Thematische Bibliographien / Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers

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Auswahl der wissenschaftlichen Literatur zum Thema „Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 12. Februar 2022

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Zeitschriftenartikel zum Thema "Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers"

Tancock, Susan M. „Classroom Teachers and Reading Specialists Examine their Chapter 1 Reading Programs“. Journal of Reading Behavior 27, Nr. 3 (September 1995): 315–35. http://dx.doi.org/10.1080/10862969509547886.

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Classroom teachers and reading specialists in two Midwestern elementary schools were interviewed to elicit evaluations of their Chapter 1 reading programs. Ethnographic interviews were conducted with three reading specialists and 27 classroom teachers who had children involved in the Chapter 1 programs in the two schools. Constant comparative data analysis was conducted with the transcribed interview data, and prominent themes emerged concerning the coherence and coordination that existed between specialists and classroom teachers. The results showed that specialists constructed their roles differently with each classroom teacher with whom they worked. Secondly, there was a lack of joint planning that occurred between the two groups of teachers. Third, specialists and classroom teachers had varied definitions of Chapter 1 program impact which reflected different goals of the two reading programs. Finally, different philosophies regarding the reading process were held by the two kinds of teachers in these schools. These findings suggest that all teachers who are responsible for the instruction of at-risk students must be given time and encouragement to communicate and coordinate their programs to meet the needs of the children in their schools.

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Lee, Ji-Young. „Analysis about Elementary school teachers' experience of reading education practice“. JOURNAL OF READING RESEARCH 43 (31.05.2017): 125–55. http://dx.doi.org/10.17095/jrr.2017.43.5.

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Kim, Koomi, Cheongsook Chin und Yetta Goodman. „Revaluing the reading process of adult ESL/EFL learners through critical dialogues“. Colombian Applied Linguistics Journal, Nr. 6 (08.06.2011): 42. http://dx.doi.org/10.14483/22487085.106.

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The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

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Goldman, Renitta, Gary L. Sapp und Ann Shumate Foster. „Reading Achievement by Learning Disabled Students in Resource and Regular Classes“. Perceptual and Motor Skills 86, Nr. 1 (Februar 1998): 192–94. http://dx.doi.org/10.2466/pms.1998.86.1.192.

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K–TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource settings and six teachers in regular settings. K–TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 × 2 repeated-measures analysis of variance, were not significantly different.

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Schmidt, Renita, Mary M. Jacobs und Heidi Meyer. „Sociopolitical testing discourses in elementary teachers’ talk about reading assessment“. English Teaching: Practice & Critique 16, Nr. 3 (04.12.2017): 391–406. http://dx.doi.org/10.1108/etpc-05-2017-0066.

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Purpose The purpose of this work is to describe the current sociopolitical context and complex consequences surrounding elementary literacy education in one Midwestern US state and consider how power works through language. Design/methodology/approach Using qualitative methods and critical discourse analysis as a theory and method, surveys and interview data from teachers, administrators and parents, policy documents and other artifacts were analyzed and described to explain the sociopolitical climate. Findings Using Fairclough (2015) and Gee’s (2015) tools, the authors identified the discourses of deficiency, efficiency and gatekeeping in the data. Foucault’s ideas about governmentality and regimes of truth are used to explain the ways teachers took up the policies and resisted them. Research limitations/implications The authors argue that a new testing regime is on the move, and more unity and critique by elementary and secondary teachers and administrators will be important for restoring and sustaining quality literacy instruction and decision-making in all classrooms. Practical implications Continued research is needed to understand how particular reading assessments exacerbate and perpetuate the ranking and sorting in schools and the loss and struggle children face when they are denied literacy experiences that validate their lives outside of school and give meaning and purpose to reading in school. Originality value As the reality for secondary education language arts teachers begins to shift to a more restrictive curriculum, a loss of academic freedom and frequent testing, the authors see an opportunity for new professional alliances to form in support of a complex theory of literacy.

