International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Reading skills
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8 items
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This study investigates the relationship between teacher candidates' reading abilities and their performance on the Texas Examination of Educator Standards and Pedagogy and Professional Responsibilities. The participants were 150 undergraduate students enrolled in the teacher education program of a university in south Texas. Based on the results, the authors claim that teacher candidates' success on the standardized teacher certification exams is, in part, a measure of their reading and analytical skills. The authors also claim that the colleges of education in Texas could still maintain a very high pass rate on the exiting licensure exam even if they dropped the required score on the THEA Reading exam below 260.
Published: 2011
Updated: Jan. 16, 2013
2
This article describes one aspect of the Read-Write Cycle (RWC) Project. This article focuses on the RWC Project’s effect on teachers’ metacognition about their own practice leading to upper elementary grade students’ higher learning by developing students’: (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. This study pointed to three key areas in which teachers’ metacognition about their own practice lead to an increase in higher order thinking in their respective classrooms.
Published: 2010
Updated: Oct. 16, 2012
3
This article addresses to the National Early Literacy Panel report identified early predictors of reading achievement as good targets for instruction, and many of those skills are related to decoding. The authors suggest that the developmental trajectories of rapidly developing skills pose problems for traditional statistical analyses. Rapidly developing skills yield correlations with later reading success that change with learning, so the predictive strengths are temporary and unstable.
Published: 2010
Updated: Jul. 05, 2011
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The main goal of this study was to determine pre-service teachers' use of reading strategies in their own readings. In addition, pre-service teachers' use of these strategies in their future teaching practices was also investigated. The subjects for this study were 505 pre-service teachers enrolled in one of the major universities in Ankara. The results of the study revealed that pre-service teachers employed 28 out of 38 reading strategies most of the time.
Published: 2010
Updated: Aug. 22, 2010
5
This quantitative study employs a seasonal perspective to assess the degree to which neighborhood and school contexts affect the reading achievement growth of young children. The authors found that neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer.The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.
Published: 2010
Updated: Jun. 01, 2010
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The article examines the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. A body of 45 studies was identified, considering reader characteristics of ability, experience, knowledge, and interest.
Published: 2009
Updated: May. 18, 2009
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The review focuses on intervention studies that tested whether parent-child reading activities would enhance children's acquisition of reading from kindergarten to Grade 3.The combined results for the 16 intervention studies, representing 1,340 families, showed that parent involvement has a positive effect on children's reading acquisition.
Published: 2008
Updated: Mar. 05, 2009
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In this article, the authors present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of their lowest-performing students by devoting more time to reading instruction.
Published: 2008
Updated: Jun. 26, 2008