When Students Generate Questions: Participatory-Based Reading Instruction in Elementary Classrooms

2019 ◽  
pp. 73-87
Author(s):  
Molly Ness
Keyword(s):  
Reading Instruction ◽  
Elementary Classrooms

scholarly journals A descriptive study on reading instruction provided to students with intellectual disability

2021 ◽  
pp. 174462952110161
Author(s):  
Rachel Sermier Dessemontet ◽  
Anne-Laure Linder ◽  
Catherine Martinet ◽  
Britt-Marie Martini-Willemin
Keyword(s):  
Intellectual Disability ◽  
Reading Instruction ◽  
Descriptive Study ◽  
Elementary Classrooms ◽  
Read Aloud ◽  
Teaching Material ◽  
Sight Word ◽  
Sight Word Instruction

Little is known about the content and quality of reading instruction provided to students with intellectual disability. This study aimed to describe the reading instruction provided to students with intellectual disability who were not yet readers in self-contained elementary classrooms. The teachers of 24 classrooms participated in the study. Systematic observations of reading lessons, follow-up interviews with the teachers, review of teaching material, and content analysis of students’ individualized education plans were conducted. Findings indicate that phonics and phonological awareness were taught in most of the classrooms. However, phonics was taught systematically, as recommended in the research, in only less than half of the classes. Sight-word instruction and vocabulary instruction were observed in more than half of the classes. Comprehension instruction of texts read aloud by the teacher was observed in only about a third of the classrooms. Recommendations to support teachers in enhancing the quality of reading instruction are provided.

Reading Instruction and Its Effects

1981 ◽  
Vol 18 (3) ◽  
pp. 343-361 ◽  
Author(s):  
Gaea Leinhardt ◽  
Naomi Zigmond ◽  
William W. Cooley
Keyword(s):  
Reading Instruction ◽  
Learning Disabled ◽  
Elementary Classrooms ◽  
Reading Performance ◽  
Reading Scores ◽  
Reading Behaviors ◽  
Instructional Behaviors ◽  
Affective Behaviors ◽  
Student Reading ◽  
Reading Activities

Reading instruction and its effects were examined for 105 students in elementary classrooms for the learning-disabled. Extensive detailed observations of students, teachers, and instructional material were used to explore the plausibility of a causal model of the effects of reading behaviors and instruction on students' reading performance. The results indicate that 72 percent of the variance in posttest reading scores can be explained by a model that includes a pretest, three student reading behaviors, and instructional overlap; and that 59 percent of the variance in student time spent in reading can be explained by a model that includes pretest, teacher instructional behaviors, teacher affective behaviors, and instructional pacing. Using these results as a basis, mechanisms for increasing salient student reading activities in classrooms that serve students with reading problems are discussed.

Applying Generalizability Theory to Optimize Analysis of Spontaneous Teacher Talk in Elementary Classrooms

2020 ◽  
Vol 63 (6) ◽  
pp. 1947-1957
Author(s):  
Alexandra Hollo ◽  
Johanna L. Staubitz ◽  
Jason C. Chow
Keyword(s):  
Special Education Teachers ◽  
Generalizability Theory ◽  
Child Outcomes ◽  
Elementary Classrooms ◽  
Teacher Talk ◽  
Group Instruction ◽  
Data Set ◽  
School Year ◽  
Minimum Number ◽  
Representative Samples

Purpose Although sampling teachers' child-directed speech in school settings is needed to understand the influence of linguistic input on child outcomes, empirical guidance for measurement procedures needed to obtain representative samples is lacking. To optimize resources needed to transcribe, code, and analyze classroom samples, this exploratory study assessed the minimum number and duration of samples needed for a reliable analysis of conventional and researcher-developed measures of teacher talk in elementary classrooms. Method This study applied fully crossed, Person (teacher) × Session (samples obtained on 3 separate occasions) generalizability studies to analyze an extant data set of three 10-min language samples provided by 28 general and special education teachers recorded during large-group instruction across the school year. Subsequently, a series of decision studies estimated of the number and duration of sessions needed to obtain the criterion g coefficient ( g > .70). Results The most stable variables were total number of words and mazes, requiring only a single 10-min sample, two 6-min samples, or three 3-min samples to reach criterion. No measured variables related to content or complexity were adequately stable regardless of number and duration of samples. Conclusions Generalizability studies confirmed that a large proportion of variance was attributable to individuals rather than the sampling occasion when analyzing the amount and fluency of spontaneous teacher talk. In general, conventionally reported outcomes were more stable than researcher-developed codes, which suggests some categories of teacher talk are more context dependent than others and thus require more intensive data collection to measure reliably.

Individualized Computerized Reading Instruction: Translating Laboratory Science to the Classroom

2007 ◽  
Author(s):  
Deisy De Souza ◽  
Julio De Rose ◽  
Renato Bortoloti ◽  
Janaina Labadessa ◽  
Thaize De Souza Reis ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Laboratory Science

Preschoolers Who Are Nonresponsive to Shared-Reading Instruction: Moderators and Mediators

2007 ◽  
Author(s):  
Catherine Roux ◽  
Jorge E. Gonzalez ◽  
Deborah C. Simmons ◽  
Sharolyn Pollard-Durodola ◽  
Vivina Y. Rivera ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Shared Reading

Explorations of classroom talk and links to reading achievement in upper elementary classrooms.

2020 ◽  
Author(s):  
Amanda P. Goodwin ◽  
Sun-Joo Cho ◽  
Dan Reynolds ◽  
Rebecca Silverman ◽  
Stephanie Nunn
Keyword(s):  
Reading Achievement ◽  
Elementary Classrooms ◽  
Upper Elementary ◽  
Classroom Talk

An overview and research summary of peer-delivered corrective reading instruction.

2002 ◽  
Vol 3 (2) ◽  
pp. 213-220 ◽  
Author(s):  
Nancy Marchand-Martella ◽  
Ronald Martella
Keyword(s):  
Reading Instruction ◽  
Corrective Reading
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