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Turcotte, Catherine. „The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers“. Language and Literacy 12, Nr. 1 (16.10.2010): 128. http://dx.doi.org/10.20360/g23w24.

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Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.

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Purwati, Titik, Harun Ahmad und Dino Sudana. „Establishment of Reading Like Behavior of Elementary Students By Using Sustained Silent Reading Approach“. Journal of Studies in Education 7, Nr. 3 (18.08.2017): 179. http://dx.doi.org/10.5296/jse.v7i3.11253.

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The purpose of this research was to analyze the establishment of reading like behavior of Elementary School student in Malang City by using SSR approach. The research used survey and experimental methods which were applied to the third grade students in 5 Pubic Elementary Schools in Malang City. The samples were taken randomly. The data resources are from students, teachers, principals, and library staffs. The data were collected through observation, interviews, questionnaires, pre-and post-tests, and book read record. The data analyses used were descriptive analysis and T test. The research result was the application of the SSR approach has improved significantly to the reading like behavior of the students of Public Elementary Schools in Malang City. This result showed the SSR approach is suitable to be applied for the establishment of reading like behavior of Elementary School students.

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Khan, Raja Muhammad Ishtiaq, Muhammad Shahbaz, Tribhuwan Kumar und Imran Khan. „Investigating Reading Challenges Faced by EFL Learners at Elementary Level“. Register Journal 13, Nr. 2 (03.10.2020): 277–92. http://dx.doi.org/10.18326/rgt.v13i2.277-292.

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It is hard to ignore the importance of reading skills for desired proficiency in foreign languages. Reading can be beneficial for learners to immerse themselves in the target language and learn it efficiently. In EFL contexts like Saudi Arabia, learners face many challenges in reading skills. The main purpose of this research was to explore reading problems of elementary level students and causes of the readings skills inabilities. Following random and convenience sampling techniques; this mixed-method research obtained quantitative data from 290 elementary level students and qualitative data from nine teachers and supervisors. The analysis of quantitative data from the reading test and checklist and qualitative data retrieved from interviews suggests that students considerably perform relatively low in reading skills, and the main reasons are poor vocabulary, incorrect pronunciation, wrong spellings, slow reading pace, and flawed grammar. These five areas account for more than 90% of the challenges faced by learners in reading skills. Based on evidence from this research, we suggest that policymakers, teachers, and students should focus on these five areas for solving the issues related to reading skills. Although other avenues are essential, these items demand special attention to develop the reading skills of EFL learners in Saudi Arabia and elsewhere in the world.Keywords: Reading skill, Elementary level, Reading Pace, EFL

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Supartinah, Supartinah, Sekar Purbarini Kawuryan und Woro Sri Hastuti. „JAVANESE GRADED READING BOOKS FOR ELEMENTARY SCHOOL STUDENTS“. RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, Nr. 1 (23.02.2020): 56. http://dx.doi.org/10.26858/retorika.v13i1.11321.

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This research was intended to develop graded readers (graded reading books) in the Javanese language for elementary school students. To develop the products, this work usedthe R&D model by Borg and Gall, in which the main procedure was composed of product analysis, product development, expert validation, trials, and product revision. The subjects of this research were the elementary school students and the teachers of Bantul Regency, Sleman Regency, the City of Yogyakarta; experts in the Javanese language;experts in teaching and learning; and experts inteaching and learning media. The sample respondents were obtained through purposive sampling and the data were collected through questionnaires, observations, and interviews. The data were analyzed qualitatively and quantitatively. The products were validated by experts in learning contents, experts in teaching and learning, and experts in teaching and learning media. The result shows that they rated the products very good. The results of questionnaires distributed amongthe teachers and students show that these products carry positive impact on student learning.It can be concluded that the graded reading books are highly recommended for learning activitiesin elementary schools that offer Javanese.

