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Descriptors:
Grade 3; Elementary School Students; Content Area Reading; Textbooks; Reading Instruction; Reading Tests; Diagnostic Tests; Surveys; Reading Strategies; Reading Comprehension; Testing; Prediction; Vocabulary; Teaching Guides; Instructional Materials

Abstract:
The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information teachers need to use the Grade 3 ITRI materials, including assessments, lessons and graphic organizers, answer keys, student scoring sheets, and a survey of the scientifically-based reading research that is foundational to ITRI. Because all Grade 3 ITRI content comes from "Indiana's Academic Standards" for grade 3, the ITRI materials will enhance the subject matter teachers already teach. Students will always learn the reading skills within the context of their content area curriculum. Appended are: (1) Critical Differences in Grade 2 and Grade 3 Textbooks; (2) The Scientifically-Based Reading Research (SBRR) Behind Grade 3 ITRI; (3) Chart of Academic Standards Addressed Across the Curriculum; (4) Metacognitive Reading Survey Scoring Key; (5) Scoring Sheet: ITRI Assessments; (6) Scoring Sheet: Grade 3 ITRI Lessons; (7) Instructions for Using the Graphic Organizers with Hop To It; and (8) ITRI Acknowledgements. A glossary and an index are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reading Comprehension; Reading Difficulties; Reading Skills; Teaching Methods; Reading Instruction; Content Area Reading; Educational Practices; Elementary Secondary Education; Instructional Effectiveness; Interdisciplinary Approach; Program Descriptions; Academic Accommodations (Disabilities); Change Strategies; Reading Strategies

Abstract:
Many students with reading difficulties in grades 4 through 12 experience challenges in understanding and learning from text. Some of these learners have demonstrated reading challenges from the early grades and have not acquired successful reading skills. Others were adequate readers in the early grades when word reading was the focus and when text complexity was minimal. Improving reading outcomes for both persistently poor readers and relatively newly challenged readers requires school-wide instructional practices integrated into content area instruction in math, science, and social studies. This article describes these practices and provides examples of how to teach reading comprehension within the content area. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Factor Analysis; Psychopathology; Validity; Behavior Disorders; Adolescents; Questionnaires; Emotional Disturbances; Attention Deficit Hyperactivity Disorder; Probability; Comorbidity; Surveys; Peer Relationship; Prosocial Behavior; Race; Ethnicity; Gender Differences; Scores; Income; Prediction; Screening Tests

Abstract:
The Strengths and Difficulties Questionnaire (SDQ) is one of the most commonly used instruments for screening psychopathology in children and adolescents. This study evaluated the hypothesized five-factor structure of the SDQ and examined its convergent validity against comprehensive clinical diagnostic assessments. Data were derived from the National Comorbidity Survey--Adolescent Supplement (NCS-A), a nationally representative sample of U.S. adolescents aged 13 to 18 years. Parents/parent surrogates (n=6,483) was asked to complete a self-administered questionnaire including the SDQ and DSM-IV comprehensive diagnostic information on the participating adolescents. Confirmatory factor analysis (CFA) was conducted to assess the factor structure of the SDQ. The five-factor solution of the SDQ (including emotional, conduct, hyperactivity-inattention, peer relationship, and prosocial) provided a satisfactory fit to the data, and was invariant across sex, age, race/ethnicity and income subgroups. SDQ scores predicted a significantly increased probability of meeting criteria for a DSM-IV disorder, with better prediction for behavior disorders than for mood disorders. Decreasing the SDQ cutoffs to the 80th percentile significantly increased the sensitivity from 39% to 63% for the SDQ Total Difficulties Score, with an expected decrease in specificity from 93% to 87%. This work confirms the five-factor structure of the SDQ in an ethnically and sociodemographically diverse community sample of adolescents. Our findings strengthen empirical evidence for the use of the parent-reported SDQ as a screening tool for DSM-IV behavioral and emotional disorders in adolescents identified in the general population. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Grade 2; Low Achievement; Reading Achievement; Scores; Reading Processes; Reader Text Relationship; Reading Instruction; Instructional Effectiveness; Misconceptions; Reading; Miscue Analysis; Eye Movements; Phonics; Role; Reading Comprehension; Semantics; Phoneme Grapheme Correspondence; Reading Research; Reading Strategies; Teaching Methods; Conflict; Oral Reading

Abstract:
This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the reader's reading comprehension process using eye-movement and miscue analysis (EMMA). EMMA data illuminate this reader's strengths as a reader while also demystifying misconceptions about the reading process, thus challenging the politicized phonics-first perspective found in many English-speaking countries regarding how reading is being assessed and taught. (Contains 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Summer Programs; Grade Point Average; Academic Achievement; Diagnostic Tests; Acceleration (Education); Mathematics Instruction; Enrichment Activities; Predictor Variables; Prediction; Talent; Academically Gifted; Socioeconomic Status; Scores; Background; Ethnicity; Age Differences; Gender Differences; Mathematics Achievement; Regression (Statistics); Models; Measures (Individuals); Adolescents; Preadolescents

Abstract:
In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program (N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted achievement in accelerated courses, and age, ethnicity, and GPA significantly predicted achievement in enrichment courses. These findings may be useful in determining which students are more likely to do well in accelerated and enrichment mathematics courses at a summer program. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Reading Instruction; Teaching Methods; Library Services; Reading Comprehension; Academic Standards; Team Teaching; Librarian Teacher Cooperation; Best Practices; Reading Strategies; Library Role; Content Area Reading

