
Author : Katherine D. Gibson
Publisher :
ISBN 13 :
Total Pages : 84 pages
Book Rating : 4.:/5 (525 download)
Download or read book Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension written by Katherine D. Gibson and published by . This book was released on 2009 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : G. Kylene Beers
Publisher : Heinemann Educational Books
ISBN 13 : 9780325046938
Total Pages : 0 pages
Book Rating : 4.0/5 (469 download)
Download or read book Notice & Note written by G. Kylene Beers and published by Heinemann Educational Books. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Examines the new emphasis on text-dependent questions, rigor, and text complexity, and what it means to be literate in the 21st century"--P. [4] of cover.
Author : Irene C. Fountas
Publisher : Heinemann Publishing
ISBN 13 :
Total Pages : 428 pages
Book Rating : 4.3/5 (91 download)
Download or read book Guided Reading written by Irene C. Fountas and published by Heinemann Publishing. This book was released on 1996 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Author : Jacalyn M. Auris
Publisher :
ISBN 13 :
Total Pages : 145 pages
Book Rating : 4.:/5 (131 download)
Download or read book Teachers' Perceptions of the Project Read Program written by Jacalyn M. Auris and published by . This book was released on 2006 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative case study explored teachers' perceptions of the Project Read program. The study focused on teachers' perceptions of effective literary strategies offered in the Project Read program, student engagement during instruction in the program, and students' independent reading ability after instruction in the program. The study site was a special education center located in the mid-Atlantic region of the United States. Participants included 10 special education teachers who were employed at the selected site. Participants completed a 34-item Likert survey and a nine question scripted interview. Participants were also observed teaching a Project Read lesson by a trained observer one time during this study. This study proposes that more staff development in the areas of differentiated instruction and effective use of teacher time may be needed to receive the most instructional benefit from the Project Read programs. Further, the study indicated a need to address pereceived weaknesses of the program by supplementing instruction in the Project Read program with other types of literature activities.
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 : Susan E. Israel
Publisher : Routledge
ISBN 13 : 1135606285
Total Pages : 493 pages
Book Rating : 4.1/5 (356 download)
Download or read book Metacognition in Literacy Learning written by Susan E. Israel and published by Routledge. This book was released on 2006-06-17 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Author : Stephanie Harvey
Publisher : Stenhouse Publishers
ISBN 13 : 1625310633
Total Pages : 320 pages
Book Rating : 4.6/5 (253 download)
Download or read book Strategies That Work written by Stephanie Harvey and published by Stenhouse Publishers. This book was released on 2017 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this new edition of their groundbreaking book Strategies That Work, Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. The new edition is organized around three sections: Part I provides readers with a solid introduction to reading comprehension instruction, including the principles that guide practice, suggestions for text selection, and a review of recent research that underlies comprehension instruction. Part II contains lessons to put these principles into practice for all areas of reading comprehension. Part III shows you how to integrate comprehension instruction across the curriculum and the school day, particularly in science and social studies. Updated bibliographies, including the popular "Great Books for Teaching Content," are accessible online. Since the first publication of Strategies That Work, more than a million teachers have benefited from Steph and Anne's practical advice on creating classrooms that are incubators for deep thought. This third edition is a must-have resource for a generation of new teachers--and a welcome refresher for those with dog-eared copies of this timeless guide to teaching comprehension.
Author : Elaine K. McEwan
Publisher : Corwin Press
ISBN 13 : 1483363023
Total Pages : 225 pages
Book Rating : 4.4/5 (833 download)
Download or read book Seven Strategies of Highly Effective Readers written by Elaine K. McEwan and published by Corwin Press. This book was released on 2004-04-20 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential reading instruction teaching tool offers hard evidence to show how effective readers use specific strategies to extract and comprehend information.
Download or read book Teachers' Perceptions of Their Preparation to Choose and Implement Effective Methods for Teaching Emergent Readers written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is not an easily learned skill for most students. I chose to look at the methodology being used by teachers in East Tennessee to instruct emerging readers. Through my review of literature, I researched reading approaches implemented in American classrooms in the last 150 years. I compared and contrasted data to determine current researchersâ findings concerning the most effective techniques for teaching reading and how teachers have implemented this knowledge base into their teaching strategies. Teachers cannot teach what they do not know. Therefore, I also researched literature addressing the growing concern among educators with teachers' preparation and professional development opportunities as well as the amount of specific preparation teachers received regarding the reading methods they are using. After compiling the data from my interviews with 30 East Tennessee first-grade teachers, I found that most said they did not feel adequately prepared to teach emergent readers. These teachers reported they had not had instruction that provided foundations in a wide range of research-based approaches to reading. The professional development offerings for teachers already in the classroom were often sporadic and did not compensate for their lack of preparation in college. There is a need for colleges and universities to re-evaluate the current teacher preparation programs. School systems should strive to provide quality inservice opportunities for instructors of emergent readers as well as hiring reading coaches or specialists to assist the reading instructors.
Author : Melissa Stillwell
Publisher :
ISBN 13 :
Total Pages : 40 pages
Book Rating : 4.:/5 (174 download)
Download or read book The General Education Teacher's Perception of the Incorporation of Reading Strategies Across the Curriculum to Accommodate Individual Learners and Help Struggling Readers written by Melissa Stillwell and published by . This book was released on 2006 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
Author : Doug Lemov
Publisher : John Wiley & Sons
ISBN 13 : 1119104246
Total Pages : 453 pages
Book Rating : 4.1/5 (191 download)
Download or read book Reading Reconsidered written by Doug Lemov and published by John Wiley & Sons. This book was released on 2016-02-29 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
