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AN EVALUATION OF READING KNOWLEDGE AND LINGUISTIC READING SKILLS ACHIEVEMENT OF GRADE1 LEARNERS IN SIX SCHOOLS OF MILENGE DISTRICT OF LUAPULA PROVINCE ZAMBIA ...
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AN EVALUATION OF READING KNOWLEDGE AND LINGUISTIC READING SKILLS ACHIEVEMENT OF GRADE1 LEARNERS IN SIX SCHOOLS OF MILENGE DISTRICT OF LUAPULA PROVINCE ZAMBIA ...
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Phonological processing skills and their longitudinal relation to first and additional language literacy in isiXhosa and isiZulu speaking children ...
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Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
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In: Journal of school psychology, vol 56 (2016)
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Addressing the "Elephant" in the room: exploring race and social justice in the early childhood years
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幼小教師及大班家長對幼小銜接準備度之觀點與作法 ; Perspectives and Approaches of Kindergarten Teachers First Grade Teachers and Kindergarten Parents toward Kindergarten Children’s Readiness for Elementary School
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Engaging early career teachers in 'virtual writing conferences' with grade five students
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In: Faculty of Education - Papers (Archive) (2007)
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Gottshall Early Reading Intervention: A phonics based approach to enhance the achievement of low performing, rural, first grade boys.
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Abstract:
Learning to read is critical for quality of life and success in our society. Children who cannot read well face unsuccessful educational careers and limited job choices. Recently, policy makers and educators have made progress toward increasing the reading achievement of America's children. Still up to 60% of boys who live in poverty cannot read or read two years below grade level. In this experimental study, I designed and examined the effects of the Gottshall Early Reading Intervention (GERI) to determine if direct instruction with a small group, phonics based approach would increase the literacy achievement of low performing, rural, first grade boys. Participants were selected according to Texas Primary Reading Inventory (TPRI) scores, matched them across race, ethnicity, and socio-economic status, and randomly assigned them to experimental/control group. Three times per week for 15 weeks, boys in the experimental group attended 30-minute pullout sessions taught by trained professionals in addition to classroom reading instruction. Control group members received classroom reading instruction only. Findings reveal no significant differences in reading gains across all variables. However, descriptive data indicate higher percentages of gains for the experimental group on four out of five reading components with rate of gain higher on fifth. Statistics also show that Hispanics are more likely to benefit.
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Keyword:
early reading intervention; First grade (Education); low performing boys; phonics intervention; reading; Reading (Elementary); Reading -- Phonetic method; reading instruction and boys; rural boys and reading; SBRR; Tier III
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URL: http://digital.library.unt.edu/ark:/67531/metadc5177/
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Starting at the beginning : early childhood literacy intervention as a strategy for reducing adult illiteracy
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"Is the story on my face?": Intertextural conflicts during teacher-class interactions around texts in early grade classrooms
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In: Faculty of Social Sciences - Papers (Archive) (2002)
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Teaching phonological awareness to at-risk learners in kindergarten and first grade : an analysis of four training programs
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