Trying Something New: Meaning-Based Reading Instruction in a Finnish First-Grade Classroom

1996 ◽  
Vol 28 (1) ◽  
pp. 9-34 ◽  
Author(s):  
Riitta-Liisa Korkeamäki ◽  
Mariam Jean Dreher
Keyword(s):  
Reading Instruction ◽  
Reading Strategies ◽  
Reading Development ◽  
First Grade ◽  
Reading Program ◽  
Phonological Recoding ◽  
Field Notes ◽  
Letter Sound ◽  
Grade Classroom ◽  
Individual Reading

This study investigated children's reading strategies and progress when a meaning-based approach to reading instruction was implemented in a Finnish 1st-grade classroom. A reading program was designed in which the teacher introduced predictable books, literacy-related centers, and minilessons in context on selected letter-sound correspondences. Field notes and videotapes of individual reading sessions were analyzed to describe the strategies the students used while reading both familiar and unfamiliar books. In the fall, in a familiar context, the students read mostly based on their memory. In an unfamiliar context, the students used graphemic information and sounded out and elongated the words and named some letters. Later, they used their phonological recoding skills in both familiar and unfamiliar contexts. All the students progressed toward conventional reading, demonstrating that they had reached at least the alphabetic phase of reading development.

scholarly journals Multi-sensory Structured Reading Instruction for Spanish-speaking First Grade Students in Buenos Aires Public Schools

2020 ◽  
Author(s):  
David Braze ◽  
Florencia Salvarezza ◽  
Kenneth R. Pugh
Keyword(s):  
Public Schools ◽  
Reading Instruction ◽  
Buenos Aires ◽  
First Grade ◽  
Reading Program ◽  
Language Instruction ◽  
Rapid Automatized Naming ◽  
School Closures ◽  
Sentence Reading ◽  
Treatment Dosage

A multi-sensory structured language reading program was deployed in six first grade public school classrooms (n=150 students) in Buenos Aires, Argentina. Six control rooms usedbusiness-as-usual, whole language, instruction (n=178 students). Control and treatment roomswere well-matched in initial status. Students’ abilities and progress were recorded 3 times over27 weeks using a test battery covering basic pre-reading and reading skills: phonological awareness, decoding, vocabulary, rapid automatized naming, and executive function. At the startof 1st grade, most students have no measurable capacity for decoding. Many struggle withphonological awareness and letter naming. Very high rates of absenteeism and school closures(similar in both groups) meant that planned treatment dosage was not achieved. However, atthe endpoint of the study, students in MSL classrooms show an advantage over those in control classrooms in sentence reading comprehension, but the groups remain at parity in othermeasured skills.

The Effects of a Supplemental Perceptual Training Program on Reading Achievement

1972 ◽  
Vol 38 (8) ◽  
pp. 613-621 ◽  
Author(s):  
Joseph W. Halliwell ◽  
Harold A. Solan
Keyword(s):  
Reading Instruction ◽  
First Grade ◽  
Reading Program ◽  
Control Group ◽  
Control Groups ◽  
Perceptual Training ◽  
Supplementary Instruction ◽  
Potential Reading ◽  
Better Than ◽  
Regular Reading

At the beginning of the first grade, 105 students designated as potential reading problems were divided into three groups of 35 children each: experimental I, which received supplementary perceptual training in addition to the regular reading program; experimental II, which received traditional supplementary reading instruction in addition to the regular reading program; and the control group, which received no supplementary instruction. The Metropolitan Achievement Test (MAT) was administered at the end of May. The statistical analysis of the data indicated that, of all the groups, only the experimental I total group and the experimental I boys read significantly better than the respective control groups on the reading subtest of the MAT.

scholarly journals Four Second Graders’ Descriptions of How They Spell

1944 ◽  
Vol 8 (1) ◽  
Author(s):  
Suzanne Langford ◽  
Mary Neal
Keyword(s):  
Qualitative Data ◽  
First Grade ◽  
Second Graders ◽  
Second Grade ◽  
Invented Spelling ◽  
Spelling Ability ◽  
Students First ◽  
Field Notes ◽  
Classroom Use ◽  
Grade Classroom

This study describes and categorizes the ways in which four children (two above-average and two below-average spellers) from one second grade classroom, use and talk about their spelling knowledge during a qualitative spelling inventory and an informal writing activity. Qualitative data include audiotapes of “talk-alouds” and interviews with the students, written spellings that students produced, field notes documenting informal conversations with the students’ first grade teachers, and classroom observations. The data revealed two categories of spelling knowledge: (1) developmental stage spelling knowledge and (2) verbalized spelling knowledge. The data defined ten subcategories of spelling knowledge. Patterns that emerged from the data suggest that students’ spelling knowledge in a specific subcategory relates to spelling ability and spelling task. Data also suggest participants’ instruction and application of invented spelling in first grade may influence certain features of spelling knowledge.

