scholarly journals “Running with the Question” - Action Research and Evaluative Practice in developing an Adolescent Reading Program

2021 ◽  
Author(s):  
Wilma Kurvink ◽  
Marie Turnbull
Keyword(s):  
Action Research ◽  
Reading Strategies ◽  
Gender Issues ◽  
Reading Program ◽  
Reading Programs ◽  
Central Question ◽  
Adolescent Reading ◽  
Hard Data ◽  
Basic Assumptions ◽  
Inform Decision Making

This paper describes how Action Research methodology developed the wider reading programs for children from 9-13 years at Wesley College over a 5-year period. The central question revolved around how the library team could engage every child in years 5 to 7 in wider reading. Strategies used in the program were: Engaging interactive online components, Highly responsive collection development approaches, Hard data collection on usage, and Qualitative measures undertaken by the team in adopting evaluative practice. Interesting and unexpected results began to inform decision making for the team highlighting gender issues in adolescent reading, and a need to re-examine some basic assumptions about the ways students select books for personal reading. The paper chronicles how the team learned from experience to bring about new defined cycles of development and improvement to the program, which has evolved and expanded far beyond the initial concepts.

Training parents as effective listeners of their children's reading

1987 ◽  
Vol 1 ◽  
pp. 1-10
Author(s):  
S. Raciti ◽  
P. Mathams
Keyword(s):  
Special Education ◽  
Oral Reading ◽  
Pilot Project ◽  
Reading Program ◽  
Reading Programs ◽  
Children's Reading ◽  
Target Children ◽  
Children’S Reading

This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.

scholarly journals Shifting the Sands of Summer Reading

2021 ◽  
Author(s):  
Joanne De Groot
Keyword(s):  
Public Libraries ◽  
Research Question ◽  
Public Library ◽  
Reading Program ◽  
Reading Programs ◽  
Reading Interests ◽  
Staff Members ◽  
Summer Reading ◽  
Library Staff ◽  
Summer Reading Programs

This study investigated ways in which summer reading programs (SRPs) support children’s recreational reading interests and habits and help to promote reading and literacy throughout the summer months. The primary research question was: How do children, parents, and library staff experience their public library summer reading program? This paper will present selected findings from the study related to children’s reading experiences in school and during the summer, reading games and incentives, and designing summer reading programs that emphasize the social aspects of reading. Findings from this study suggest that school and public libraries should consider moving away from traditional summer reading programs that include reading games and rewards and focus instead on providing children, their parents, and library staff members with greater opportunities to interact with books and reading, and one another, throughout the summer.

scholarly journals Process of Implementing Critical Reading Strategies in an Iranian EFL Classroom: An Action Research

2014 ◽  
Vol 8 (1) ◽  
Author(s):  
Mohammad Ali Nasrollahi ◽  
Pramela Krish N. Krishnasamy ◽  
Noorizah Mohd Noor
Keyword(s):  
Action Research ◽  
Reading Strategies ◽  
Critical Reading

Two Approaches to Reading Program Evaluation: A Standardized Test and Direct Assessment

1980 ◽  
Vol 3 (4) ◽  
pp. 77-87 ◽  
Author(s):  
Thomas C. Lovitt ◽  
Kathryn Fantasia
Keyword(s):  
Program Evaluation ◽  
Standardized Test ◽  
Statistical Significance ◽  
Learning Disabled ◽  
Reading Program ◽  
Reading Programs ◽  
Direct Approach ◽  
Ethical Concerns ◽  
Direct Assessment ◽  
Evaluation Approaches

Pretest and posttest measures of reading were obtained for two groups of learning disabled youngsters for two years. Measures of two types were scheduled to evaluate the program: a standardized test and direct assessment. The standardized test was the Diagnostic Reading Scales, and for the direct assessment passages from the Holt and Lippincott series were used. The two evaluation approaches were compared on: relationship to book levels passed in a year and statistical significance. The data indicated that the approaches were much alike in respect to these features. Nevertheless, the following argument was made that — based on reliability considerations, practical issues, and ethical concerns — teachers might be better off to opt for the direct approach to evaluating their reading programs.

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 Parent Involvement in Children Reading Development

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Didik Suryad ◽  
Yufiarti .
Keyword(s):  
Parent Involvement ◽  
Research And Development ◽  
Reading Program ◽  
Reading Programs ◽  
Development Model ◽  
Childhood Education ◽  
Home Reading ◽  
Development Procedure ◽  
Program Research ◽  
At Home

The research was aimed to develop home reading programs for parent to tutor the children learn to read at home. The development procedure owed the work of Borg and Gall’s research and development model. Tryout and implementation were conducted in a Kindergarten School in Bogor, Indonesia. The data was collected through observation, interview and checklist. The product was considerably feasible referred to the judgments of five experienced kindergarten teachers, three early childhood education and 15 parents participating in the implementation. It was concluded that the model contributed to overcome the problem encountered by both parents and kindergarten teachers in how to help children learn to read at home. Keywords: Parent’s involvement, kindergarten reading program, research and development

scholarly journals Read and Learn @ the Library

2019 ◽  
Author(s):  
Nicole Noelle Pernites Ibal ◽  
Lalaine Cruz Montinola
Keyword(s):  
Middle Schools ◽  
Reading Program ◽  
Reading Programs ◽  
Reading Habits ◽  
Library Media ◽  
Media Center ◽  
Library Media Center ◽  
Good Reading ◽  
Active Assistance

This paper will present the Miriam College Lower and Middle Schools’ Library Media Center reading program entitled Read and Learn@the Library. The presentation will focus on the different library activities for the students across Grades 1 to 8. The purpose of the presentation is to share the different reading programs of the library that promotes reading and students’ love for books. The activities presented encouraged the students that reading is enjoyable and worthwhile. The reading program infuse some playful elements that makes reading and learning more fun and engaging among students. This also supports network between teachers, librarians, and storywriters and solicit their active assistance in promoting good reading habits of the students.

Evaluation and the Administrator: How Decisions are Made

1974 ◽  
Vol 156 (1) ◽  
pp. 44-69 ◽  
Author(s):  
Nancy L. Roser
Keyword(s):  
Decision Making ◽  
Theoretical Model ◽  
Real Life ◽  
Reading Program ◽  
Reading Programs ◽  
Rational Decision ◽  
Job Descriptions ◽  
Rational Decision Making ◽  
Decision Making Processes ◽  
Actual Decision

The investigator describes how principals, supervisors, and central office personnel made decisions in public school reading programs. The study compares the actual decision-making processes with a theoretical model of rational decision making. Typical decisions for administering and supervising a school reading program were obtained from job descriptions and from literature in reading education. Test subjects identified their respective decisions. Through interviews, these administrators and supervisors described the processes by which their identified decisions had been made and compared the descriptions with a representative rational model of decision-making in order to determine how real life decision-making processes approximated a theoretical model. Regardless of staff position, there appeared to be no difference in group ability to identify respective administrative decisions. Analysis of the actual decision-making processes employed by administrators indicated an incomplete awareness of a rational decision-making prescription. Past experience and intuition, rather than attempts to identify alternative actions and to weigh these for relative merit, were the basis of the greatest number of decisions.

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