Developing Texts that Match Readers’ Abilities in the Sciences: Seeking an Appropriate Instructional Level

2018 ◽  
pp. 35-57
Author(s):  
Richard L. Noone
Keyword(s):  
Instructional Level

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

The IRI and RMI Diagnostic Concepts Should Be Synthesized

1974 ◽  
Vol 6 (2) ◽  
pp. 183-194 ◽  
Author(s):  
Leon E. Williamson ◽  
Freda Young
Keyword(s):  
Oral Reading ◽  
First Grade ◽  
Fifth Grade ◽  
Intuitive Knowledge ◽  
Grammatical Function ◽  
Reading Behavior ◽  
Intermediate Grade ◽  
Reading Errors ◽  
Instructional Level ◽  
Knowledge Of Language

Thirty intermediate-grade subjects, who by the Informal Reading Inventory (IRI) criteria demonstrated in basal materials a fifth grade instructional level in reading, used their intuitive knowledge of language, when reading, as effectively as Biemiller and Weber found first-grade subjects using theirs. These subjects' miscues were analyzed according to concepts set forth in the Reading Miscue Inventory (RMI) which are very similar to the ideas used by Biemiller and Weber. Subjects' performances demonstrated that reading behavior is different when reading at the instructional and frustrational levels. When reading at the frustrational level, subjects tended to adhere more closely to the sound and graphic materials represented in the text than when reading at their instructional level. Miscues made at the frustrational level had a higher frequency of having the same grammatical function as that intended in the text than when reading at the instructional level. Grammatical and semantic miscues acceptable to a paragraph or the whole text are more apt to occur at the instructional level of reading. Grammatical and semantic miscues acceptable only in the sentence or phrase in which they occur are produced more often when reading at the frustrational level. The RMI concepts are very powerful for analyzing oral reading errors made within the boundary set by IRI concepts. The concepts in these two techniques should be synthesized.

scholarly journals Biotechnology Module Based on Sociosaintific Issues to Improve Student's Critical Thinking Ability Through Online Learning

2021 ◽  
Vol 12 (1) ◽  
pp. 23
Author(s):  
Nia Alfitriyani ◽  
Indarini Dwi Pursitasari ◽  
Surti Kurniasih
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Thinking Skill ◽  
Critical Thinking Ability ◽  
Learning Module ◽  
Instructional Level ◽  
Thinking Ability ◽  
Readability Test

This research aims to develop a science learning module based on Socio Scientific Issues on biotechnology materials that can improve students' critical thinking skills. This research is an R&D research with a 4-D design. Validation is carried out by science experts and teachers. The module readability test and the students' responses to the module were obtained using a close test and questionnaire. Data analysis was performed descriptively quantitatively. The results of the module validation by expert lecturers obtained 89% and an average CVI value of 0.98 with a very valid category and was suitable for use. The module readability test results were 42.22% with the instructional level category indicating that the modules needed to be learned. The results of the N-Gain test for critical thinking ability is 0.59, the module is in the moderate category and the students' response value to the module by 87.50% showed the response in the very good category to the use of module-based SSI in learning to improve critical thinking skill.

Social functioning in a first-episode of psychosis: can the existence of affective symptoms influence it?

2011 ◽  
Vol 26 (S2) ◽  
pp. 1403-1403
Author(s):  
M. Ienciu ◽  
F. Romosan ◽  
C. Bredicean ◽  
R. Romosan ◽  
A. Moroianu ◽  
...  
Keyword(s):  
Marital Status ◽  
Social Functioning ◽  
First Episode Psychosis ◽  
First Episode ◽  
Professional Status ◽  
Family Status ◽  
Affective Symptoms ◽  
Episode Psychosis ◽  
Two Samples ◽  
Instructional Level

IntroductionBesides psychopathological outcome, the outcome in terms of social functioning is of great importance in first-episode psychosis. This paper has analyzed three components of social functioning: instructional level, professional and marital status.ObjectivesThe objective of this paper is to analyze the social functioning after two years of evolution in a sample of subjects with a first-episode psychosis.AimsThe aim is to determine the way in which the presence of affective elements can influence social functioning in a first-episode psychosis.Methods43 subjects with a first-episode psychosis have been divided into 2 samples, according to the existence of (sample A) / the absence of (sample B) affective symptoms (depressive or manic). We have to mention that the affective elements have not fulfilled the ICD 10 criteria for an affective episode. These two samples have been analyzed at onset and after two years of evolution, according to the following parameters: instructional level, professional and marital status.ResultsWe have noticed that there were changes only regarding the professional status and instructional level. After 2 years of evolution, the number of employed subjects was higher in sample A, compared to sample B. All of the subjects in sample A, which were students during their first episode of psychosis, have managed to finish their studies. Family status was not modified in any sample.ConclusionThe existence of affective elements in a first-episode psychosis has an influence only regarding the professional status.

