Search results for: Reading instruction
Page 3/4 34 items
The purpose of this article is to examine using interactive videoconferencing (IVC) to provide preservice teachers with a model of exemplary reading instruction to transfer their learning and implement effective reading instruction. Findings show that, when using IVC technology to prepare new teachers to become more effective reading teachers, teacher candidates expressed improvements in both their ability to, and confidence for, providing better reading instruction.
Updated: Dec. 26, 2010
This study examined the relationship between the past and current reading habits of pre-service teachers in relation to their reading and writing abilities. Teacher candidates who received higher scores on the comprehension subtest of the Nelson-Denny Reading Test recalled a higher degree of early school emphasis on enjoying stories and mastering reading skills, frequent childhood visits to the library, frequently being read to as a child and a higher degree of enjoyment associated with reading.
Updated: Dec. 26, 2010
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.
Updated: Nov. 02, 2010
Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality
This paper reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, and appropriateness to supplement reading and writing instruction.
Updated: Mar. 02, 2010
The purpose of this study was to investigate elementary teachers' attitudes toward the different subjects that they teach. The participants were 490 elementary school teachers from two rural school districts in the southeastern United States. Reading and language arts were consistently ranked among the favorite and most enjoyed subjects to teach, whereas science and writing were consistently ranked among the least favorite and least enjoyed subjects to teach. Implications for teacher preparation and policies related to elementary school teaching assignments are discussed.
Updated: Feb. 21, 2010
The Cultural Practice of Reading and the Standardized Assessment of Reading Instruction: When Incommensurate Worlds Collide
This article critiques the articles by Connor et al., Croninger and Valli, Pianta and Hamre, and Rowan and Correnti, by taking a cultural-historical perspective on reading and reading instruction. The author of this critique presents evidence that challenges each of these assumptions and argues that by accepting them, the authors of the critiqued articles institute an order that values the system above relational aspects of schooling and teachers’ informed decision making.
Updated: Jan. 31, 2010
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where 'the action' occurs in reading instruction. Based on their 5-year longitudinal study, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining who teaches reading to specific students, and (c) determining the boundaries of reading instruction or when it occurs during the school day and year.
Updated: Jun. 02, 2009
This paper describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement. This study used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms.
Updated: Jun. 02, 2009
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
The paper reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6-12) with reading difficulties. The authors extended the synthesis to include all struggling readers, not just those with identified learning disabilities. Interventions addressing decoding, fluency, vocabulary, and comprehension were included if they measured the effects on reading comprehension. 29 studies were located and synthesized.Implications for comprehension instruction for older struggling readers are described.
Updated: May. 20, 2009
The Video Viewing Task: A Source of Information for Assessing and Addressing Teacher Understanding of Text-based Discussion
This article reports on the Video Viewing Task (VVT), an assessment designed to measure teachers' developing understanding of two reading comprehension instruction approaches: Reciprocal Teaching (Palincsar& Brown, 1984)) and Questioning the Author (Beck, McKeown, Hamilton, & Kucan, 1997). The VVT consists of video excerpts that teachers view and comment on during their viewing. The VVT also includes a series of questions to guide teachers' reflections after viewing.
Updated: Mar. 31, 2009