Using Concept Oriented Reading Instruction (CORI) to Promote Students’ Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 42
Author(s):  
Hilma Suryani
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Posttest Score ◽  
T Test ◽  
Control Group ◽  
Quasi Experimental ◽  
Effective Reading Strategies ◽  
And Control ◽  
Experimental Group

The problem of this study is “Does Concept Oriented Reading Instruction (CORI) enhance students’ reading achievement?” The design of this study was quasi-experimental. The sample of this study was taken from the population by using purposive sampling. The experimental group consisted of 39 students while the control group consisted of 35 students. The data were collected by using two instruments; test and questionnaire. The test was given twice to each group in order to see whether or not there was significance difference of pretest and posttest either in experimental or control group and whether or not there was significance difference of experimental and control group in terms of their posttest score. To prove the hypothesis, the data from pretest and posttest of experimental and control group were analyzed by applying paired sample t-test and independent sample t-test. The calculation was run by using SPSS computer program. The result of the study shows there was significance difference of students’ reading achievement between experimental and control group. Besides, the use of CORI as reading strategies was proved as effective reading strategies to enhance students’ reading achievement. Keywords: Concept Oriented Reading Instruction; reading strategy; reading achievement

scholarly journals Reading comprehension and strategy awareness of Grade 11 English second language learners

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
Madoda Cekiso
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Reading Instruction ◽  
Reading Strategies ◽  
Second Language Learners ◽  
Strategy Instruction ◽  
Control Group ◽  
Control Group Design ◽  
English Second Language ◽  
Grade 11

The aim of this study was to examine the reading strategies used by Grade 11 English Second Language (ESL) learners and the possible effects of reading instruction on their reading comprehension and strategy awareness. A quasi-experimental pre-test and post-test control group design was used. The participants included a total of 60 Grade 11 learners from a high school. The results of this study indicate that (1) learners who received reading strategy instruction scored both statistically and practically significantly higher marks on the reading comprehension test than those in the control group and (2) explicit instruction in the use of reading strategies was essential to bring about the increased use of reading strategies of learners in the experimental group. The study has implications for learners, teachers, university students and lecturers.

Normal Variation in Reading Acquisition

1986 ◽  
Vol 62 (3) ◽  
pp. 691-716 ◽  
Author(s):  
Virginia Wise Berninger
Keyword(s):  
Individual Differences ◽  
Reading Instruction ◽  
Cognitive Skills ◽  
Verbal Ability ◽  
First Grade ◽  
Normal Variation ◽  
Word Decoding ◽  
Linguistic Skills ◽  
Whole Word ◽  
Reading And Spelling

Visual, linguistic, reading, and spelling tests were administered to the same 45 children at the end of kindergarten and of first grade. Normal variation, i.e., diversity not related to pathology, was found in the visual and linguistic skills and was shown to be related to reading and spelling achievement for a sample of suburban children of similar socioeconomic status. Individual differences in three visual skills—selective attention to letter information (RT), memory for a component letter (accuracy), and memory for a whole word (accuracy)—and two linguistic skills—phonemic analysis and vocabulary understanding—were reliable over the first year of formal reading instruction and had concurrent validity in that they were correlated with achievement in word decoding/encoding at the end of kindergarten and of first grade. Of these five skills, phonemic analysis accounted for more variance in achievement (52% to 64%, depending upon achievement measure) than any other single skill. Significantly mote variance in achievement was accounted for when both a visual skill (memory for a sequence) and a linguistic skill (phonemic analysis) were considered than when either alone was at end of first grade. The predictive validity of quantitatively defined “disabilities” (at or more than a standard deviation below the mean) was investigated; disabilities in both visual and linguistic skills at the end of kindergarten were associated with low achievement in word decoding/encoding at the end of first grade. Two pairs of identical twin girls (each co-twin taught by a different teacher) were not mote congruent on several achievement measures than two pairs of unrelated girls, taught by the same teacher and matched to each other and a twin pair on verbal ability and age. Normal variation in acquisition of word decoding/encoding probably results from an interaction between genetic individual differences in cognitive skills and the processes of assimilation and accommodation during environmental transactions proposed by Piaget.

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