Your search found 114 results.

Descriptors:
Grade 4; Elementary School Science; Literacy; Science Instruction; Light; Energy; Integrated Curriculum; Teaching Methods; Comparative Analysis; Vocabulary Development; Technical Writing; Reading Comprehension; Pretests Posttests; Classrooms; Investigations

Abstract:
This study investigates the efficacy of an integrated science and literacy approach at the upper-elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science-literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content-comparable science-only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. (Contains 10 tables and 9 notes.) 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:
Constructivism (Learning); Reading Comprehension; Low Income; Teaching Methods; Teacher Attitudes; Reading Instruction; School Districts; Student Centered Curriculum; Learning Strategies; Elementary School Teachers; Outcomes of Education; Thinking Skills

Abstract:
Researchers have reported that two types of instructional approaches--strategy instruction and high-level talk about text--lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instruction), presents socio-constructivist views of teaching and learning, and explains what can happen when a socio-constructivist perspective guides teachers' implementation of either approach in low-income schools. The authors discuss three implementation challenges beyond the frameworks of either instructional approach--the impact of district/school initiatives, movement of teachers from teacher-directed to student-directed instruction, and the selection and use of appropriate texts--and how teachers have met such challenges. They conclude with recommendations for improved classroom practice. 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:
Beginning Reading; Early Reading; Reader Text Relationship; Reading Instruction; Reading Programs; Readability; Readability Formulas; Literary Genres; Syntax; Semantics; Difficulty Level; Bibliometrics; Indexing

Abstract:
This study considers the degree to which two quantitative indices--Lexiles and Coh-Metrix--discriminate across levels of difficulty and types of beginning reading texts. The database consisted of 444 texts, representing seven text types that are part of reading/language arts instruction. These text types were distributed across seven levels of text difficulty. Analyses showed that Lexiles predicted a clear progression in difficulty across the seven levels but that these differences were due almost entirely to Mean Sentence Length (MSL), not Mean Lexical Frequency (MLF). Findings were similar for the syntax and word abstractness variables of Coh-Metrix. Of three additional Coh-Metrix variables--non-narrativity, referential cohesion, and situation model cohesion--only referential cohesion showed a progression of easier to harder across the seven text levels. Of the seven text types, trade books had the highest Lexiles, while historical textbooks had the lowest. The results of the Coh-Metrix analyses showed that all text types fell within the easy range but trade books were predicted to be the hardest and the historical textbooks the easiest. These quantitative systems validate the general order of text levels and indicate some differences in the predicted ease or difficulty of text types. The usefulness of this information--general in nature--in matching beginning readers with appropriate texts is less certain. The report concludes with an identification of next steps for supporting optimal matches of texts and beginning readers' knowledge.(Contains 7 tables and 1 figure.) [This document was produced by TextProject, Inc.] 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; Beginning Reading; Reading Instruction; Teaching Methods; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Reading Strategies; Text Structure; Discussion (Teaching Technique); Reading Material Selection; Learner Engagement; Student Motivation; Evidence; Educational Research

Abstract:
Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly educated workers in today's information- and service-related economies, the proportion of American adults classified as "below basic" readers remained remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. The guide also describes the evidence that supports the practices and gives examples of how they can be implemented in the classroom. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 11 tables, 1 figure and 214 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (5265K)

Descriptors:
Reading Research; Early Reading; Emergent Literacy; Research Reports; Reader Response; Criticism; Educational Development; Early Childhood Education; Language Processing; Educational History; Educational Practices; Educational Policy

Abstract:
The authors examine the National Early Literacy Panel (NELP; 2008) report from two complementary vantage points: (a) the historical tradition of research syntheses in reading research, beginning with Chall and extending through the NELP report, and (b) other recent attempts to examine or synthesize early reading development. While acknowledging the care and precision that characterized the work, the authors of this response raise concerns about the reluctance of the NELP authors to contextualize their findings in relation to both historical and contemporary efforts. (Contains 4 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:
Rural Schools; Foreign Countries; Literacy; Intervention; English (Second Language); Native Language Instruction; Literacy Education; Language of Instruction; African Languages; Bilingual Education; Second Language Learning; Coding; Statistical Analysis; Elementary School Students

Abstract:
In this article, we report on the results of a project devoted to improving literacy in South Africa's rural schools; specifically we report the results of an intervention study that centered on improving mother-tongue literacy instruction offered to learners in Grades 1 and 2 in South African schools. Our findings demonstrate that there are positive and strong effects for the home-language initiative that was tested in this study. Our data suggest that there is a high level of value added to performance in both the home-language and English-language learning of the students in this study when a much more print-rich environment was provided in the home language. These findings challenge the deficit myth often associated with children who come to school with a first language different from the medium of instruction. Further, these data suggest that providing instruction in both first and second languages can have a positive impact on development in both languages. (Contains 16 tables and 1 figure.) 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:
Educational Change; Teaching Methods; Change Strategies; Program Effectiveness; Reading Programs; Reading Achievement; Elementary School Students; Effect Size; Comparative Analysis; Standardized Tests; Achievement Tests; Low Achievement; Low Income Groups; Minority Groups; Racial Differences; English (Second Language); Achievement Gap; Research Methodology

Abstract:
In this article, the author reports on what he found impressive in the evaluation results of the program Reading First (RF) in four states: Utah, Michigan, Pennsylvania, and Florida. The author states that responding to these four exemplary state-level studies of Reading First evoked mixed feelings. He noticed three things: (1) the RF effect emerges in less rigorous designs; (2) the RF effect in the evaluation studies is real; and (3) the RF effect is real. The author concludes by thanking the four author teams for their well-crafted, informative, and important contributions and insights in helping teachers understand the legacy of Reading First to their field. He remains convinced, even after reading the reports, that there is no credible evidence for certain mandated components, such as (a) the use of DIBELS to monitor instruction, (b) phonics-dominated curriculum beyond K-1, or (c) externally mandated curriculum and professional development. The lessons that the author takes from these efforts are that reform requires attention and time, that focus matters, and that attending to the needs of all students matters most of all. (Contains 6 notes.) 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:
Nonfiction; Literary Genres; Context Effect; Scientific and Technical Information; Grade 3; Grade 4; Reading Fluency; Reading Comprehension; Recall (Psychology); Reading Attitudes; Reader Text Relationship; Fiction; Comparative Analysis; Learner Engagement; Student Motivation

Abstract:
This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or sand. Students' accuracy and rate of reading were comparable across the two genres. However, students answered more comprehension questions correctly and recalled more key concepts in response to informational text than fictional narrative text. Moreover, students did not express a clear preference for one type of text over the other. (Contains 7 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:
Vocabulary; Reading Strategies; Reading Skills; Reading Instruction; Definitions

Abstract:
The terms "reading skill" and "reading strategy" are central to how we conceptualize and teach reading. Despite their importance and widespread use, the terms are not consistently used or understood. This article examines the current and historical uses of the terms, defines them, and describes their differences, similarities, and relationships. Implications for teaching reading skills and strategies are discussed. (Contains 1 table.) 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:
Vocabulary Development; Lexicology; Instructional Effectiveness; Theory Practice Relationship; Scoring Rubrics; Evaluation Criteria; Needs Assessment; Reading Comprehension; Concept Formation; Psychometrics; Standard Setting; Measurement Objectives; Evaluation Research

Abstract:
The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that "vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects--that it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptualization of its nature and relation to other aspects of reading expertise, most notably comprehension." (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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