Abstract:
Just as the mission of the library program evolves from the school's mission, the goals of school librarians' curriculum and teaching evolves from the needs of administrators and classroom teachers. In the 21st-century, these needs are framed by standards such as Common Core State Standards (CCSS). School librarians also have the American Association of School Librarians (AASL) "Standards for the 21st-Century Learner" that serves as a guide for information literacy standards that correlate easily to the CCSS. The task of aligning the library program with standards initiatives is essential work for 21st-century school librarians. Using this context, how can school librarians best position their work at the core of the academic program? Reading and writing across the curriculum and collaborative literacy teams are central themes of the CCSS. However, most content-area teachers are not taught how to teach reading comprehension during their preservice teacher preparation programs. Many do not think teaching reading (or writing) is or should be their job. This creates a perfect opportunity for a school librarian to practice job-embedded professional development, in which educators learn together in site-based, authentic professional learning opportunities that position school librarians in a leadership role (Yukawa and Harada 2011). Just as athletes "play to their strengths," school librarians can play to their strengths as well. Research shows that the impact of school libraries on student achievement is most evident in the area of reading. Also, library stakeholders, government officials, and the general public already associate libraries with reading. If the question is how school librarians can propel the profession into prominence in the current educational climate, the answer is coteaching reading comprehension strategies. In a collaborative climate focused on literacy improvement, school librarians can serve as teacher leaders as states transition to the CCSS and other literacy initiatives. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Ethnicity; Gender Differences; Student Evaluation; Socioeconomic Status; Formative Evaluation; Program Effectiveness; Reading Ability; Guidelines; Knowledge Level; Comparative Analysis; High School Students; Agricultural Education; Instructional Program Divisions; Content Area Reading; Standardized Tests; Scores

Abstract:
The National Research Council has recognized the challenge of assessing laboratory investigation and called for the investigation of assessments that are proven through sound research-based studies. The Vee map provides a framework that allows the learners to conceptualize their previous knowledge as they develop success in meaningful learning when they utilize the Vee map to guide their thinking and the process of experimentation. Previous research has shown that using the Vee map as a formative assessment tool positively affects student content knowledge. The purpose of this study was to compare the impact of student demographic variables on student content knowledge achievement when using the Vee map as a formative assessment tool. The population of this quasi-experimental, counter-balance design study was composed of students at nine high schools that offered agriscience education. The results of this study indicated the Vee map is unbiased based on gender, grade, and ethnicity. It was also concluded that the Vee map does not provide either remedial or non-remedial readers with a significant advantage, thus allowing the assessment to focus on the content rather than a student's reading ability. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Research Design; Mild Disabilities; Effect Size; Grade 9; Reading Strategies; Pretests Posttests; Grade 7; Grade 8; Middle School Students; Learning Disabilities; Reading Instruction; Reading Processes; Academic Achievement; Failure; Control Groups; High School Students; Intervention; Statistical Significance; Statistical Analysis; Scores; Special Education

Abstract:
A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three treatments: RCS+AR, RCS, or a Read Naturally (Ihnot, 1992) comparison condition. Results indicated that compared to the comparison group, both strategy instruction groups performed better on a summarization measure of comprehension after treatment producing large effect sizes. Both groups also performed better after a 6-week delay; however, only the RCS+AR group maintained a large effect size. In addition, RCS+AR students displayed higher attributions for reading success at post- and delayed posttesting. Implications for practice and future research are discussed. (Contains 5 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reading Strategies; Second Language Learning; English (Second Language); Vocabulary; Prediction; Teaching Methods; Questioning Techniques; Correlation; Content Area Reading; Science Instruction; Grade 4; Elementary School Students; English Language Learners; Measures (Individuals)

Abstract:
Student-generated questions in relation to text were examined in two studies. Study I examined the impact of student questioning in relation to general vocabulary in English-Only Speakers (EOs) and English language learners (ELLs). Findings indicated that questioning predicted comprehension in the reading comprehension of both groups of readers, albeit different patterns were found in relation to general vocabulary. Study II explored the specifics of questioning instruction revealing that ELLs with varying reading levels improved their questioning skills after instruction and there was an association between question types and reading comprehension. Collectively, both studies indicated that text-based student questioning is a reading strategy that contributes to ELLs' reading comprehension and conceptual knowledge in the content area of science. Implications for content-area reading for ELLs are discussed. (Contains 6 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Transfer of Training; Instructional Effectiveness; Intervention; Reading Instruction; Foreign Countries; Reading Comprehension; Metacognition; Quasiexperimental Design; Reading Strategies; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Reading Habits

Abstract:
This study explored the impact of explicit teaching of reading strategies on English-as-a-foreign-language (EFL) students' reading performance in Iran. The study employed a questionnaire adapted from Chamot and O'Malley's (1994) cognitive and metacognitive strategies framework. To test the effects of explicit teaching of cognitive and metacognitive reading strategies on reading performance and strategy transfer, the study has a quasi-experimental design involving a contrast group and a treatment group, with whom an intervention program was implemented. The treatment group achieved significantly better results than the contrast group after four months of strategy-based instruction. Results of paired-sample "t"-tests and independent "t"-tests and effect size showed that reading comprehension and reading strategy use improved with strategy instruction. Moreover, SPANOVA analyses showed that the participants in the treatment group performed better than those in the contrast group in reading comprehension and reading strategy transfer. Results also showed that strategy instruction contributed to autonomous reading behaviors. Recommendations for further research are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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