Comparison of Meaning and Graphophonemic Feedback Strategies for Guided Reading Instruction of Children With Language Delays

2006 ◽  
Vol 15 (3) ◽  
pp. 236-246 ◽  
Author(s):  
Theresa A. Kouri ◽  
Carrie A. Selle ◽  
Sarah A. Riley
Keyword(s):  
Reading Instruction ◽  
Guided Reading ◽  
Language Delays ◽  
Feedback Strategies

scholarly journals Bringing Bilingualism to the Center of Guided Reading Instruction

2020 ◽  
Vol 74 (2) ◽  
pp. 137-146
Author(s):  
Laura Ascenzi‐Moreno ◽  
Rebecca Quiñones
Keyword(s):  
Reading Instruction ◽  
Guided Reading

Dyslexia

2015 ◽  
Author(s):  
Margaret J. Snowling
Keyword(s):  
Language Learning ◽  
Reading Instruction ◽  
Educational Achievement ◽  
Current Evidence ◽  
Language Delays ◽  
Family Risk ◽  
Learning Impairments ◽  
Literacy Outcomes ◽  
Downward Spiral ◽  
Outcomes For Children

Without the ability to read fluently with comprehension there is a downward spiral of poor educational achievement and career prospects. Dyslexia is therefore a major problem for society and a key question is whether it is possible to intervene early to ameliorate its impact. Studies following the development of children at family-risk of dyslexia reveal that it is associated with language delays and speech difficulties in the pre-school years before reading instruction begins. Literacy outcomes for children depend not only on the risk factors that predispose to reading difficulties but also on protective factors which mitigate the risk. Together current evidence places dyslexia on a continuum with other language learning impairments.

Targeted Management Tips to Enhance the Effectiveness of Tier 2, Guided Reading Instruction

2014 ◽  
Vol 50 (3) ◽  
pp. 169-172
Author(s):  
Nancy E. Marchand-Martella ◽  
Ronald C. Martella ◽  
M. Charles Lambert
Keyword(s):  
Reading Instruction ◽  
Guided Reading ◽  
Tier 2

How Pre-service Teachers Use Knowledge of the Learner to Make in the Moment and Planned Teaching Decisions

2019 ◽  
Vol 3 ◽  
Author(s):  
Allison Davis ◽  
Class of 2018
Keyword(s):  
Reading Instruction ◽  
Undergraduate Students ◽  
Research Team ◽  
Meaning Making ◽  
Guided Reading ◽  
Unknown Words ◽  
The Moment ◽  
Teaching Decisions

Our research team examined pre-service teachers’ (undergraduate students studying education) case study projects to determine what types of decisions teachers make during guided reading instruction. We coded each teacher decision as either a “planning” or “in-the-moment” decision. Our research team then looked at what each teacher decision was related to: did the decision help a child with comprehension, solving for unknown words, etc. The findings revealed that pre-service teachers are able to make complex decisions that often lead to a focus on meaning-making and comprehension.

Sign in / Sign up

Export Citation Format

Share Document