Reading Tutor Checklist: A Guide for Supplemental Reading Support for Volunteer Tutors

2006 ◽  
Vol 50 (4) ◽  
pp. 15-22 ◽  
Author(s):  
Tami Craft Al-Hazza ◽  
Abha Gupta
Keyword(s):  
Supplemental Reading ◽  
Reading Support ◽  
Reading Tutor ◽  
Volunteer Tutors

scholarly journals The Japanese-Slovene dictionary jaSlo: its development, enhancement and use

2015 ◽  
pp. 203-216
Author(s):  
Kristina Hmeljak Sangawa ◽  
Tomaž Erjavec
Keyword(s):  
Web Interface ◽  
Support Tool ◽  
Dictionary Entry ◽  
Parallel Corpus ◽  
Reading Support ◽  
On Line ◽  
Reading Tutor ◽  
Access Logs

The Japanese-Slovene dictionary jaSlo: its development, enhancement and useThe paper presents the on-line Japanese-Slovene dictionary jaSlo, in particular the ways in which it has been used, and how it has been extended with examples mined from a parallel corpus. The paper first describes jaSlo and the structure of its dictionary entry, its Web interface for searching, and an analysis of the access logs. The use of jaSlo in the context of the Japanese reading-support tool Reading Tutor is described next, again followed by an analysis of the access logs. Also discussed is the manner in which usage examples were added to the dictionary, and an evaluation of their usefulness. The paper concludes with directions for further work.

scholarly journals Reading Tutor, A Reading Support System for Japanese Language Learners

2012 ◽  
Vol 2 (3) ◽  
pp. 77-94 ◽  
Author(s):  
Yoshiko KAWAMURA
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Language Instruction ◽  
Japanese Language ◽  
National Examination ◽  
Reading Support ◽  
Tutorial System ◽  
Reading Tutor ◽  
Care Worker

The present paper gives an overview of the tools and materials included in the Japanese language reading tutorial system Reading Tutor and the multilingual lexicographical project Reading Tutor Web Dictionary, and discusses their possible uses both for Japanese language instruction and to support autonomous language learning. The paper further presents one particular use of these tools and resources for the development of learning materials for foreign candidates to the Japanese certified care worker national examination, and concludes with suggestions for effective guidance geared at fostering autonomous vocabulary learning.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

Evaluation of an Automated Reading Tutor That Listens: Comparison to Human Tutoring and Classroom Instruction

2003 ◽  
Vol 29 (1) ◽  
pp. 61-117 ◽  
Author(s):  
Jack Mostow ◽  
Greg Aist ◽  
Paul Burkhead ◽  
Albert Corbett ◽  
Andrew Cuneo ◽  
...  
Keyword(s):  
Classroom Instruction ◽  
Human Tutoring ◽  
Reading Tutor

“We Are Stories”: Centering Picturebooks in the Reading Support Class

2020 ◽  
Vol 74 (2) ◽  
pp. 201-207
Author(s):  
Kelly K. Wissman
Keyword(s):  
Reading Support

scholarly journals The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis

2018 ◽  
Vol 85 (3) ◽  
pp. 347-366
Author(s):  
Christy R. Austin ◽  
Jeanne Wanzek ◽  
Nancy K. Scammacca ◽  
Sharon Vaughn ◽  
Samantha A. Gesel ◽  
...  
Keyword(s):  
Reading Skills ◽  
Reading Interventions ◽  
Meta Analysis ◽  
Statistical Treatment ◽  
Effect Sizes ◽  
Type I ◽  
Supplemental Reading ◽  
Study Quality ◽  
Standardized Measures ◽  
Treatment Type

Empirical studies investigating supplemental reading interventions for students with or at risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high-quality research can provide greater certainty of findings related to the effectiveness of supplemental reading interventions. This meta-analysis investigated how four variables of study quality (study design, statistical treatment, Type I error, and fidelity of implementation) were related to effect sizes from standardized measures of foundational reading skills and language and comprehension. The results from 88 studies indicated that year of publication was a significant predictor of effect sizes for both standardized measures of foundational reading skills and language and comprehension, with more recent studies demonstrating smaller effect sizes. Results also demonstrated that with the exception of research design predicting effect sizes on foundational reading skills measures, study quality was not related to the effects of supplemental reading interventions. Implications for research and practice are discussed.

scholarly journals Book public pages in Instagram

Bibliosphere ◽  
2020 ◽  
pp. 39-45
Author(s):  
T. D. Rubanova
Keyword(s):  
Russian Language ◽  
Point Of View ◽  
Activity Level ◽  
Visual Design ◽  
User Engagement ◽  
Direct Sales ◽  
Reading Support ◽  
Sales Effectiveness ◽  
Brand Promotion ◽  
Text Content

The peculiarity of the Russian-language Instagram segment is that for many users it has become the platform for text self-expression and discussions (including on reading issues). This explains the fact that many publishers and bookstores create their own Instagram accounts to promote book products. The purpose of the article is to identify the marketing potential of book public pages in Instagram. The author sets the following tasks: to identify successful practices of publishers and bookselling organizations in Instagram; analyze them from the point of view of text content, visual design; identify the main forms of users engagement; calculate the engagement rate (ER); identify possible "recipes" for the success of book public pages. Viewing the official websites of publishers and bookstores allowed the identification of book public posts with a significant number of subscribers and that of forms to attract users, and the determination of content features and visual design. A comparison of the activity level of public pages: @ eksmolive and @mifbooks of two major publishing houses. For this purpose, the number of posts, likes and comments for the period from 23.10.2019 to 22.11.2019 was calculated, as well as the engagement rate using the ER method. The author comes to the conclusion that the Instagram is widely used by publishing organizations and booksellers as a promising platform for book promotion and reading support, active exchange of information with the audience, increasing people’s loyalty, brand promotion, organization of direct sales. Effectiveness of the presence of booksellers in Instagram largely depends on the competent segmentation of the audience, the uniqueness of the content and visual design, and the use of various techniques and methods to enhance user engagement. 

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