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Seo, Miok, und Jaekeun Lee. „An Analysis of Teachers’ Recognition of English Reading Education in Elementary Education“. Korean Association For Learner-Centered Curriculum And Instruction 17, Nr. 20 (24.09.2017): 421–45. http://dx.doi.org/10.22251/jlcci.2017.17.20.421.

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Dissertationen zum Thema "Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers"

Farenga, Andrea Rhodes Dent. „Design and development of interactive multimedia for preservice reading education“. Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835903.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.

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Tobias, Adrianne Bernice. „Teachers' knowledge of miscue analysis“. Thesis, University of East London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303848.

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Theurer, Joan Leikam. „Changes in views of reading of preservice teachers through Retrospective Miscue Analysis“. Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284076.

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Working with five preservice teachers who were beginning their education coursework, I used Retrospective Miscue Analysis (RMA) as a research tool to investigate instructional strategies I used to assist the preservice teachers in reconstructing their perceptions of the reading process. I documented the changes in their belief using data collected from interviews, miscue analysis, Retrospective Miscue Analysis sessions, written reflections, and Literacy Belief Profiles. By analyzing the data of all five participants as a group case study, I documented changes in perception of the reading process as influenced by RMA over time. Then, using a case study format, I examined in depth the data from two participants to determine their use of language cue systems and the specific changes they articulated over time. The research participants described rich language experiences in early childhood, classified themselves as "good readers," and none remembered any difficulty "learning to read." All the participants relied on their earliest memories of schooling when they characterized reading as a text reproduction process. Each preservice teacher listened to audiorecordings of miscues they themselves produced in their oral readings. Through discussions in the RMA sessions they began to realize that as they transacted with text they omitted words, inserted words, and changed wording in a text as they constructed meaning. Prior to these sessions the preservice teachers had never scrutinized their reading practices to such an extent and all were surprised at the miscues they produced. Over the course of the research the participants examined their assumptions about reading, became acutely aware of and revalued their reading strategies, and came to the realization that efficient effective reading does not result when readers focus on every word in a text. The most proficient readers use only the necessary information from a text to construct meaning.

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Buskist, Connie. „Transcript analysis and teacher study group improving comprehension instruction /“. Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Dissertation/BUSKIST_CONNIE_7.pdf.

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Poock, William Henry. „Exploring reading with a small group of fourth grade readers and their teachers through collaborative retrospective miscue analysis“. Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5604.

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Literacy educators hold different beliefs about the best approaches to teach students how to read and about the reading process including a skills view of reading and learning to read versus a transactional, sociopsycholinguistic view of reading and learning to read (Weaver, 2002). Reading for understanding is an important skill to develop in students to promote overall success (Keene, 2008). When orally reading, readers occasionally say something differently than what is printed—which is called a miscue. Goodman, Martens, and Flurkey (2014) defined a miscue as “any response during oral reading that differs from what a listener would expect to hear” (p. 5). The purpose of this study was to teach a small group of fourth grade readers a process called Collaborative Retrospective Miscue Analysis, or CRMA (Costello, 1996), to help readers learn how to notice and analyze miscues during oral reading through small group collaborative discussions about their miscues and understanding during reading. In this CRMA study, the students’ teachers viewed video recorded student small group reading sessions to understand how students changed over the course of 14 weeks. A reading survey called the BIMOR, or Burke Interview Modified for Older Readers (Goodman, Watson, & Burke, 2005) was used before and after the study and student and teacher CRMA sessions were video-recorded to study what students thought about themselves as readers and keep track of changing views about reading. In addition, students orally read two different texts to determine if there were any changes in readers’ miscues over time through the use of the Miscue Analysis In-Depth Procedure Coding Form (Goodman et al., 2005). This analysis allowed a deeper understanding of the readers’ usage of the three cueing systems during reading including the syntactic (grammar) system; the semantic (meaning) system; and the graphophonic (letters and sounds) system (Goodman & Marek, 1996). As a result of the CRMA process, three themes emerged from the analysis of the data collected. Readers moved to a more meaning-based orientation to reading although the CRMA study students still employed the use of other less emphasized reading strategies such as sounding it out, using a dictionary, and asking for help. Students developed more self-efficacy as readers as they became more confident and aware of their reading process as they participated in the CRMA student sessions. Finally, teachers revalued readers through observing their students as readers with strengths, effectively using problem-solving strategies during reading, and by noticing, “what the reader’s smart brain does during the reading process” (Goodman, Martens, & Flurkey, 2014, p. 29). Implications for both classroom instruction and teacher professional learning are explored as useful applications of Collaborative Retrospective Miscue Analysis in schools and classrooms to help readers move to a more meaning-based orientation to reading and to help readers become more self-efficacious and aware of their own reading process, as well as revaluing readers.

