| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "READING INSTRUCTION": |
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Repeated Reading Instruction, 2002.
The paper discusses how repeated reading instruction is a powerful and effective alternative for teaching reading to students with learning disabilities.
1,427 words (approx. 5.7 pages), 10 sources, MLA, $ 47.95
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Abstract
The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .
From the Paper
"Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."
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Computer-Assisted Reading Instruction, 1999.
Evaluates its effectiveness, advantages & disadvantages compared to traditional methods, its effects on the teacher-student relationship and reading comprehension.
1,350 words (approx. 5.4 pages), 9 sources, $ 47.95
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From the Paper
" THE EFFECTIVENESS OF COMPUTER-ASSISTED INSTRUCTION FOR READING:
AN OPINION PAPER
Introduction
Computer-assisted instruction (CAI) consists of computer technologies that aid or assist education; these technologies include guided drill and practice exercises, computer visualization of objects, and computer-facilitated communication (Gifford, 1993). This paper examines computer-assisted instruction in terms of its effectiveness as an educational technology for reading, defending the position that CAI helps to improve reading but it has some definitive limitations, the most important of which is that the technology does not really produce the key reading component of comprehension.
The paper begins with a discussion of the general.."
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Literacy Instruction and Reading Motivation, 2002.
An examination of the connection between literacy instruction and reading motivation in students with language learning difficulties.
2,205 words (approx. 8.8 pages), 5 sources, MLA, $ 68.95
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Abstract
This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper
"According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
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Pre-School Reading Skills and Reading Achievement, 2002.
A critique of the article by Blatchford on the development of early reading skills and reading achievement.
3,900 words (approx. 15.6 pages), 7 sources, $ 142.95
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Abstract
The development of reading skills at early stage is a common topic in instructional psychology and education research. The development is traced in studies to determine predictors for the purpose of improving instruction at home and school. With important implications for early instructions, the development of early reading skills has clear effect on rising or declining interest in reading during more mature school years.
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Guided Reading vs. Ability Grouping, 2004.
This paper explores whether a guided reading approach is more effective than past practices of reading instruction.
2,245 words (approx. 9.0 pages), 12 sources, APA, $ 69.95
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Abstract
This paper explains the main criticisms of ability grouping practices, which refer to reading groups created by the teacher according to the size of the class, students' reading aptitudes, or the distribution of reading aptitudes within the class, are that such practices do not accomplish anything of benefit to students and that they fosters unequal opportunities for academic achievement among different groups of students. The author relates that the goal of guided reading is for instructors to provide an environment that will assist students in their progression toward independent, silent reading by fostering positive attitudes toward reading in students and by aiding students in the development of strategies to extract meaning from reading and to understand the reading process. The paper concludes that an approach that combines grouping strategies with guided reading practices may prove to be the most beneficial option for reading instruction.
Table of Contents
Ability Grouping
Guided Reading
A Combined Approach
Conclusion
From the Paper
"The Four Blocks approach used guided reading as a crucial component to its instructional strategy. Guided reading was known as the basal block, because the basal reader drove instruction at this level. There are several purposes of this block, including exposing children to a wide range of reading material, teaching strategies for comprehension and challenging children by providing increasingly more difficult reading material. Guided reading provides a base for the following blocks. However, it is difficult to target guided reading practices to students that represent various literacy levels, and inevitably some students are struggling while others are not challenged enough."
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Fluency Instruction, 2007.
This paper explores the utilization of reading fluency instruction for teachers throughout elementary school.
1,290 words (approx. 5.2 pages), 3 sources, MLA, $ 43.95
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Abstract
The paper relates that fluency instruction, which usually begins in the first grade, is a huge aspect of reading comprehension and a defining characteristic of a good reader. The paper discusses the options teachers have to teach fluency and assess children's fluency. The paper also explains how fluency instruction can be adapted for any elementary grade, including kindergarten level. Additionally, the paper provides important definitions associated with fluency instruction.
From the Paper
"Fluency is one of the most important aspects of reading. Without being able to read fluently, children will not comprehend the text, and will not develop a love of reading. There are so many different parts that go into fluency, including the alphabetic principle, blending, decoding, and sight words; by breaking the huge topic of fluency down into these little sections, it will be easier to teach and easier for the children to grasp and understand. Because of this reason, for the self-selected paper assignment, I chose fluency instruction as my topic. In the future, I want to teach second grade, and at this level, children are still developing their reading skills; I want to be able to understand how to make them love reading, and how to teach and assess their fluency. By encouraging them to read with expression and perfect their skills, hopefully my classroom will be a fun reading atmosphere."
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The Art of Reading and Writing, 2007.
An analysis of the impact of the Voyager Universal Literacy Reading Program on reading achievement and student reading attitudes in an urban school.
