scholarly journals The Benefit of Assessment-Based Language and Reading Instruction: Perspectives From a Case Study

2002 ◽  
Vol 7 (2) ◽  
pp. 149-186 ◽  
Author(s):  
D. Corcoran Nielsen
Keyword(s):  
Reading Instruction

Why Does Construct Validity Matter in Measuring Implementation Fidelity? A Methodological Case Study

2021 ◽  
pp. 153450842199877
Author(s):  
Wilhelmina van Dijk ◽  
A. Corinne Huggins-Manley ◽  
Nicholas A. Gage ◽  
Holly B. Lane ◽  
Michael Coyne
Keyword(s):  
Construct Validity ◽  
Reading Instruction ◽  
Model Building ◽  
Implementation Fidelity ◽  
Modeling Framework ◽  
Relative Rank ◽  
Rank Ordering ◽  
Adherence Data ◽  
Funded Project

In reading intervention research, implementation fidelity is assumed to be positively related to student outcomes, but the methods used to measure fidelity are often treated as an afterthought. Fidelity has been conceptualized and measured in many different ways, suggesting a lack of construct validity. One aspect of construct validity is the fidelity index of a measure. This methodological case study examined how different decisions in fidelity indices influence relative rank ordering of individuals on the construct of interest and influence our perception of the relation between the construct and intervention outcomes. Data for this study came from a large State-funded project to implement multi-tiered systems of support for early reading instruction. Analyses were conducted to determine whether the different fidelity indices are stable in relative rank ordering participants and if fidelity indices of dosage and adherence data influence researcher decisions on model building within a multilevel modeling framework. Results indicated that the fidelity indices resulted in different relations to outcomes with the most commonly used fidelity indices for both dosage and adherence being the worst performing. The choice of index to use should receive considerable thought during the design phase of an intervention study.

MOVING FROM A DISCOURSE OF ACCESS TO READING INSTRUCTIONAL MATERIALS TO THE MANAGEMENT AND UTILISATION THEREOF: PROGRESS IN INTERNATIONAL READING LITERACY STUDY AT GRADE 4 IN SOUTH AFRICA

Mousaion ◽  
2016 ◽  
Vol 34 (2) ◽  
pp. 31-53
Author(s):  
Lisa Zimmerman ◽  
Sarah Jane Howie
Keyword(s):  
South Africa ◽  
Resource Management ◽  
Reading Instruction ◽  
Instructional Materials ◽  
School Level ◽  
Reading Literacy ◽  
Performance Levels ◽  
High Performing ◽  
Low Performing Schools

Two cycles of the Progress in International Reading Literacy Study (PIRLS) were completed in South Africa in 2006 and 2011. In this article, we investigate the qualities of high-performing reading literacy schools for optimal resource management and utilisation strategies for possible application to low-performing schools. We do this against the background of reports on reading resource shortages and inadequacies in the context of reading literacy learning from both of the PIRLS main studies. This is done by comparing six case study schools with varying contexts and performance levels. The findings from a secondary analysis using the PIRLS 2006 data together with six case studies using international reading benchmarks from PIRLS 2006 to depict performance levels, confirmed that learners in low-performing schools from the study had inadequate access to reading instruction resources. This appeared partly attributable to inadequate funding and government provisioning; ineffective resource management at school level and non-resourcefulness of teachers at classroom level exacerbating reading resource inadequacies; as well as ineffective utilisation of materials at these low-performing schools. The resource management and utilisation strategies of high-performing case study schools were found to be potential models for schools with inadequate strategies. 

scholarly journals A case study of reading instruction in a Philippine classroom

2013 ◽  
Vol 33 (3) ◽  
pp. 338-349 ◽  
Author(s):  
Maria Selena Protacio ◽  
Loukia K. Sarroub
Keyword(s):  
Reading Instruction

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.

Alternative Reading Strategies: A Case Study

1981 ◽  
Vol 4 (4) ◽  
pp. 401-405 ◽  
Author(s):  
Betsy S. Stockdale ◽  
W. Donald Crump
Keyword(s):  
Reading Instruction ◽  
Case Studies ◽  
Reading Strategies ◽  
Holistic Approach ◽  
Learning Disabled ◽  
Research Strategies ◽  
Traditional Research ◽  
Large Groups ◽  
Alternative Reading

Reading research is usually conducted on large groups of students making generalization to individual cases difficult. A useful alternative to traditional research strategies is found in case studies. This study reports the reading progress of a learning disabled student over a four-year period. The reading instruction program initially chosen employed a skills approach; later this was changed to a modified holistic approach. Differences in outcomes of the two approaches are reported along with implications for reading instruction.

INVESTIGATING THE USE OF STUDENT-GENERATED QUESTIONS IN DISCIPLINARY READING PRACTICES IN HIGHER EDUCATION ENVIRONMENTS

2019 ◽  
Vol 1 ◽  
pp. 119
Author(s):  
Halina Chodkiewicz ◽  
Anna Kiszczak
Keyword(s):  
Reading Instruction ◽  
Tertiary Education ◽  
Academic Literacy ◽  
Structured Interview ◽  
Subject Area ◽  
Literacy Skills ◽  
Reading Practices ◽  
Subject Specific ◽  
Strategic Ability

The paper sets out to explore the issue of students’ strategic ability of learning from disciplinary texts in tertiary education settings. While performing reading tasks, students acquire or restructure subject-area knowledge as well as improving conceptual resources and literacy skills indispensable for their academic attainment. The so-called reciprocal reading instruction promotes the adoption of a procedure in which students are required to generate their own text-based questions, then ask and answer them in pairs. The exploratory case study reported in this paper aimed to examine the performance of advanced Polish students of English during ten reciprocal reading sessions, part of a subject-specific course. The analysis of the collected data focused on selected aspects of the students’ question-generating behaviour. Additionally, the data obtained from a semi-structured interview were scrutinized in order to find out how the students evaluated their task performance. The paper finishes with a discussion of the implications of the study for the use of student-generated questions and reciprocal reading tasks in enhancing disciplinary knowledge and academic literacy skills.   

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.

scholarly journals “Aku Istimewa, Aku Bisa”: Membaca Permulaan Bahasa Inggris melalui Metode Fonik bagi Anak Speech Delay

2020 ◽  
Vol 6 (1) ◽  
pp. 81-94
Author(s):  
Sharina Munggaraning Westhisi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Reading Instruction ◽  
Thematic Analysis ◽  
Reading Skills ◽  
English Speaker ◽  
Speech Delay ◽  
Native English Speaker ◽  
Childhood Education

Speech delay becomes a phenomenon for children such as in English pre-reading instruction for non-native English speaker, thus it is needed a proper method for them. This study aims to identify the implementation of phonics method that used in an English pre-reading instruction for a child with speech delay. This study uses a case study which involves one teacher and one child with speech delay. The data obtained by interviewing a teacher and parents, observing the child, and identifying lesson plans. Thematic analysis is used to determine relevant themes of the topic. The results show each instruction has one objective, focuses on letters’ sound and spelling spelling two up to four sounds of a word, and a child could utter words clearly. Additionally, interactions with peers encourage a child to be competitive and enthusiastic. Furthermore, phonics method might be an alternative method for children with speech delay to acquire English pre-reading skills, especially in Early Childhood Education (ECE).

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