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Asselin, Marlene McMahon. „Grade three teachers’ personal practical knowledge of reading instruction and its relationship to teacher background, their students’ reading experiences and achievement : a secondary analysis of the 1991 IEA Reading Literacy Study“. Thesis, 1995. http://hdl.handle.net/2429/7182.

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The recent shift from behaviorist to cognitive views of teaching premises the role of teachers’ knowledge in their instructional practice. In light of dramatic changes in literacy theory and policy, teachers’ knowledge of reading instruction is a particular interest in both teaching and literacy instruction research. The purpose of this study was to construct a description of grade three reading instruction in Canada (BC) and to explain differences between teachers’ instructional approaches on measures of teacher background, student background, and student achievement. To accomplish these purposes, this study reanalyzed data from a representative sample of provincial teachers (N=154) and students (N=2813) from the 1991 International Association for the Evaluation of Educational Achievement Reading Literacy Study. Analysis was planned in two stages, exploratory followed by confirmatory. Exploratory first-and second-order factor analyses of the teacher data were conducted and two factors of reading instruction were identified. Based on interpretative frameworks of Traditional, Whole Language, and Strategic perspectives of reading instruction, the factors were named Strategic Whole Language and Programmatic Skills. The Strategic Whole Language factor seemed to emphasize students’ use of comprehension strategies in learner-centered, literature-based classrooms. The Programmatic Skills factor indicated an instructional approach that is teacher-centered and focussed on students’ mastery of hierarchial skills. Following identification of the reading instruction factors, exploratory cluster analysis based on teachers’ factor scores identified four groups of teachers. None of the four teacher groups consistently reflected the properties of either the Strategic Whole Language or Programmatic Skills factor. Finally, analyses of variance and chi square analyses revealed no statistically significant differences among these teacher groups on measures of teacher background, student background, and student achievement. Major findings from this study suggest that grade three teachers’ personal practical knowledge of reading instruction is an interaction of independent factors rather than a subscription to one of the perspectives defined in the literature. In this way, the eclectic approaches to instruction found in this study challenge the assumption of a paradigm shift declared in the reading literature. Second, students’ similar achievement across instructional approaches, as measured in this study, suggests equivalent effectiveness of several kinds of instruction for some, but not all, aspects of students’ reading development. Findings from this study provide a foundation for teacher and curriculum development, particularly by identifying the minimal attention currently being paid to students’ strategic reading abilities. Finally, a number of methodological issues in large-scale assessement studies are discussed and suggestions concerning research instruments and data analysis are given.

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謝孟婷. „A Study on Narrative Text Analysis of Teachers' Cooperation Improves Reading Comprehension of Lower Grade Elementary School Students“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/89057194820197069890.