9,847 words (approx. 39.4 pages), 81 sources, MLA, $ 200.95
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Abstract
This paper consists of four sections. The paper explores the historical contexts of four themes of literacy acquisition and reviews the history of reading instruction. An objective analysis is made of how growth and development of the industrial sector triggered governments to set up formal schools and curriculum. The paper also discusses several reasons underlying the lackluster performance of students in reading and writing. The paper relates the five core essentials of a reading program and examines the successful impact of the Voyager Literacy program by presenting several recent empirical research studies. Finally, the paper looks at the attitudes and motivations of students towards reading, revealing the shortcomings of the present education system.
Outline:
Introduction
Section I: Theoretical Models of Literacy acquisition
Section II. Brief History of Reading Instruction
Section III: The Five Core Essentials of the Reading Program
Word Study
Vocabulary
Fluency
Comprehension
Section IV: The Impact of the Voyager Program
Section V: Student Reading Attitudes
From the Paper
"The hunger to understand the environment and the results of education and its style of teaching has burst out over the last century. This outburst is now looking beyond the recurrent affairs about why the majority of the populace in certain regions can't, read or in certain cases, write. The ability to read and write has in the preceding years of study been established as vital components of areas that encompass polyglotics, ethnic surveys, as well as, psychology (Stephen, 2005)."
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Reading Workshop, 2004.
A research paper on the educational reading strategy known as "reading workshop."
1,426 words (approx. 5.7 pages), 10 sources, APA, $ 47.95
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Abstract
Teachers must thoughtfully reconsider how reading instruction is reorganized to rekindle a sense of joy and ownership. Recent evidence seems to point to at least two major concerns, which should be taken into account when reorganizing for effective reading instruction. The first concern is the lack of time spent reading. The second concern is the use of worksheets to manage the classroom. This paper provides a step-by-step analysis of a new reading strategy, which was implemented to counter these two problems and is called 'The Reading Workshop'. The paper covers the theories of educationalists N. Atwell and K. Swift, as well as other experts in the field.
From the Paper
"Atwell (1998) introduced the concept of Reading Workshop as variation of what used to be the Individual Reading Program. She did not use basal readers or a literature series. Reading Workshop allowed her students to choose the books they wanted to read, gave them time to read in class, and required them to share their thoughts about books in dialogue journals. Atwell found that her students read more and enjoyed more of what they were reading."
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Reading Comprehension, 2007.
A discussion of how to increase reading comprehension of students in middle school.
1,722 words (approx. 6.9 pages), 11 sources, APA, $ 55.95
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Abstract
This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the reading comprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.
Outline:
Introduction
Review of Related Literature
Factors to increasing the reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
Reference List
From the Paper
"Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."
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The Importance of Reading and Writing Skills, 2002.
A study of the teacher's role in encouraging and ensuring student's acquisition of competent reading and writing skills.
1,341 words (approx. 5.4 pages), 5 sources, MLA, $ 45.95
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Abstract
This paper is aimed at educators of middle and high schools. The paper discusses the importance of effectively combining reading and writing instruction with content instruction. The writer compares educational methods of the 1950's to those of today, stating the obvious improvements today. This paper emphasizes the responsibility of all teachers to understand how they can enhance and help develop their students? reading and writing skills.
From the Paper
"Learning to read and write are complementary skills. While in the younger years, writing depends on reading skills, by middle and high school, they are complementary skills: reading is necessary to do writing assignments, while writing about what has read increases comprehension of the reading materials. For this reason, separating reading and writing instruction from content areas is arbitrary and will eventually interfere with the students? progress in those content areas."
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Successful Reading Program, 2007.
This paper discusses the work "Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make it Happen" by Nancy DeVries Guth and Stephanie Stephens Pettengill.
3,545 words (approx. 14.2 pages), 5 sources, MLA, $ 99.95
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Abstract
In this article, the writer reviews Guth and Pettengill's work, "Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make it Happen", and discusses the effective strategies for a reading program that the work presents. The writer points out that the information in the work of Guth and Pettengill relates that while there is no one model for a reading program that is effective, there are specific elements of factors within the structural framework of school-wide literacy programs that are essential in positive and successful outcomes for reading programs. The writer concludes that collaboration and cooperation are critical components of the schoolwide literacy program that focuses on providing effective classroom instruction and curriculum for student reading skill acquisition and progress.
