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The Effects Of Three Instructional Conditions In Text Sturcture On Upper Elementary Students Reading Comprehension And Writing Performance
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Book Synopsis The Effects of Three Instructional Conditions in Text Sturcture on Upper Elementary Students' Reading Comprehension and Writing Performance by : Sandra Jean Troyer
Download or read book The Effects of Three Instructional Conditions in Text Sturcture on Upper Elementary Students' Reading Comprehension and Writing Performance written by Sandra Jean Troyer and published by . This book was released on 1993 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Three Instructional Conditions in Text Structure on Upper Elementary Students' Reading Comprehension and Writing Performance by : Sandra Jean Troyer
Download or read book The Effects of Three Instructional Conditions in Text Structure on Upper Elementary Students' Reading Comprehension and Writing Performance written by Sandra Jean Troyer and published by . This book was released on 1993 with total page 438 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 1998-12 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5 by : John Z. Strong
Download or read book Effects of a Text Structure Intervention for Reading and Writing in Grades 4-5 written by John Z. Strong and published by . This book was released on 2019 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods experimental study investigated the effects and social validity of a text structure intervention in grades four and five. Eleven teachers in three elementary schools were randomly assigned to deliver a text structure intervention or a comprehension intervention. Quantitative data sources included pretest and posttest measures of students' text structure awareness, reading comprehension, and writing quality. Qualitative interviews were conducted after the intervention period to understand teachers' perceptions of the social validity of each intervention. Quantitative measures were analyzed using three-level hierarchical linear modeling. Qualitative data were analyzed typologically. Results were integrated to understand the acceptability of the text structure intervention for upper elementary grades. Quantitative results indicated that the text structure group outperformed the comprehension group on a measure of text structure awareness, a graphic organizer task, and use of ideas and details in informative writing. Qualitative findings revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Integrated results suggest that teachers found the text structure intervention acceptable for teaching text structure and writing, and they were able to implement the intervention consistently and with fidelity. This study contributes to existing research by evaluating the effects of a classroom-based text structure intervention on both reading and writing outcomes compared with an alternative treatment and understanding teachers' perceptions of its social validity and acceptability.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1994 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis Why Are Students Not Learning on the School Bus? by : Keshia L. Gaines
Download or read book Why Are Students Not Learning on the School Bus? written by Keshia L. Gaines and published by iUniverse. This book was released on 2012-05-11 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: SoWhy Are Students NOT Learning On The School Bus? According to Dr. Keshia L. Gaines, students should learn from academic content on the school bus and other unique learning areas (the bus stop, cafeteria, playgrounds, bathrooms, academic clothing, etc.). The key to improving Americas educational system, Gaines believes, is to allow students to learn outside the classroom. Since students are not meeting academic expectations in the general classroom, it is important to consider all methods and areas for students to learn. Dr. Gaines founded Bus-stop 2 Bus-stop, LLC and created the Bus-stop 2 Bus-stop learning method to help students increase academic achievement in fun, innovative ways. Th e idea behind the Bus-stop 2 Bus-stop learning method is that students will be exposed to academic content starting at the school bus stop. Students will continue to be exposed to academic content throughout their school hours until they get dropped off at that same bus stop at the end of the school day. This book is designed for use in various education courses, educational leadership positions, and for general reading by anyone who is worried about the future of our children and educational systems. For entry-level students in education, this book provides insight and new ways to improve academic achievement in America. This book is also appropriate for various upper-level courses because of its research components, references, discussion questions, and journal activities . The purpose of this book is to explain the Bus-stop 2 Bus-stop learning method and to ultimately improve the current educational system in America.
Book Synopsis A Comparison Study of the Effects of Text Structure Training, Reading Practice and Guided Reading on Reading Comprehension by : Sue Dymock
Download or read book A Comparison Study of the Effects of Text Structure Training, Reading Practice and Guided Reading on Reading Comprehension written by Sue Dymock and published by . This book was released on 1997 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, children who were below-average in reading comprehension yet average or above-average in decoding were given opportunities to improve their understanding of text language, and thus improve their reading comprehension, through three different instructional approaches. One approach was designed to improve text language understanding by teaching about text structure. Another approach aimed to improve understanding of text language by increasing reading mileage. In a third (control) condition a guided reading approach was used. Ninety children (53 girls, 37 boys), aged 8-10 years, were randomly assigned to one of the three approaches. Instruction was given over a 17 week period. Children in each condition met twice a week for thirty minutes. Children were pretested and posttested on a range of standardised language and reading measures. A reader profile questionnaire and a measure of print exposure were also administered. The results of the study were based on 36 subgroup means (4 schools x 3 training groups x 3 years). The subgroup means were analysed using 3-way ANOVA procedures. It was predicted that teaching of metacognitive strategies, as in text structure instruction would be the most effective condition for improving understanding of the language of text. It was predicted that increasing reading mileage, by doing lots of reading, would be the next most effective. The overall results showed, however, that no one approach was clearly more effective than the others.