Effects of videoconference-embedded classrooms (VEC) on learners’ perceptions toward English as an international language (EIL)

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 319-336 ◽  
Author(s):  
Ju Seong Lee ◽  
Yuji Nakamura ◽  
Randall Sadler
Keyword(s):  
Empirical Studies ◽  
Theory And Practice ◽  
Interactive Learning Environment ◽  
Teaching English ◽  
Spring Semester ◽  
Japanese University ◽  
International Language ◽  
Research On Teaching ◽  
Instructional Level ◽  
Term Paper

AbstractDespite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.

scholarly journals Factors Affecting the Reading Comprehension Level of Grade VI Learners of Selected Elementary School in the District of Tanza, Cavite

2019 ◽  
Vol 2 (5) ◽  
pp. 44-53
Author(s):  
Amado Montera Cadiong
Keyword(s):  
Reading Comprehension ◽  
Data Gathering ◽  
Factors Affecting ◽  
Instructional Level ◽  
Reading Materials ◽  
External Stakeholders ◽  
Level Of Significance ◽  
Reading Activities ◽  
Home Teacher ◽  
Academic Year

This study probed on factors affecting the reading comprehension among 264 Grade Six learners in the three selected schools in the District of Tanza Cavite for the academic year 2018-2019. The researcher aptly considered the descriptive method of research using Phil-IRI Test and a researcher- made questionnaire as data gathering instruments. The gathered data were analyzed through percentage, mean, arbitrary scale with its corresponding adjectival interpretation, and the Pearson product moment of correlation. The singular hypothesis was tested at 0.05 level of significance. Findings revealed that majority of the Grade VI learners comprised the instructional level of reading comprehension; the parent, home, teacher and learner factors all have moderate extent of association to the learners’ level of reading comprehension; and that the parent factor had a weak association with learners’ level of reading comprehension, while home, teacher and learner factors have had a negligible association with learners’ reading comprehension level. Furthermore, it revealed that the all the factors considered significantly affect the reading comprehension of the 6th Grade learners. The researcher therefore recommends Reading/English teachers and school managers to expose students with variety of reading materials so it can positively affect learners level of reading comprehension; and that the external stakeholders must be informed on the relevance of reading activities at school and at home to ensure that learners will be molded holistically

scholarly journals Analyzing the Early Literacy Skills and Visual Motor Integration Levels of Kindergarten Students

2019 ◽  
Vol 8 (2) ◽  
pp. 176
Author(s):  
Zeynep Dere
Keyword(s):  
Early Literacy ◽  
School Readiness ◽  
Motor Coordination ◽  
Kindergarten Students ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Visual Motor Coordination ◽  
Visual Motor Integration ◽  
Instructional Level ◽  
Visual Motor

Early childhood education aims to support children’s whole development and their school readiness. Children develop a knowledge about reading, writing and learning before elementary school. This knowledge is called early literacy and it’s a key factor for school readiness. This study delves to investigate the early literacy skills of children and their visual motor integration. For this purpose, kindergarten students’ level of early literacy skills and visual motor integration was determined and the correlation between the two was analyzed. Eighty children at the age of five (40 females and 40 males) attending kindergarten were purposively chosen. In the study, 38% of the participants in the kindergarten was in the inadequate level of early literacy skills and 62% was in the instructional level. Children in the instructional level also showed that they had better visual motor coordination skills as well. These children presented better visual motor coordination skills in the fine manipulative skills category, print awareness category, and expressive and receptive language skills category. It was seen that visual motor integration development is a valuable factor to supports kindergarten children’s early literacy skills. For this reason, children’s visual motor coordination skills should be taken into consideration and supported for their early literacy skills development.

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