Outline:
Objective
Overview of the Study
Introduction
Understanding the Model of Guth and Pettengill
Reading Specialist - Special Resource
Environmental Characteristics for Effective Literacy Program Design
Instruction Strategy Expansion
Establishing Guidelines and Course Objectives
Reading Model Design Flexible and Team-Based
Planning and Collaboration
Attributes of the Reading Specialist
Observation Guidelines for Supervisors and Administrators
PIRATES - Strategy for Test-Taking
Summary
From the Paper
"The classroom teacher is observed by supervisors and administrators for whether the teacher is actively observant and keeping notes of the responses and participation levels of students during reading and language arts instruction. The teacher is observed for the skills of enabling children for making choices in literature, in the resistance to putting labels on students in achievement terms and in communication to parents of the importance of reading to their children, in literature discussion with their children and in providing encouragement as well as ongoing support in the progress of their child in the areas of reading and writing. Finally, the teacher should be provisioning to students an environment that is structured and that allows opinion, creative thought and sharing of ideas and encourages the same. Literacy and learning should be expressed as joyful daily expressions and participation in staff development in evidenced in the implementation or at least in the attempt of newly acquired knowledge and ideas."
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Reading Comprehension Methods, 2002.
An insight into reading comprehension methods for college students through article reviews.
1,150 words (approx. 4.6 pages), 5 sources, $ 44.95
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Abstract
This paper discusses reading comprehension methods for college students, and examines five articles published in "Reading Teacher, Reading Improvement, Reading Research and Instruction, and Reading Horizons" in order to compare current reading strategies.
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Instruction For Every Student, 2008.
This paper discusses the incorporation of instructional levels, development levels, reading levels and disabilities in the classroom.
763 words (approx. 3.1 pages), 1 source, APA, $ 27.95
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Abstract
The paper defines instructional levels and the teacher's challenge to meet the instructional levels of so many different learners. The paper then explains the term development levels that refers to students' cognitive, social and emotional characteristics and quantifies how a student's performance compares with others their own age and ability levels. The paper then looks at disabilities and explains that they should be an essential part of any curriculum discussion because they can impact a student's ability to learn certain material. Finally, the paper discusses reading levels and curricular goals that help teachers structure and focus their lessons.
Outline:
Instructional Levels
Development Levels
Disabilities
Reading Levels
Curricular Goals
From the Paper
"According to Burns, VanDerHeyden, and Jiban (2007), instructional level refers to the level at which students find tasks challenging, but achievable. The instructional risk here is that students who are not challenged will not be interested in school work and will not have the opportunity to expand the scope of their intellectual powers. Yet students who cannot achieve assigned tasks often feel great frustration that leads them to negative attitudes toward schooling."
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Guided Reading in Grades K-3, 2003.
A critical analysis of guided reading in grades K-3.
1,996 words (approx. 8.0 pages), 10 sources, APA, $ 63.95
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Abstract
This paper addresses the benefits of guided reading in grades K-3. It also compares guided reading direct instruction methods. It explains that there are necessary basics involved in encouraging a successful guided reading lesson and then examines these basics.
From the Paper
"I visited my elementary school a few weeks ago. Winfield Street Elementary School in Corning, N.Y., was where I was educated from kindergarten until fifth grade. Remembering back, each classroom always had a very traditional setup. The desks were always in rows and the teacher's desk in the front. Students were considered "empty containers" that were filled with facts and rules through lecture and discussion. The students had little choice in the direction of their learning. As I walked through the hallways of my elementary school and peeked into different classroom doorways, I saw the same setup. Sadly, some teachers believed that direct teacher instruction was still better than any other type of instruction. I do not know how or why teachers can feet that students gained from this type of instruction. Recently, in many schools, a new reading technique is being used. This new technique is guided reading and it requires teachers to have a more focused approach on reading instruction. "
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Accelerated Learning in Below Grade Level Reading Students, 2002.
A literature review which examines research-based accelerated learning.
1,255 words (approx. 5.0 pages), 5 sources, APA, $ 42.95
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Abstract
One of the main reasons for students dropping out of school is that they have failed to learn to read in primary school. One of the strategies schools have used to correct this problem consists of the methods and procedures of accelerated reading strategies which emphasize research and evaluation, instruction for children, staff development and home-school interaction. The specific problem in this report is of second graders reading below their grade levels. A review of the literature is used to investigate how the various characteristics and components associated with accelerated strategies (Research Base Accelerated Reading instruction, staff development and the home-school connection) operate to increase students' reading levels. Three questions are posed, one related to each of the three listed components and the existing literature is used to answer them.
From the Paper
"McCormick (1999) has stated that training provides teachers with the knowledge needed to help them focus on continuous progress in language skills and shows them how to emphasize problem-solving and teamwork in their instruction. Moreover, proper implementation of staff development with respect to accelerated strategies is said by McCormick to help teachers acquire those characteristics and traits that maximize instruction. Regarding these traits, McCormick states that teachers need to be tough, compassionate, and professional. Furthermore, it is stated that they must have knowledge of how to relate to the particular cultures represented in their students which also requires substantial training."
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