Book Synopsis Issues in English Education in the Arab World by : Rahma Al-Mahrooqi
Download or read book Issues in English Education in the Arab World written by Rahma Al-Mahrooqi and published by Cambridge Scholars Publishing. This book was released on 2014-11-19 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Though diverse, the Arab world boasts a unique culture and native language, both of which are unlike those found in English-speaking countries. Perhaps due to the nature of these differences, Arab-Western relations have been described as existing on one of the world’s great cultural fault-lines. Debate about the potential effects, both positive and negative, of English-medium education and the learning of English in the region’s schools and universities is one expression of this. Even as debate continues, issues of politics, culture, social mobility, and identity are played out in the English language classrooms of the Arab world on a daily basis. The current volume explores some of the concerns related to the place of English and English-medium education in the Arab world. It examines issues of the relationship between English, Arabic, cultural identity and power in the region within a historical and contemporary framework; the experiences of learners from Arabic-medium secondary schools adjusting to English-medium colleges; and the challenges and potential rewards of promoting student-centered classrooms and technology in traditionally teacher-centered environments. These issues are explored from the perspectives of teachers, students, researchers and other stakeholders in Oman, Saudi Arabia, the UAE, and Sudan.
Book Synopsis Inclusion Strategies for Secondary Classrooms by : M. C. Gore
Download or read book Inclusion Strategies for Secondary Classrooms written by M. C. Gore and published by Corwin Press. This book was released on 2010-04-07 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This updated text provides a wide range of instructional tools that are cleverly introduced, well-referenced, and clearly presented. The book gives preservice teachers an informative and practical introduction as they prepare to work with older students. As an excellent refresher for practicing teachers, it offers new approaches that can be incorporated into everyday inclusive classrooms. This resource will become bookmarked and dog-eared from both initial use and subsequent reference by serious educators." —Jean Lokerson, Faculty Emerita, School of Education Commonwealth University Keys for unlocking the doors to learning for ALL students! This updated edition of the best-selling book Successful Inclusion Strategies for Secondary and Middle School Teachers identifies "locks" to learning and provides targeted strategies, or "keys," that unlock learning barriers for adolescents with disabilities and other learning challenges. Based on empirical research, this basic guide is packed with field-tested, teacher-friendly approaches that support struggling students at various stages of academic development. Inclusion Strategies for Secondary Classrooms examines input locks (attention, perception, discrimination, and sequencing), processing/retention locks (confusion, organization, reasoning, memory), affective locks (frustration and motivation), and output locks (persistence and production), and explains why the key strategies work. This updated edition also discusses: What current research reveals about the unique teaching environment of secondary school classrooms The reauthorization of IDEA 2004 The impact of NCLB on special education How the key strategies can work at all levels of a Response to Intervention program Expanded applications for Universal Design for Learning Discover solutions that will help every student overcome obstacles to learning and develop the skills for academic success!
Book Synopsis Effects of Description Text Structure Instruction on Second and Third Grade Students with Disabilities by : Yu-Ling Lo
Download or read book Effects of Description Text Structure Instruction on Second and Third Grade Students with Disabilities written by Yu-Ling Lo and published by . This book was released on 2015 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study examined effects of an intervention that focused on description text structure on the reading comprehension skills of second and third grade students with disabilities. Three participants in Grade 3 and two participants in Grade 2 participated in this multiple probe, single-case design study. All five participants demonstrated reading comprehension difficulties. To address the challenges students with reading comprehension disabilities encounter, the study implemented an intervention that provided explicit strategy instruction of description text structure. In each session, participants read an expository text, completed the eight-item multiple-choice comprehension test, and retold the information from the reading. Analyses indicated that using visual analysis and percentage of non-overlapping data (PND), three students with LD in Grade 3 increased the number of correct answers for the multiple-choice comprehension tests after the training phase. Again, for the retell tasks, two participants with learning disabilities (LD) in Grade 3 demonstrated increased number of information and better retell quality. However, the data of a participant with intellectual disabilities (ID) and one with emotional disturbance (ED) in Grade 2 did not demonstrate a functional relationship after the training sessions. Results indicated that explicit description text structure instruction that incorporated reading strategies before, during, and after reading was effective for third grade students with LD. However, its effectiveness for second-grade students with other disabilities was less clear and needs more study. Social validity data from interviews with the participants and casual conversations with their teachers was also documented. Implications of the practice, limitations of the research, and suggestions for future research were discussed.
