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DIFFERENTIAL EFFECTS OF DIGITAL VS. PRINT TEXT ON READING COMPREHENSION AND BEHAVIORS IN STUDENTS WITH ADHD
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In: Theses and Dissertations--Curriculum and Instruction (2020)
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Powering UP! Saturday Super Reader Academy
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In: National Youth Advocacy and Resilience Conference (2019)
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Developing English and Spanish Literacy in a One-way Spanish Immersion Program
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In: Doctoral Dissertations and Projects (2013)
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The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students
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In: Doctoral Dissertations and Projects (2013)
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The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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Implementing a Culturally and Linguistically Responsive Phonics Curriculum that Incorporates Music to Meet the Needs of English Language Learners in the Response to Intervention Process
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In: Doctoral Dissertations and Projects (2013)
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| 7 |
An Investigation of English Learners' Acquisition of Academic Language to Obtain Reading Comprehension Skills
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In: Doctoral Dissertations and Projects (2012)
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The effects of vocabulary instruction on the fluency and comprehension of fifth-grade nonnative English speakers.
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| 9 |
Beyond Storytime: Whole Class Interactive Reading Aloud in Kindergarten
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Abstract:
Existing research has established the value of reading aloud to young children and suggested a lens with three elements to describe when a teacher reads aloud to an entire kindergarten class during a planned period of instruction (CIRA): teacher practice, student activity, and text. Over four months, I observed and interviewed four experienced kindergarten teachers in the naturalistic setting of their public school classrooms. To analyze the data, I created bounded collective and individual case studies that answer my central questions: What patterns characterize teacher practice, student activity, and text during kindergarten CIRA sessions taught by experienced kindergarten teachers? How do these patterns relate to one another within or across teachers? Across the four classrooms, teachers read with inflection; employed a transparent proactive style of classroom management; purposefully selected texts to read; embedded instruction of concepts of print, vocabulary, and comprehension while they read; and differentiated for their students, especially English Language Learners (ELL). Students demonstrated nearly exclusive on task behavior including spontaneous responses. Texts were primarily narrative, chosen to support the literacy skills or content to be taught, but often did not reflect the cultural or linguistic backgrounds of the students. CIRA also differed within the four classrooms. At one end of a continuum, CIRA sessions were characterized by little apparent planning on the part of the teacher (similar to the features of parent/child read aloud sessions), impulsive student responses, and complex texts. At the other end of the continuum, the teacher planned highly controlled CIRA sessions (with many of the characteristics of a scripted lesson), students' answers were constrained by the teacher's questions, and the texts were simplistic. No Child Left Behind Act (NCLB) (2002) appeared to directly influence state and local policy that impacted the practice of all four teachers. Differences within classrooms paralleled the continuum: the teacher with the less structured sessions had the highest SES students and was least impacted by NCLB, and the teacher with the most highly-controlled sessions had the lowest SES students and was most impacted by NCLB. Results from the study inform both future research and teacher education.
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Keyword:
Curriculum and Instruction; early childhood; Education; Elementary; emergent literacy; kindergarten; literacy instruction; Reading; reading aloud
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URL: http://hdl.handle.net/1903/9127
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| 10 |
An analysis of vocabulary and comprehension knowledge growth of first-grade English-language learners using an instructional package.
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| 11 |
The effects of a paired reading intervention on the reading fluency of second graders.
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| 12 |
Three points of the phonics triangle: An equilateral relationship among pseudoword reading, name reading, and spelling
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In: Master's Theses and Capstones (2007)
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Exploring the Interplay Between Fifth-Grade Readers' Knowledge, Interests, and Beliefs and Their Perceptions of the Persuasiveness of Text
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| 14 |
Factors That Motivate Fifth-Grade Students To Read During Sustained Silent Reading (SSR)
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| 15 |
Documentation panels: Evidence of scientific literacy in a primary multi age classroom: Teaching at the edge of magic
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In: Doctoral Dissertations (2005)
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| 16 |
The relationship between phonological awareness and reading ability of Thai students in English and Thai in primary schools of Thailand
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| 17 |
A naturalistic inquiry investigating the experiences of four English language learners during the ninety-minute literacy block.
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| 18 |
Intrinsic motivation to read: A case study of the literacy personalities of four second-grade readers.
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| 19 |
Finding a voice: Poetry and performance with first graders
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In: Doctoral Dissertations (1999)
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A descriptive study of literature discussion groups in a fourth-grade classroom.
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