Innovations in Blended-Learning

2015 ◽  
pp. 1482-1493
Author(s):  
Edith Gotesman ◽  
Miri Krisi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Blended Learning ◽  
Computer Technology ◽  
English For Academic Purposes ◽  
Traditional Teaching ◽  
Students With Learning Disabilities ◽  
Reading Tests ◽  
Sample Group ◽  
E Learning

This research was born out of a necessity to accommodate students with learning disabilities who study English for Academic Purposes (EAP) at the Ashkelon Academic College in Israel. It was aimed at examining whether a convergence of traditional teaching and computer technology complemented by e-learning could assist students with Learning Disabilities (LD) to bypass their initial disadvantages when it came to studying English. Groups of LD students selected for study were given five regular and two guided reading tests to explore whether the use of blended learning improved the reading comprehension abilities of students in the sample group.

Innovations in Blended-Learning

2014 ◽  
pp. 295-306
Author(s):  
Edith Gotesman ◽  
Miri Krisi
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Blended Learning ◽  
Computer Technology ◽  
English For Academic Purposes ◽  
Traditional Teaching ◽  
Students With Learning Disabilities ◽  
Reading Tests ◽  
Sample Group ◽  
E Learning

This research was born out of a necessity to accommodate students with learning disabilities who study English for Academic Purposes (EAP) at the Ashkelon Academic College in Israel. It was aimed at examining whether a convergence of traditional teaching and computer technology complemented by e-learning could assist students with Learning Disabilities (LD) to bypass their initial disadvantages when it came to studying English. Groups of LD students selected for study were given five regular and two guided reading tests to explore whether the use of blended learning improved the reading comprehension abilities of students in the sample group.

scholarly journals A Study of e-Learning, Blended learning, and Traditional Teaching Methods to Motivate Autonomous Learning in English Reading Comprehension of Thais Learners

2017 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Pornpimon Saeheng
Keyword(s):  
Reading Comprehension ◽  
Blended Learning ◽  
Teaching Methods ◽  
Autonomous Learning ◽  
Traditional Teaching ◽  
Learning Method ◽  
English Reading ◽  
Traditional Teaching Methods ◽  
E Learning ◽  
English Reading Comprehension

The purposes of this study were to examine the differences in learners’ satisfaction of using e-Learning, blended learning, and traditional teaching methods for TR and HI students and to study learners’ autonomy after receiving three different kinds of teaching methods. The informants were 90, second year students majoring in Tourism and Hospitality Industry which were divided by purposive sampling method into three groups of 30 learners, Group A received e-Learning method, Group B received Blended Learning method, and Group C received Traditional teaching style. The research instruments used for data collection were lesson plans, e-Learning program, learners’ perception questionnaires, interview questions, and English Reading Comprehension test (Pretest and Posttest). Quantitative data were collected and analyzed by mean, standard deviation.  The interview data was read, reread, and then coded. Coding organized the raw data into meaningful categories. The results of this study indicated that the overall of students’ satisfaction and autonomous learning rate after receiving their teaching delivery methods were at “good.”  Additionally, the interview results showed that the students were positively satisfied with e-Learning and blended learning. The students have become autonomous learning. Recommendations were made and presented in two categories: benefits of future practice and further research.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Reading Comprehension Instruction: Summarization and Self-Monitoring Training for Students with Learning Disabilities

1991 ◽  
Vol 58 (3) ◽  
pp. 270-279 ◽  
Author(s):  
Linda Duncan Malone ◽  
Margo A. Mastropieri
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Training Session ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Self Monitoring ◽  
Think Aloud Protocols ◽  
Reading Comprehension Instruction ◽  
Before And After ◽  
Monitoring Training

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, “think aloud” protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.

Vocational Training of Masters Using E-Learning Systems as the Basis of a Professional Teacher

2016 ◽  
pp. 184-195
Author(s):  
Elena Rumbesha ◽  
Irina Bushueva
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Systems ◽  
Traditional Teaching ◽  
Classroom Training ◽  
State Pedagogical ◽  
Teachers And Students ◽  
E Learning ◽  
Graduate Teacher Education

In this chapter, the authors show a promising model of education in the future. The model is based on blended learning and integrates remote and internal forms. At present, the authors have developed system elements for graduate teacher education, combining classroom training with remote instruction. In this chapter professor Elena Rumbesha (Tomsk State Pedagogical University) and professor Vardan Mkrttchian (HHH University) use the results of previous research and publications about Masters of Education to explain the idea of distance learning as a special form of interaction between teachers and students enabling those to use inherent in traditional teaching forms and methods along with modern distance learning methods.

Sentence-Level Gist: Literacy Instruction for Students With Learning Disabilities in Co-Taught Classrooms

2020 ◽  
pp. 105345122094437
Author(s):  
Marney S. Pollack ◽  
Alexandra Shelton ◽  
Erin Clancy ◽  
Christopher J. Lemons
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Reading Comprehension ◽  
Literacy Instruction ◽  
Main Idea ◽  
Students With Learning Disabilities ◽  
Sentence Level ◽  
The Subject ◽  
Identification Strategy ◽  
Main Idea Identification

Several strategies that demonstrate promise are available for educators to improve reading comprehension outcomes for students. However, some students, including students with and at risk for learning disabilities, require more intensive supports to develop proficiency in reading comprehension. To support these students, teachers must intensify instruction. This article describes an intensive main idea identification strategy, sentence-level gist, for teachers to use with students with persistent reading comprehension difficulties in the co-taught classroom. The sentence-level gist strategy requires students to determine the subject and important words in each sentence and then synthesize this information to write a main idea statement for a section of a text.

Best Practices in Promoting Reading Comprehension in Students with Learning Disabilities 1976 to 1996

1997 ◽  
Vol 18 (4) ◽  
pp. 198-213 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Best Practices ◽  
Whole Language ◽  
Relevant Literature ◽  
Comprehension Strategies ◽  
Extensive Literature ◽  
Students With Learning Disabilities ◽  
Reading Comprehension Strategies ◽  
Questioning Strategies

Abstract In this review, the best practices for facilitating reading comprehension for students with learning disabilities are described and summarized. these best practices were derived from the results of an extensive literature review of research in reading comprehension with students with learning disabilities. analysis of all relevant literature revealed consistently high effects for some reading comprehension strategies. strongest outcomes were observed for teacher-led questioning and self-questioning strategies, followed by text-en hancem ent strategies, and, finally, strategies involving basic skills instruction and reinforcement. the few studies that were located in the area of whole language yielded less positive outcomes. implications for effective practice are described.

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