Inclass or Pullout: Effects of Setting on the Remedial Reading Program

1991 ◽  
Vol 23 (4) ◽  
pp. 445-464 ◽  
Author(s):  
Rita M. Bean ◽  
William W. Cooley ◽  
R. Tony Eichelberger ◽  
Meryl K. Lazar ◽  
Naomi Zigmond
Keyword(s):  
Reading Instruction ◽  
School System ◽  
Remedial Reading ◽  
Reading Program ◽  
Reading Behaviors ◽  
Teaching Activities ◽  
Instructional Behaviors ◽  
Group Situation ◽  
Pullout Programs ◽  
Classroom Time

The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.

The Construction of School Knowledge: A Case Study

1987 ◽  
Vol 169 (2) ◽  
pp. 34-54 ◽  
Author(s):  
Jan Nespor
Keyword(s):  
Community College ◽  
Cognitive Psychology ◽  
Conceptual Framework ◽  
Reading Instruction ◽  
Cultural Production ◽  
Remedial Reading ◽  
Reading Program ◽  
Written Language ◽  
School Knowledge

This paper examines the ways in which a form of knowledge, specifically the knowledge of how to read, is structured and enacted in educational settings. Drawing on recent research in cognitive psychology, the paper explores how reading instruction might shape students' capacities to deal with written language in nonschool settings. The question of how the structuring of school knowledge influences cultural production and reproduction is examined, using the conceptual framework of Pierre Bourdieu as a theoretical foil. The substantive focus of the study is the remedial reading program of a public community college.

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.

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.

Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

scholarly journals STUDENTS’ COLLABORATIVE STORY WRITING PROJECT IN AN EXTENSIVE READING PROGRAM

2019 ◽  
Vol 30 (2) ◽  
pp. 197
Author(s):  
Anita Kurniawati Hadiyanto
Keyword(s):  
Short Story ◽  
Reading Program ◽  
Extensive Reading ◽  
Structured Interviews ◽  
Reading Behaviors ◽  
Writing Project ◽  
Teachers And Students ◽  
Story Writing ◽  
Project Data ◽  
Reading Activity

As the nature of Extensive Reading (ER) emphasizes the reading activity, most ER follow up activities are developed to support the act of reading. This might neglect the fact that reading can also be a stimulus for creative and imaginative writing. Although ER has a potential role to develop students’ L2 writing, not many have explored it. This preliminary study investigates a writing project undertaken as a post-ER activity. This project was done at the end of an ER program in an EFL context. In this project, the students worked collaboratively to write a 1,000-word short story. The study examined how the ER teachers and ER students in the study perceived the story writing project. Data were gathered from semi-structured interviews with three ER teachers and six ER students. Findings showed that both the teachers and students perceived the story writing project as beneficial to enhance the students’ creativity and imagination. They also agreed on the connection between reading and writing. The quality of the story was perceived to be significantly influenced by the students’ reading behaviors. Practical suggestions on how to integrate this project into an ER program were also offered.

A Remedial-Reading Program in a Senior High School

1951 ◽  
Vol 59 (6) ◽  
pp. 350-357 ◽  
Author(s):  
Clifford Swenby ◽  
Margaret Zielsdorf
Keyword(s):  
High School ◽  
Remedial Reading ◽  
Reading Program ◽  
Senior High School

The Remedial-Reading Program in the Mount Lebanon Public Schools

1940 ◽  
Vol 41 (4) ◽  
pp. 277-282
Author(s):  
Kathleen B. Hester ◽  
Floy E. Livingston
Keyword(s):  
Public Schools ◽  
Remedial Reading ◽  
Reading Program

Apprenticing Adolescent Readers to Academic Literacy

2001 ◽  
Vol 71 (1) ◽  
pp. 79-130 ◽  
Author(s):  
Cynthia Greenleaf ◽  
Ruth Schoenbach ◽  
Christine Cziko ◽  
Faye Mueller
Keyword(s):  
Reading Instruction ◽  
Standardized Test ◽  
Academic Literacy ◽  
Remedial Reading ◽  
The United States ◽  
Student Survey ◽  
School Students ◽  
Academic Reading ◽  
Adolescent Readers ◽  
Literacy Course

Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.

Young Children's Reading Behaviors in Various Classroom Contexts

1992 ◽  
Vol 24 (3) ◽  
pp. 339-371 ◽  
Author(s):  
Ellen McIntyre
Keyword(s):  
Young Children ◽  
Reading Instruction ◽  
Reading Time ◽  
First Grade ◽  
Theory And Practice ◽  
Classroom Context ◽  
Reading Behaviors ◽  
Affective Characteristics ◽  
Implicit And Explicit ◽  
Instructional Settings

This is a study of classroom context and how it shapes children's beginning reading behaviors. Three first-grade children were observed and tape-recorded twice weekly during reading instruction for the first 10 weeks of school. Patterns of reading behaviors emerged through a constant comparison of conditions under which each of the behaviors occurred. The three children in this study learned to interpret the various classroom reading contexts and their responses reflected the conditions of each. The salient conditions included: (a) the instruction, (b) the implicit and explicit rules for functioning within that context, (c) the texts the children read, and (d) the physical and affective characteristics of the context. The differences in the contexts were often quite subtle, yet children followed instructional foci and read accordingly. It was evident that some behaviors occurred across contexts, whereas others did not. For example, children did not transfer many of the skills they were able to employ during the direct instructional settings to unguided reading time. Implications for theory and practice are offered to explain the reading behaviors of the young children.

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