Designing Effective Tier 2 Reading Instruction in Early Elementary Grades With Limited Resources

2012 ◽  
Vol 48 (4) ◽  
pp. 203-209
Author(s):  
Evelyn S. Johnson ◽  
Lisa Boyd
Keyword(s):  
Reading Instruction ◽  
Limited Resources ◽  
Elementary Grades ◽  
Early Elementary ◽  
Tier 2

scholarly journals Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades

2015 ◽  
Vol 32 (3-4) ◽  
pp. 183-200 ◽  
Author(s):  
Rachel Schechter ◽  
Paul Macaruso ◽  
Elizabeth R. Kazakoff ◽  
Elizabeth Brooke
Keyword(s):  
Blended Learning ◽  
Reading Instruction ◽  
Elementary Grades ◽  
Learning Approach ◽  
Low Ses ◽  
Early Elementary ◽  
Low Ses Students

IDEAS

1991 ◽  
Vol 38 (6) ◽  
pp. 30-36
Author(s):  
Joan E. Westley
Keyword(s):  
Elementary Grades ◽  
Early Elementary ◽  
Science Students ◽  
Mathematics And Science

The Ideas section for this month focuses on gathering. displaying, and interpreting data on balloons in activities that integrate mathematics and science. Students are involved in sampling, taking polls and surveys, doing experiments, classifying, estimating, and measuring. This month's reproducible sheets for the IDEAS section are designed to be used by students in the early elementary grades (1-4). They include three classactivity sheets and one activity sheet for parents to use with their children. Consequently, a teacher may want to reproduce and use several sheets.

scholarly journals Multiple aspects of self-regulation uniquely predict mathematics but not letter–word knowledge in the early elementary grades.

2015 ◽  
Vol 51 (4) ◽  
pp. 459-472 ◽  
Author(s):  
Clancy Blair ◽  
◽  
Alexandra Ursache ◽  
Mark Greenberg ◽  
Lynne Vernon-Feagans
Keyword(s):  
Self Regulation ◽  
Word Knowledge ◽  
Elementary Grades ◽  
Early Elementary ◽  
Letter Word

Correlations among Perceptual-Motor Ability, Self-Concept and Reading Achievement in Early Elementary Grades

1979 ◽  
Vol 48 (2) ◽  
pp. 447-450 ◽  
Author(s):  
William S. Husak ◽  
Richard A. Magill
Keyword(s):  
Reading Achievement ◽  
Multiple Regression ◽  
Science Research ◽  
Self Concept ◽  
Elementary Grades ◽  
Motor Ability ◽  
Early Elementary ◽  
Motor Abilities ◽  
Grade Levels ◽  
Assessment Survey

This study investigated the correlations among measures of perceptual-motor abilities, self-concept, and reading achievement and determined whether perceptual-motor ability and self-concept can predict reading achievement in the early elementary grades. A total of 105 boys and 108 girls from the first, second and third grades were tested on the stabilometer, a modified Minnesota Manual Dexterity Test, a tapping test, the Primary Self-concept Inventoty, and the Science Research Associates Assessment Survey. Intercorrelations across grade levels tended to be low and nonsignificant. The multiple regression procedures yielded no strong predictions of reading achievement. These findings tended to confirm the specificity of perceptual-motor ability, self-concept, and reading achievement.

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