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Relevant bibliographies by topics / Balanced reading instruction

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Academic literature on the topic 'Balanced reading instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Balanced reading instruction"

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Cesarone, Bernard. "ERIC/EECE Report: A Balanced Approach to Reading Instruction." Childhood Education 77, no. 3 (2001): 184–85. http://dx.doi.org/10.1080/00094056.2001.10522161.

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Kamps, Debra, Mary Abbott, Charles Greenwood, et al. "Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention." Learning Disability Quarterly 30, no. 3 (2007): 153–68. http://dx.doi.org/10.2307/30035561.

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This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic

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Manset-Williamson, Genevieve, and Jason M. Nelson. "Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches." Learning Disability Quarterly 28, no. 1 (2005): 59–74. http://dx.doi.org/10.2307/4126973.

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In this study we compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upperelementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable, intensive tutorial treatments differed only in the degree of explicitness of the comprehension strategy instruction. Overall, there was meaningful progress in students' reading decoding, fluency, and comprehension. Gains in formal measures of wor

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Castles, Anne, Kathleen Rastle, and Kate Nation. "Ending the Reading Wars: Reading Acquisition From Novice to Expert." Psychological Science in the Public Interest 19, no. 1 (2018): 5–51. http://dx.doi.org/10.1177/1529100618772271.

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There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of “reading wars.” Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review

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Kormos, Judit, Milena Košak Babuder, and Karmen Pižorn. "The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners." Applied Linguistics 40, no. 5 (2018): 834–58. http://dx.doi.org/10.1093/applin/amy028.

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Abstract Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L

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Kamei-Hannan, Cheryl, Tessa McCarthy, Frances Mary D’Andrea, and M. Cay Holbrook. "Investigating the Efficacy of Reading Adventure Time! for Improving Reading Skills in Children with Visual Impairments." Journal of Visual Impairment & Blindness 114, no. 2 (2020): 88–100. http://dx.doi.org/10.1177/0145482x20913128.

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Introduction: Reading Adventure Time!, formerly known as the pilot version of the iBraille Challenge Mobile App, is an educational technology tool integrating digital literacy to support braille reading and writing instruction for students in 1st–12th grades. Designed to operate on an Apple iPad with a refreshable braille display, Reading Adventure Time! uses gaming strategies to motivate students to improve literacy skills such as fluency, comprehension, writing dictation, and proofreading. Methods: The application (app) was developed under a Stepping Up Technology grant (H327S120007), which

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Sariani, Sariani. "Opportunities for Listening and for Instruction that Occur During the Learning Process." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 4, no. 2 (2015): 61–67. http://dx.doi.org/10.30630/polingua.v4i2.91.

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Teaching a language whether English for Foreign Language (EFL) or English as a Second Language (ESL) always focuses on the four skills: listening, speaking, reading and writing and should have applied into a well-balanced implementation to each. Highlighted by Nunan (1998) that over 50 % of the time spent by the students is for listening in learning a foreign language therefore it plays significant role in language development. The complexity occurs when the teaching-learning process is lack of adequate attention on improving their listening skill rather than testing their comprehension. There

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주재연 and Hyunki Shin. "Effects of Balanced Literacy Instruction Based on the Mother Culture on Reading Ability of Multicultural Students - For Children of Filipino Women -." Journal of Special Education 20, no. 1 (2013): 67–95. http://dx.doi.org/10.34249/jse.2013.20.1.67.

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Wilson, Julie, and Susan Colmar. "Re-evaluating the Significance of Phonemic Awareness and Phonics in Literacy Teaching: The Shared Role of School Counsellors and Teachers." Australian Journal of Guidance and Counselling 18, no. 2 (2008): 89–105. http://dx.doi.org/10.1375/ajgc.18.2.89.

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AbstractThis article examines recent research and developments relating to the role of phonemic awareness and phonics in early literacy education and the relevance of these findings for school counsellors and teachers. It defines and reviews the role of phonemic awareness and phonics in theoretical models of reading processes, including whole-language, code-based and balanced literacy programs, to determine the varying degrees of significance attributed to these components in early reading instruction. It critically reviews recent national and international government research, reports and rec

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Sofa, Sofa, and Gunadi H. Sulistyo. "A MODEL OF AN ONLINE READING COMPREHENSION SUMMATIVE TEST FOR COLLEGE STUDENTS." IJEE (Indonesian Journal of English Education) 4, no. 2 (2017): 168–87. http://dx.doi.org/10.15408/ijee.v4i2.8344.

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ABSTRACT There is an emerging phenomenon in some universities including STKIP PGRI Jombang regarding a compelling need of a test that can replace the existing paper-and-pencil based reading comprehension test, which is conventional, impractical, and time consuming. To fulfill the need, a model of an online reading comprehension summative test was developed, involving a number of essential micro skills of reading. The design of the study was Educational Research and Development (R&D), involving 100 subjects in the try-out stage. The instruments used were interview guides and questionnaire.

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Dissertations / Theses on the topic "Balanced reading instruction"

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Namugenyi, Deborah Kaggwa Kaggwa. "Balanced reading instruction for improving reading comprehension of bilingual children." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/67836.

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The study explored, adapted and implemented a balanced reading instruction programme for improving reading comprehension of bilingual children in Uganda. The research investigated the effectiveness of the uniquely designed balanced reading instruction programme to improve teachers’ instruction and children’s reading comprehension in both the native language (Runyankole) and English. The study was prompted by low reading levels, in particular reading comprehension, as experienced by Ugandan primary three bilingual children. The study was of a critical qualitative nature and employed participat

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Harrison, Kimberly S. "Third-Grade Teachers' Perceptions of Balanced Literacy." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3776.

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In response to fourth grade students' performance on the National Assessment of Education Progress reading test, states across the nation have enacted laws which stipulate third-grade students achieve reading proficiency in order to be promoted. With the passage of the South Carolina Read to Succeed Act 2014, school leaders in an urban school district implemented a balanced literacy framework to address 3rd grade students' low reading achievement. Approached from a constructivist framework, the purpose of this qualitative case study was to present 3rd grade teachers' perceptions of the balance

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Agnew, William T. "The effects of instructional method on fourth-grade reading achievement : phonics versus a balanced approach in language arts instruction /." Free full text is available to ORU patrons only; click to view:, 2005. http://proquest.umi.com/pqdweb?did=1172110031&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Clements, Jami Beth. "The Impact of the Balanced Literacy Approach in Reading Instruction on Student Reading Motivation and Reading Competence." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1582642577.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determi

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Clements, Jami Beth. "The Impact Of The Balanced Literacy Approach In Reading Instruction On Student Reading Motivation And Reading Competence." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593092023.

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The purpose of this quantitative study was to investigate the impact Balanced Literacy Reading Instruction had on student motivation to read and student reading competence in the elementary school of one public school district. This study analyzed extant student summative reading assessment data and extant teacher observation data. The study also administered the Self-Regulation Questionnaire-Reading Motivation to measure the reading motivation of students who had received Balanced Literacy Reading Instruction in the district from first grade through fifth grade. The study sought to determine

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Hoopes, Stacey Lea. "An Overview of Instructional Activities Used Before, During, and After Reading to Scaffold Guided Reading and Shared Reading Instruction." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/1708.

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The purpose of this study was to investigate the use of instructional activities that take place before reading, during reading, and after reading in guided reading and shared reading routines in elementary school classrooms in Utah school districts. This project used extant data from classroom observations to answer questions about how the observed activities were used as part of guided and shared reading routines in second and third grades within the five school districts of the Brigham Young University-Public School Partnership. The results of this study showed that there were differences i

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Castelli, Courtney. "Balanced Literacy Instruction for Students with Significant Cognitive Disabilities| Barriers to Implementation." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10743339.

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<p>Abstract Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists? methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best practices associated with general education practices can and do make positive gains in literacy skills (Bock, 2013; Browder, Ahlgrim-Delzell, Courtade, & Flowers, 2008; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Koppenhaver& Erickson

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Whaley, Cynthia Elaine. "A study of the enactment of a balanced approach to reading instruction in three first grade classrooms /." Diss., ON-CAMPUS Access For University of Minnesota, Twin Cities Click on "Connect to Digital Dissertations", 2001. http://www.lib.umn.edu/articles/proquest.phtml.

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Ramos, Alani. "Teacher Perceptions Regarding the Influence of Secondary Phonics Instruction on Student Reading." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7065.

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In a Southern state at a rural high school, leadership staff implemented phonics-based strategies with 9th grade English teachers to improve students' Lexile reading scores. The absence of formative data related to program implementation left stakeholders without a clear understanding of the influence of the phonics-based strategies. The purpose of this qualitative exploratory case study was to obtain formative information from teachers to discern the perceived influence of the phonics-based strategies on reading. Dual coding theory was used to examine teachers' perceptions of the influence of

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Conway, Joan. "A CORRELATIONAL STUDY ABOUT COACHING AND TEACHERS' ATTITUDES, PERCEPTIONS, AND PRACTICES IN READING INSTRUCTION." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2324.

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The purpose of this study was to explore elementary teachers' self-reporting of: a) work with a reading coach and b) attitudes, perceptions, and practices in teaching reading. The five point ratings and open-ended responses on the survey were the sources of data. Surveys were returned by 85% of teachers in five elementary schools in Collier County, Florida. Correlations of survey items were analyzed on the basis of the aggregated data and the following subgroups: certification, years of experience, school demographics, and grade levels. The survey in this study was excerpted and adapted from a

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Books on the topic "Balanced reading instruction"

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Reading instruction that works: The case for balanced teaching. 3rd ed. Guilford Press, 2006.

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Reading instruction that works: The case for balanced teaching. Guilford Press, 1998.

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Reading instruction that works: The case for balanced teaching. 2nd ed. Guilford Press, 2002.

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Au, Kathryn Hu-Pei. Balanced literacy instruction: A teacher's resource book. Christopher-Gordan Publishers, 1997.

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Moskal, Mary Kay. Literacy leadership to support reading improvement: Intervention programs and balanced instruction. Guilford Press, 2011.

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Accelerating literacy: A handbook to assist educators in creating balanced literacy instruction. Walker Enterprises, 1995.

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Sound it out!: Phonics in a balanced reading program. McGraw-Hill, 2001.

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A, Heimburge Julie, ed. How to reach and teach all children through balanced literacy: User-friendly strategies, tools, activities, and ready-to-use materials. Jossey-Bass, 2007.

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Sound it out!: Phonics in a comprehensive reading program. 3rd ed. McGraw Hill, 2007.

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Balanced Reading Instruction: Teachers Visions and Voices. Kendall/Hunt Publishing Company, 1997.

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Book chapters on the topic "Balanced reading instruction"

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"Phonemic Awareness and Balanced Reading Instruction." In Children Learning To Read: International Concerns. Routledge, 2003. http://dx.doi.org/10.4324/9780203421796-14.

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"A Balanced Framework for Instruction." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5007-5.ch004.

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This chapter begins with the premise that literacy educators must prepare for varying curricula, be aware of quality effectiveness, and base methods on sound research, as well as demonstrate knowledge of instructional techniques. They must seek evidence-based instructional practices to be used with all children, including those who struggle in the area of literacy. Preservice and inservice literacy educators are expected to understand that a balanced framework for literacy instruction is essential for children to experience success as a reader. The foundation for having a balanced framework is rooted in the components needed to be a proficient reader. Several conceptual areas of learning how to read include concepts of print, phonemic awareness, phonics, fluency, vocabulary, and comprehension. This chapter defines each conceptual area, as well as writing, and discusses the role it plays in the reading process and why it is important for the struggling reader to strengthen it.

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"Discussions of Literacy Intervention Experiences." In Advances in Early Childhood and K-12 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5007-5.ch006.

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This chapter presents a discussion of varying experiences of intervention sessions with struggling readers. It includes vignettes of children at the elementary level who are at risk for reading failure due to struggles in one or more conceptual areas of learning how to read. The vignettes highlight some opportunities that exist within an intervention session to develop effective strategies for strengthening literacy skills. This chapter focuses on pedagogical methodologies in literacy instruction and intervention, working directly with struggling readers. The vignettes of reading behaviors of struggling readers illustrate how literacy instruction and intervention uses tools for developmentally appropriate literacy intervention strategies built upon the literature related to a balanced and comprehensive literacy framework presented in the previous chapters. Furthermore, this chapter includes effectively designed strategies to help children strengthen literacy skills and discussions about literacy intervention experiences based on these individual case studies of struggling readers.

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Kieran, Laura, and Christine Anderson. "Gaming to Increase Reading Skills." In Examining the Evolution of Gaming and Its Impact on Social, Cultural, and Political Perspectives. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0261-6.ch012.

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When considering instructional supports for struggling adolescent readers, Fisher and Ivey (2006) suggested that the interventions be comprehensive, include a variety of authentic reading and writing opportunities, and be based on varied assessment data. The researchers developed a schedule for Maya, an 8th grade student to work on vocabulary and reading comprehension via games that reviewed discreet skills as well as social media per Maya's preferences. The use of technology interventions for Maya allowed her to read, listen to, and think about meaningful texts, while maintaining balance with instruction in skills related to reading for a variety of purposes.

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Dorfman, Jay. "Materials for Technology-Based Music Instruction." In Theory and Practice of Technology-Based Music Instruction. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199795581.003.0007.

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Nearly all forms of education make use of materials to support student learning. In the case of traditional music education, the type of material that comes to mind most readily is composed music. Since the dominant form of music education in the United States is the traditional ensemble, composed music is a justifiable representation of what most teachers think of as musical material. In this chapter, we will look at a couple of examples of established criteria for selecting musical materials for various types of teaching scenarios. Then, we will imagine how those criteria might be applied to TBMI and address the crossover between the music we use in traditional music teaching and the music that might be used in technology-based music instruction. We will then examine the types of materials that are specifically related to technology (software and hardware) and sort through some processes for evaluating and selecting those materials. Though most teachers do not articulate any kind of formula for music selection, there are certainly criteria by which music can be chosen for the classroom. A well-known treatise on criteria for wind band music selection is a dissertation by Ostling (1978) in which the author spelled out several guidelines for selecting music with “serious artistic merit.” Among Ostling’s suggestions were the following: The composition has form—not “a form” but form—and reflects a proper balance between repetition and contrast. The composition reflects craftsmanship in orchestration, demonstrating a proper balance between transparent and tutti scoring, and also between solo and group colors. The composition is sufficiently unpredictable to preclude an immediate grasp of its musical meaning. The route through which the composition travels in initiating its musical tendencies and probable musical goals is not completely direct and obvious. The composition is consistent in quality throughout its length and in its various sections.

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Conference papers on the topic "Balanced reading instruction"

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Parker, Johné M., and J. Daniel Polston. "Using Hybrid and Problem-Based Learning Techniques to Enhance Teaching Effectiveness in a Large Feedback Controls Lecture Course." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89682.

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Enrollments in Mechanical Engineering programs continue to increase. Unfortunately, increases in faculty size have not kept pace at many universities, resulting in large course enrollments in even junior- and senior-level major courses. The primary goals of this study were to increase (or at least maintain) the quality of instruction, and increase student competency and understanding in a large lecture course having the same instructional personnel resources as a course with 60% of the enrollment. Hybrid and problem-based learning techniques, along with two optional weekly recitation sessions

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