Book Synopsis Handbook on Effective Instructional Strategies by : Myles I. Friedman
Download or read book Handbook on Effective Instructional Strategies written by Myles I. Friedman and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Repeated Writing and Story Grammar Instruction on the Writing Performance of Third, Fourth and Fifth Grade Students by : Valerie Jayne Riley
Download or read book The Effects of Repeated Writing and Story Grammar Instruction on the Writing Performance of Third, Fourth and Fifth Grade Students written by Valerie Jayne Riley and published by . This book was released on 1997 with total page 254 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 1996 with total page 1072 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Between Input and Output is the Inside by : Paul A. Blake (Ph.D.)
Download or read book Between Input and Output is the Inside written by Paul A. Blake (Ph.D.) and published by . This book was released on 1995 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of a Text Structure Intervention on Struggling Third Grade Readers' Comprehension of Expository Text by : Allison J. Zalewski
Download or read book The Effects of a Text Structure Intervention on Struggling Third Grade Readers' Comprehension of Expository Text written by Allison J. Zalewski and published by . This book was released on 2013 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effect of an intervention focused on expository text structure instruction, specifically compare-contrast and cause-effect, on the comprehension of struggling third grade readers within the science curriculum. To increase students' comprehension, 10 third grade students participated in this eight week study. During the study, the 10 participants met with the researcher thirty minutes a day, four times a week for eight weeks. The focus during this intervention concentrated on explicit text structure instruction. Students learned about compare-contrast and cause-effect text structure by identifying signal words in passages and completing text structure graphic organizers and text frame paragraphs. The results suggested that overall the participants' demonstrated growth in retelling of key ideas and comprehension of expository text.
Book Synopsis The Many Facets and Applications of Text Structure in Supporting Educational Trajectories of Elementary and Middle Grade Children in Content Area Reading Comprehension and Writing by : Elizabeth Albro
Download or read book The Many Facets and Applications of Text Structure in Supporting Educational Trajectories of Elementary and Middle Grade Children in Content Area Reading Comprehension and Writing written by Elizabeth Albro and published by . This book was released on 2015 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: Content area reading comprehension and writing have been a challenge for children in the U.S. schools for many years as evidenced by state and national assessments. One promising solution to the problem is text structure based instruction that promotes strategic selection, encoding, retrieval, and use of information for myriads of activities within the learning environment and beyond. The text structure based instruction has been researched extensively since 1975 (Meyer, 1975; Meyer, Brandt, and Bluth 1980; Meyer, Middlemiss, Theodorou, Brezinski, McDougall, and Bartlett 2002; Meyer, Wijekumar, Middlemiss, Higley, Lei, Meier, and Spielvogel 2010; Williams, Hall, Lauer, Stafford, DeSisto, and deCani 2005; Williams, Stafford, Lauer, Hall, and Pollini 2009) and has received considerable attention with the adoption of the Common Core State Standards by many states. The goal of this panel presentation is to showcase how text structure instruction can be designed for early and upper elementary school children and middle grade students. Brief descriptions of each presentation are provided and all other sections of the structured abstract presenting information about the large scale randomized controlled efficacy trials on the web-based intelligent tutoring system for the structure strategy (ITSS). ITSS is a web-based intelligent tutoring system designed to provide modeling, practice, assessment, scaffolding, and feedback to the learner. The study also posed exploratory questions to study whether the effect of ITSS delivered instruction about the structure strategy on reading comprehension varies depending on other factors, such as gender, initial reading comprehension proficiency, and locale. Children in the ITSS classrooms at all grade levels statistically significantly outperformed the children in control classrooms on all researcher designed measures of reading comprehension (e.g., comparison main idea quality, signaling word knowledge). Tables and figures are appended.
Book Synopsis How Expository Text Structure Instruction Effects Reading Comprehension by : Jamie Utecht
Download or read book How Expository Text Structure Instruction Effects Reading Comprehension written by Jamie Utecht and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.
