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The Impact Of Reading Aloud On The Reading Comprehension Of Eighth Grade Standard Level English Students
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Book Synopsis The Impact of Reading Aloud on the Reading Comprehension of Eighth-grade Standard-level English Students by : Elizabeth A. Mancini
Download or read book The Impact of Reading Aloud on the Reading Comprehension of Eighth-grade Standard-level English Students written by Elizabeth A. Mancini and published by . This book was released on 2005 with total page 142 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 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Accelerated Reader Program Effects on the Eighth Grade Standards of Learning Reading Comprehension Scores by : Karen L. Ridder
Download or read book The Accelerated Reader Program Effects on the Eighth Grade Standards of Learning Reading Comprehension Scores written by Karen L. Ridder and published by . This book was released on 2000 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the Accelerated reader program and its effect on the Standards of Learning Reading/Literature and Research Test taken by eighth grade students.
Book Synopsis Reading and Writing in Science by : Maria C. Grant
Download or read book Reading and Writing in Science written by Maria C. Grant and published by Corwin Press. This book was released on 2015-01-21 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engage your students in scientific thinking across disciplines! Did you know that scientists spend more than half of their time reading and writing? Students who are science literate can analyze, present, and defend data – both orally and in writing. The updated edition of this bestseller offers strategies to link the new science standards with literacy expectations, and specific ideas you can put to work right away. Features include: A discussion of how to use science to develop essential 21st century skills Instructional routines that help students become better writers Useful strategies for using complex scientific texts in the classroom Tools to monitor student progress through formative assessment Tips for high-stakes test preparation
Book Synopsis Structured Read-aloud in Middle School by : Jennifer N. Kohart
Download or read book Structured Read-aloud in Middle School written by Jennifer N. Kohart and published by . This book was released on 2012 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Read-aloud is a technique predominantly utilized at the elementary level. This study was designed to research the effectiveness of this technique at the middle school level, specifically, sixth grade students who were not receiving special education or additional reading intervention services. Until recently, research on read-aloud in the middle school has been limited. For the current investigation, students in two middle schools within the same school system in Virginia were tested using the Diagnostic Online Reading Assessment (DORA) during the fall of 2009 and again in the spring of 2010. Data from the pretest and posttest in the areas of reading comprehension and vocabulary were collected and analyzed using SPSS Version 18. Pretest and posttest raw scores, along with gender, were analyzed for reliability, and, correlational and multivariate analyses were conducted to examine for potential relationships and group differences. Qualitative data were gathered from anecdotal logs from the teachers from the treatment group and the researcher from fidelity checks throughout the research period. Information from teachers included: attendance, student reactions, lessons, and personal reflections. Researcher information included observations of teachers from control and treatment groups, and included information such as: types of questions asked, activities utilized, and demeanor/behavior of the students. This data was analyzed for trends to complement the quantitative data from the assessments. Significant findings and their implications are discussed.
Author :California. Curriculum Development and Supplemental Materials Commission Publisher : ISBN 13 : Total Pages :396 pages Book Rating :4.:/5 (318 download)
Book Synopsis Reading/language Arts Framework for California Public Schools by : California. Curriculum Development and Supplemental Materials Commission
Download or read book Reading/language Arts Framework for California Public Schools written by California. Curriculum Development and Supplemental Materials Commission and published by . This book was released on 2007 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1992 with total page 1154 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Monthly Catalog of United States Government Publications by :
Download or read book Monthly Catalog of United States Government Publications written by and published by . This book was released on 1995 with total page 1092 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 900 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Monthly Catalogue, United States Public Documents by :
Download or read book Monthly Catalogue, United States Public Documents written by and published by . This book was released on 1995-12 with total page 1094 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Listening to Children Read Aloud by : Gay Su Pinnell
Download or read book Listening to Children Read Aloud written by Gay Su Pinnell and published by . This book was released on 1995 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: Conducted as part of the 1992 Integrated Reading Performance Record (IRPR), a study investigated the oral reading proficiency of a subgroup of students participating in the 1992 reading assessment conducted by the National Assessment of Educational Progress (NAEP). Subjects, 1,136 fourth graders, read aloud one passage and were audiotaped as they responded to a series of questions about habits and attitudes related to both instructional and recreational reading. Subjects also completed measures of fluency and comprehension. Major findings were that (1) much can be learned and documented about children's abilities by listening to them read aloud; (2) 55% of the subjects were considered to be fluent, but only 13% could be described as consistently reading with appropriate phrasing and with at least minimal expressiveness; (3) oral reading fluency demonstrated a significant relationship with reading comprehension; (4) fluent reading appeared to be related to certain literacy activities; (5) 57% of the students were at least 96% accurate in their oral reading of the passage; (6) 61% of the students read the passage at a rate of at least 100 words per minute; and (7) accuracy and rate displayed some relationship to reading fluency. (Contains 11 tables and two figures of data. Appendixes present the interview guide, and a description of the procedures and methods of the IRPR.) (RS)
Book Synopsis Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students by : Melissa Doan Malani