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碩士
國立新竹教育大學
人資處語文教學碩士班
101
This study is to promote teachers’ capability in teaching children reading comprehension, as well as to investigate whether narrative text analysis by teachers’ collaboration can raise grade one and grade two students’ reading comprehension. Action Research method is employed in this study for one year. The study result is obtained through the process of teaching reading comprehension by text analysis, classroom observation, group discussion on teaching, and analyzing students’ reading comprehension assessment. Three main points of conclusion are as follows -- (I) Narrative text analysis can be reviewed by four viewpoints: top-level structure, macro-level structure, micro-proposition level, and reader response. The above four viewpoints can be applied as a reference in teaching and selecting texts. Teachers can select texts by textual nature and their goals of teaching. (II) Narrative text analysis by collaboration of teachers does promote their capability in teaching children reading comprehension. The four steps are: being encouraged to try and join, being willing to collaborate and integrate, being interested in this issue and keeping development, and the following development, i.e. self instruction. Partners in this study all agree that text analysis is able to assist teachers when they teach reading comprehension. Therefore, narrative text analysis by teachers’ collaboration does promote their capability in teaching reading comprehension, and also increase their desire to polish their teaching skills. (III) The strategy of teaching text analysis does raise effectively reading comprehension of the first and the second graders. The discovery from reading comprehension assessment by the first and the second graders shows that text analysis does advance their performance in various levels of reading comprehension tests, especially the highest level, that is, interpretation and integration of viewpoints and messages. All partners involved in this study agree that analyzing texts does help students’ aware of key messages in a text. Therefore, the strategy of teaching text analysis does raise effectively reading comprehension of the first and the second graders. The results and conclusion of this study can support teachers to illustrate when they are analyzing texts, as well as to serve as a reference for teachers of grade one and grade two when they intend to improve their capability in teaching reading comprehension.

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Bücher zum Thema "Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers"

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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Reading Assessment: Principles and Practices for Elementary Teachers : A Collection of Articles from the Reading Teacher. International Reading Association, 1999.

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Textual Analysis Made Easy: Ready-To-Use Tools for Teachers, Grades 5-8. Taylor & Francis Group, 2016.

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Buchteile zum Thema "Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers"

Wang, Yang, Catherine Compton-Lilly und Lenny Sánchez. „Formative Reading Assessments of Running Records and Miscue Analysis“. In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, 327–45. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0323-2.ch016.

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This book chapter takes a close look at two well-known reading assessments – running records and miscue analysis - that are often not put in conversation with the other when evaluating a reader's process. In order to explore what happens when using these assessments in tandem, we designed a single student case study involving a fifth grade girl and eight sessions of interviews, running records and miscue analysis. Our findings highlight selected themes that emerged from the analyses to reveal patterns the reader used across the sessions and showcase different aspects of the reader's reading processes from the perspectives of both assessments. We argue that understanding the theoretical and empirical contributions of both reading assessments contributes to the development of teacher expertise about readers and their reading processes.

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Martini, Juliane. „Beyond frequency: evaluating the lexical demands of reading materials with open-access corpus tools“. In CALL for widening participation: short papers from EUROCALL 2020, 215–20. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.48.1191.

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The aim of the present study was to evaluate the appropriateness of open-access reading materials for an intensive English for Academic Purposes (EAP) course, and to provide teachers with a set of criteria to select online texts systematically and efficiently. The Corpus for Veterinarians (VetCorpus) was compiled and analyzed using Lextutor corpus tools. Taking into account students’ vocabulary size, background knowledge, word frequency, proper nouns, compound words, and cognates, the VetCorpus was considered useful and appropriate for intermediate level students, but too difficult for elementary level students. Further lexical analysis showed that the VetCorpus also provides learners with opportunities to encounter technical and academic vocabulary.

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Bald, Lisa-Marie, Judith A. Orth und Kathleen M. Hargiss. „Moving From Theory to Practice“. In TPACK, 439–56. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7918-2.ch021.

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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption.

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Konferenzberichte zum Thema "Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers"

Mayarnimar, Dr, und Dr Taufina. „Validity Analysis of the VARK (Visual, Auditory, Read-Write, and Kinesthetic) Model - Based Basic Reading and Writing Instructional Materials for the 1st Grade Students of Elementary School“. In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.141.

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