Assessing Situated Reading Motivations Across Content Areas: A Dynamic Literacy Motivation Instrument

2016 ◽  
Vol 42 (3) ◽  
pp. 131-149 ◽  
Author(s):  
Sabina Rak Neugebauer
Keyword(s):  
Classroom Practice ◽  
Reading Motivation ◽  
Content Area Reading ◽  
Reading Performance ◽  
Content Area ◽  
School Students ◽  
Content Areas ◽  
Literacy Events ◽  
Performance Research

While educators and researchers agree on the crucial role of literacy motivation for performance, research on methods for accurately assessing adolescent reading motivation is still uncommon. The most used reading motivation instruments do not attend to the multiple content areas in which adolescents read. The present study examines a new content-area sensitive measure of reading motivation. One hundred forty middle school students across content-area classrooms participated. Exploratory factor analysis was used to examine the factor structure of this measure, and associations among existing measures, social aspects of literacy events, and teacher-rated content-area reading performance were explored to examine the validity and utility of this measure for classroom practice. Educational implications include the potential for teachers to adapt instruction based on students’ content-area-specific reading motivations.

DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Anggita Kasanra Lubis And Rafika Dewi Nasution
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Content Area Reading ◽  
Junior High School Students ◽  
Content Area ◽  
English Teacher ◽  
School Students ◽  
First Semester ◽  
Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

scholarly journals Prospects of School Social Work in Haor Areas of Bangladesh

2021 ◽  
Vol 8 (10) ◽  
pp. 501-512
Author(s):  
Syeda Sultana Parveen
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Reading Motivation ◽  
Quality Of Education ◽  
School Students ◽  
Education Services ◽  
School Social Worker ◽  
Academic Achievements

This study employs qualitative research methods to explore the performance of school students in reading motivation, sincerity, and achievement and the perceived role of a school social worker in Tanguar Haor inhabitants of rural Sunamganj in Bangladesh. Findings of the study suggest that the stakeholders in rural education in haor areas are keen to see the students’ achievements in reading, motivation, and academic performance but unaware of how to improve. This paper argues that social workers have a significant role to play in rural areas, particularly in remote places like haor areas, to enhance students’ performances and academic achievements in the school as well as to improve the quality of education services in those areas.

Perceptions of Education Majors concerning 10 Reading Content Area Techniques

1989 ◽  
Vol 69 (2) ◽  
pp. 573-574
Author(s):  
Jerry Aldridge ◽  
Gypsy Clayton
Keyword(s):  
Content Area Reading ◽  
Perceived Usefulness ◽  
Content Area ◽  
Education Majors ◽  
Content Areas ◽  
Perceptions Of Education

A survey was conducted to assess the perceived usefulness of 10 content area reading techniques. Students enrolled in a course entitled Reading in the Content Areas were asked to rank the 10 techniques and also to describe the usefulness of each technique.

Leading the Art of the Conference

2008 ◽  
pp. 133-143
Author(s):  
John Falco
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Technical Support ◽  
Content Area ◽  
Student Centered ◽  
Student Centered Learning ◽  
The World ◽  
World Class ◽  
Effective Integration

The purpose of this chapter is to examine the role of leadership in interactive videoconferencing. Interactive videoconferencing provides the opportunity for schools to bring content area experts from anywhere in the world into the classroom to engage students in real time learning. The effective integration of interactive videoconferencing into classroom practice requires leadership. This leadership is rooted in a belief in providing world-class student-centered learning through interactive videoconferencing. It is a vision that is results driven in terms of measuring student learning and realized through instructional leadership that is committed to collaboration, professional development, appropriate technical support and infrastructure, and the use of research to support practice.

scholarly journals Academic Reading Proficiency of Freshmen in the College of Education of DMMMSU-SLUC: Input to the Design of Instructional Modules for English 101

2012 ◽  
Vol 9 (1) ◽  
Author(s):  
Dionisio M. Uychoco
Keyword(s):  
High School Students ◽  
Reading Strategies ◽  
Reading Proficiency ◽  
Content Area Reading ◽  
Content Area ◽  
Learning Activities ◽  
Instructional Materials ◽  
School Students ◽  
Content Area Teachers ◽  
Academic Reading

The study described the academic reading proficiency level of incoming college freshmen which served as an input to the design of learning modules. It used a validated 50-item researchermade test and two sets of questionnaires to determine the adequacy of learning activities and the extent of utilization of academic reading strategies by content area teachers. The research found the studentrespondents unprepared for college work given the moderate academic reading proficiency index. Concerned language and content area teachers failed to provide enough learning activities and sufficient opportunity and training in the use of academic reading strategies that will enhance students’ level of proficiency in content area reading. It is recommended that topics designed to develop academic reading skills of senior high school students be included in the course content in secondary schools; that English teachers provide more learning activities and experiences expected in content area reading; and that content area teachers become active reading teachers by facilitating comprehension through the use of time-tested academic reading strategies. Keywords - academic reading strategies, proficiency test, content area reading, instructional materials

scholarly journals How context specific is teachers’ analysis of how representations are dealt with in classroom situations? Approaching a context-aware measure for teacher noticing

ZDM ◽  
2020 ◽  
Author(s):  
Marita Eva Friesen ◽  
Sebastian Kuntze
Keyword(s):  
Mathematics Classroom ◽  
Teaching Experience ◽  
Specific Aspect ◽  
Content Area ◽  
Teacher Noticing ◽  
Content Areas ◽  
Mathematical Content ◽  
Context Specific ◽  
The Rasch Model

AbstractAlthough raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a specific aspect of noticing, namely teachers’ analysis of how representations are dealt with in mathematics classroom situations. For the purpose of such analysis, we examined the role of context on the levels of mathematical content area and classroom situation. Using a vignette-based test instrument with 12 classroom situations from the content areas of fractions and functions, we investigated how teachers’ analyses regarding the use of representations are related concerning these two mathematical content areas. Beyond content areas, we were interested in the question of whether an overarching unidimensional competence construct can be inferred from the participants’ analyses of the different individual classroom situations. The 12 vignettes were analysed by N = 175 secondary mathematics teachers with different degrees of teaching experience and their written answers provided the data for this study. Our findings show that the data fit the Rasch model and that all classroom situations contributed in a meaningful way to the competence under investigation. There was no significant effect of the mathematical content area on the participants’ analyses regarding the use of multiple representations. The results of the study indicate that explicitly considering questions of context can strengthen research into teacher noticing.

Content Area Reading—A Hassle! What to do?

1985 ◽  
Vol 21 (1) ◽  
pp. 15-22
Author(s):  
Linda Mixon Clary
Keyword(s):  
Content Area Reading ◽  
Learning Disabled ◽  
Content Area ◽  
Disabled Students ◽  
Content Areas

Steps that lead learning disabled students toward successful reading in the content areas

scholarly journals DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Anggita Kasanra Lubis ◽  
Busmin Gurning ◽  
Rafika Dewi Nasution
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Content Area Reading ◽  
Junior High School Students ◽  
Content Area ◽  
English Teacher ◽  
School Students ◽  
First Semester ◽  
Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly. Keywords: Developing, Reading Materials, Content Area

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