Download or read book Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students written by Melissa Doan Malani and published by . This book was released on 2012 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts. To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading (SYR); Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
Book Synopsis Reading Aloud to Middle School Students to Improve Their Attitudes about Reading by : Caroline Lyman
Download or read book Reading Aloud to Middle School Students to Improve Their Attitudes about Reading written by Caroline Lyman and published by . This book was released on 2010 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading aloud is a strategy that has been utilized by elementary and primary grade teachers for years and continues to be used today with young children. Research supports the use of such a strategy to help young potential readers develop a love for the spoken and written word. However, there is very little research to support the use of reading aloud strategies with older students. This study investigated widely held views about middle school students' attitudes toward reading and about how the use of the read aloud strategy using picture books could benefit older students. In this study three research questions were posed: (1) Does reading aloud from picture books to middle school students in grades six to eight enhance students' attitudes about reading? (2) Will teachers give comments that are either positive or negative about their read aloud experiences in this study? (3) Will teachers also give any comments that might impact the standard instructional methodology employed in this study? The population for this study consisted of middle school students from two local area middle schools in a large urban school district. The instruments used to attain the students' attitude scores were the Rhody Secondary Reading Attitude Assessment and the Teale-Lewis Reading Attitude Scale along with teacher logs. The reading attitude scores were analyzed using pre- and post-test data to determine if attitudes improved after the read aloud treatment. Teachers completed a weekly log to chart their experience with the read aloud process. Additionally, teachers gave comments or suggestions concerning the overall process at the end of the study. This study led to several major findings. Most tests showed no statistical differences in pre- and post-test means. However, two schools, School B, Grade 6 and School A, Grade 7 had significant differences in students' attitudes toward reading following the read aloud intervention. Qualitative findings, however, showed that students in all grades and at all schools ended with positive attitudes toward reading following the read aloud intervention at the two middle schools involved in this study. Moreover, teachers in this study indicated that the read aloud process worked for students and it helped them to understand reading material and concepts. Additionally, teachers gave positive suggestions for better implementation of the read aloud process. Teachers stated that the use of technology (i.e., smart boards) would enhance the read aloud process. Teachers also stated that a greater balance in content of interest to males versus females would also enhance the read aloud process. Overall, teachers expressed positive attitudes about the read aloud process. A recommendation for further study is to extend the read aloud process longer than twelve weeks. That is, the process should last an entire school year. A second recommendation is to monitor students' academic achievement in relation to reading comprehension based on the read aloud process. A third recommendation is the use of technology with the read aloud process to increase the involvement of students in all types of stories for both males and females.
Book Synopsis The Effect of the Read-aloud and Extended Time Accommodations on NAEP Fourth and Eighth Grade Reading and Mathematics for Students with Disabilities by : Ida Tam
Download or read book The Effect of the Read-aloud and Extended Time Accommodations on NAEP Fourth and Eighth Grade Reading and Mathematics for Students with Disabilities written by Ida Tam and published by . This book was released on 2020 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of the read-aloud and extended time testing accommodations on the fourth and eighth grade National Assessment of Educational Progress (NAEP) in reading and math for students with disabilities. This non-experimental study used the 2013 reading and math NAEP, restricted data set, to examine the fourth and eighth grade students with disabilities with test accommodations compared to the students with disabilities who did not receive testing accommodations. This study had a large sample size and is considered to be representative of the performance of the student population within the nation. The effectiveness of the read-aloud and extended time accommodations have yielded mixed results when applied to other standardized assessments. The present study compared matched samples of students who did and did not receive the accommodation to evaluate its impact. Further, it will extend the present state of knowledge on the topic related to reading assessment into the area of mathematics assessment. Multiple regression analyses were used to determine the effectiveness of testing accommodations. Result from this study found that students with disabilities benefitted from the read-aloud accommodation. The extended time accommodations appeared to have benefitted the 4th grade students and not the 8th grade students. Gender was another variable that was explored; however, there was no conclusive findings as the statistical software used in this study did not provide an analysis of interaction effects, which is one limitation of this study. Nonetheless, this study provided some valuable information for future researchers interested in understanding the effectiveness of test accommodations.
Book Synopsis Assessment and Intervention by : Thomas E. Scruggs
Download or read book Assessment and Intervention written by Thomas E. Scruggs and published by Emerald Group Publishing. This book was released on 2011-03-31 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Includes chapters on curriculum based measurement and response to intervention, dynamic assessment and working memory, diagnostic accuracy and functional diagnosis, assessment of social behavior, assessment and intervention in reading and writing, and assessment and intervention in social and emotional competence and self-determination.
Book Synopsis The Effects of Reading Aloud on Reading Comprehension in a Seventh Grade Classroom by : Leandra H. Roberts
Download or read book The Effects of Reading Aloud on Reading Comprehension in a Seventh Grade Classroom written by Leandra H. Roberts and published by . This book was released on 2006 with total page 78 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 2002 with total page 604 pages. Available in PDF, EPUB and Kindle. Book excerpt:
