Relevant bibliographies by topics / Balanced reading instruction

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

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 (March 2001): 184–85. http://dx.doi.org/10.1080/00094056.2001.10522161.

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Kamps, Debra, Mary Abbott, Charles Greenwood, Carmen Arreaga-Mayer, Howard Wills, Jennifer Longstaff, Michelle Culpepper, and Cheryl Walton. "Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention." Learning Disability Quarterly 30, no. 3 (August 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 awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.
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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 (February 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 word attack and reading fluency after five weeks of intervention translated into grade-equivalent gains of approximately half a school year. Analysis of the trends in the daily informal fluency probes translated into a weekly gain of 1.28 correct words per minute. The more explicit comprehension strategy instruction was more effective than the less explicit treatment. Findings are discussed in light of the question of how to maximize the effects of reading interventions for older children with RD.
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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 (June 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 of the science of learning to read, spanning from children’s earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.
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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 (August 17, 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 L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while-listening problems.
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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 (March 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 was disseminated to more than 50 teachers and students. Teachers and caregivers completed a Likert-type scale of technology skills as a pre- and postmeasure. Students’ reading speed, comprehension, and miscues were measured by the app. Results: Over 50 participants who used the app showed gains in reading and technology skills. Discussion: Students’ reading speeds, as measured by the app, mirror the reading speeds found in prior research (e.g., the ABC Braille Study). The impact on technology skills for teachers, caregivers, and students was much greater than anticipated. Implications for practitioners: The study provides evidence supporting Reading Adventure Time! as a supplemental intervention that addresses several reading skills and may be used in conjunction with a total, balanced literacy program.
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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 (October 25, 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. Therefore by applying principles of ‘Meaning, Interesting, New Language, Understanding, and Stress-free (MINUS)’ might assist the teachers to come up with sufficient techniques to make the students can easily engage and obtain language items. Opportunities are discussed which may lead to a more productive learning time in listening by providing attractive variation of teaching. The desired outcomes for both principles and points of approach can accommodate teachers to develop their students listening skill as has been set in their lesson plan.
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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 (June 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 (December 1, 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 recommendations to examine how phonemic awareness and phonics are conceptualised and translated into educational policy. In doing so, the article highlights the need for establishing a comprehensive and explicit theoretical and practical framework for the teaching of phonemic awareness and phonics, and a thorough analysis of the range of traditional and contemporary methods of teaching phonemic awareness and phonics in the classroom. The importance of school counsellors having a greater understanding of research about contemporary best practices in literacy education, and a key role, in partnership with teachers, in ensuring such knowledge is put into practice, is emphasised.
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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 (December 28, 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. Based on the tryout analysis, the reliability was .779, in which thirty one items were categorized as valid items. For the ease of scoring and the balanced number of the indicators under interest, only 25 items were included in the model test. Based on the students’ questionnaire, more than 80% subjects responded positively. The final product of this research was a set of an online reading comprehension test kit that includes the blueprint, the test (in form of paper and screenshot of the online version), the answer key, and the instruction to access the online test. ABSTRAK Di beberapa universitas termasuk STKIP PGRI Jombang, muncul kebutuhan penting sebuah tes yang bisa menggantikan tes membaca berbasis paper-and-pencil sebelumnya yang konvensional, tidak praktis dan memakan banyak waktu. Untuk memenuhi kebutuhan tes yang bisa mengatasi masalah tersebut, dikembangkanlah sebuah model tes membaca sumatif online. Desain penelitian ini adalah penelitian pengembangan, yang melibatkan 100 subjek dalam tahap try-out. Instrumen yang digunakan adalah interview guide dan kuesioner. Berdasarkan analisis butir soal, nilai alpha atau reliabilititas adalah 0.779. 31 butir soal dikategorikan sebagai butir soal yang valid. Untuk kemudahan penilaian dan keseimbangan jumlah indikator yang diinginkan, hanya 25 butir soal yang digunakan dalam model tes. Berdasarkan kuesioner mahasiswa, lebih dari 80% subjek merespon secara positif. Produk akhir dari penelitian ini adalah satu set online reading comprehension test yang meliputi kisi-kisi, tes (dalam bentuk kertas dan screenshot versi online), kunci jawaban dan instruksi untuk mengakses tes online. How to Cite: Sofa., Sulistyo, G.H. (2017). A Model of an Online Reading Comprehension Summative Test for College Students. IJEE (Indonesian Journal of English Education), 4(2), 168-187. doi:10.15408/ijee.v4i2.8344
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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 participatory action research methodology. Being action-oriented, the study was conducted in a primary school setting in partnership with four primary three teachers as direct participants and their children as indirect participants. Data was collected through focus group interviews, direct observation of lessons, analysis of teachers’ lesson plan books, children’s activity books and assessment sheets and a researcher’s reflective journal. The focus group interview sessions and the lessons observed were videotaped and transcribed. Data from the four sources was analysed and categorised in order to identify the themes and sub-themes that emerged. The study was premised on a conceptual framework that was formulated using two theories, namely Cummins’ (1981) linguistic interdependence hypothesis and Rappaport’s (1984) empowerment theory. The conceptual framework implied that teachers’ instruction influenced children’s attainment of reading comprehension in both their native language and English. The empowerment of teachers with effective strategies, reading activities and resources that enhanced reading comprehension of bilingual children was examined from this perspective. Findings of the study revealed that there were gaps that existed in teacher participants’ instruction of reading comprehension in both Runyankole and English. The findings also indicated that teachers’ participation in the balanced reading instruction programme made them gain skills, strategies and a positive attitude to the instruction of reading comprehension in Runyankole which assisted them to teach English. Consequently, bilingual children attained reading comprehension strategies in Runyankole which they also used to improve their reading comprehension in English. The study recommended that professional development programmes, particularly for the teaching of reading comprehension in the native language, as well as storybook writing workshops should be initiated by the Education Department of Mbarara Municipality, Uganda. In addition, the head teachers should devote equal time to the teaching of reading comprehension in Runyankole and English in the lower primary classes. Primary teachers’ training colleges should also introduce explicit teaching of reading comprehension in Runyankole and English in the curriculum of the early grades.
Early Childhood Education
PhD
Unrestricted
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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 balanced literacy framework with regard to students' reading achievement. Vygotsky's theories of zone of proximal development and scaffolding served as the framework guiding the study. For this study, 5 3rd-grade teachers from elementary schools within the same urban district in South Carolina participated in one-on-one interviews, observations, and a focus group. The data analysis consisted of coding to categorize participants' responses for emerging themes and summarize teacher perceptions. Three major themes emerged: (a) Implementing Balanced Literacy to Promote Reading Achievement, (b) Teachers' Perceptions Affected Reading Outcomes, and (c) Challenges to Balanced Literacy and Professional Development Needs. Subsequently, a 3-day professional development was developed for 3rd-grade teachers that focused on effectively implementing the balanced literacy framework to increase reading achievement. This study can promote social change by increasing teacher expertise in implementing the balanced literacy framework, increasing reading achievement, and positively impacting students' school success and college and career readiness.
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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 determine the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district’s student population.
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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 the amount of reading time administered during reading instruction during the implementation, the current level of student reading motivation, and the longitudinal growth of student reading competence. The study used the CIPP model of program evaluation for data collection on the context, input, process, and products of implementation and student results of the Balanced Literacy Reading Instruction. The findings of the study indicate that the Balanced Literacy approach is not being implemented with fidelity based on the disparity of student reading time between teachers. Based on survey results, the current level of student motivation to read varies significantly between students and does not reflect trends in motivation research. The students have not experienced significant growth in reading competence during implementation. Recommendations for future research and continuous program improvement include providing consistent and continuous professional development on Balanced Literacy, collecting baseline data on student motivation to measure growth, and analyzing the effect of Balanced Literacy Reading Instruction on student populations more aligned to the district's student population.
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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 in how teachers implemented the before reading, during reading, and after reading activities for guided and shared reading. The average teacher devoted more time to instructional activities during the reading portion of guided or shared reading than to instructional activities used before reading or after reading as part of the guided reading or shared reading routines. Differences between frequencies for instructional activities done after reading in guided reading differed significantly between second and third grade classrooms in the study. This study determined that school districts in the study had significantly different frequencies for instructional activities implemented before, during, and after reading in guided reading. These significant results and the results of other comparisons were used to provide insights about the possible implications of this study.
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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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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, 2003,). The purpose of this phenomenological study was to examine potential barriers to implementing a comprehensive balanced literacy instructional program to students with SCD. The central question in this study was, what are the barriers to implementing a balanced literacy approach for students with significant cognitive disabilities? Three research questions guided the study, 1) What is the current knowledge base and understandings of administrators and teachers as it relates to teaching literacy skills to students with significant cognitive disabilities, how is this knowledge acquired, and how has it changed over time, 2) what are the perceived needs that need to be fulfilled in order for a systemic shift from a functional literacy curriculum to a balanced literacy curriculum approach to occur, and 3) how does the efficacy and beliefs held by teachers and administrators relate to the translation from research to practices as it corresponds to literacy instruction? Data was collected through interviews with administrators, special education teachers, and researchers. The analysis of the data from this study lead to the emergence of five key themes related to potential implementation barriers: acquisition of knowledge, current perspectives and understanding of literacy education, factors influencing curriculum decisions, high quality and relevant resources and supports, and systemic changes.

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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 phonics-based strategies on students' motivation, fluency, and self-efficacy. Data were collected using interviews with 9 purposefully selected English teachers who taught Grade 9 students and had at least 1 year of experience using the phonics-based strategies. Data were coded in NVivo and analyzed using thematic analysis. Results indicated that phonics-based strategies were perceived to benefit students' extrinsic motivation and fluency; conversely, teachers perceived the strategies had a limited effect on students' intrinsic motivation and self-efficacy. Implementation of recommendations presented in a white paper based on these findings could result in positive social change by strengthening students' reading and promoting their academic success.
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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 survey, which was tested for validity and reliability, used with teachers in a research study, and published by the National Staff Development Council (NSDC) in Evaluating professional development: An approach to verifying program impact on teachers and students (Shaha, Lewis, O'Donnell, & Brown, 2004). Permission to use the survey was granted by Performance Learning Systems, Inc. and the National Staff Development Council (see Acknowledgements). The primary question for this study was: Are teachers' self-reports of their attitudes, perceptions, and instructional practices on the Reading Instruction Survey correlated with the amount of coaching they indicated they had received? Secondary questions pertained to how the results changed for the subgroups. The literature review contained information about resources and research in reading that led to the provision of reading coaches. High-stakes for the improvement of reading instruction from federal, state, and local levels provided a rationale for the study. The results of this study indicated that coaching made a difference for these teachers. The aggregated and disaggregated data revealed small to large, significant correlations to coaching. The items with the greatest number and magnitude of correlations to coaching were isolated skills instruction and intervention plans. The evidence of positive relationships of attitudes, perceptions, and practices to work with a coach is an important finding. The limited correlations of skilled, balanced, and integrated strategies led to questions about the content of the coaching. Further research is needed to determine whether the content of the professional development offered by coaches is comprehensive enough to impact reading proficiency levels of all students.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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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. New York: Guilford Press, 2006.

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

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

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

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

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

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Sound it out!: Phonics in a balanced reading program. Boston: 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. San Francisco: Jossey-Bass, 2007.

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Sound it out!: Phonics in a comprehensive reading program. 3rd ed. Boston: 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, 79–91. 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, 63–81. 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, 104–22. 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, 258–71. 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 and an online discussion forum were incorporated into the course to meet these goals. The course, a classical controls course, is one in which course concepts are generally considered to be a bit abstract to a considerable percentage of the class. The instructor had previously taught the course several times, so a well-paced course schedule and solid foundation of course notes were already in place. Student evaluation instruments in previous offerings included weekly homework, bi-weekly short quizzes, two exams and the final exam. For the large lecture course (with an enrollment of 84 students), the evaluation instruments (homework, quizzes and exams) remained the same; however, the students formed self-selected triad teams. Approximately two-thirds of the quizzes, one-half of the homework and sixty percent of the final exam questions were assigned to the triad teams (the balance and both mid-term exams were individual submissions). The primary advantages of group quizzes and assignments were multi-fold: they facilitated group learning and peer-teaching to reinforce course concepts and allowed the instructor and teaching assistant to give the type of detailed feedback on submissions that would have been difficult or impossible to give on 84 individual submissions. Course notes (including short Echo360 modules), handouts and homework and quiz solutions were maintained on an online course management system (i.e., Blackboard); additionally, the use of an online threaded discussion forum, Piazza, allowed students to post/answer questions (anonymously, if desired) and follow discussions about course content. Team-based learning techniques were heavily used in latter course topics; the assigned readings, along with online course notes were used to prepare the students for the individual readiness assessment tests (RATs). Students discussed their answers on the RAT instruments in their triad groups (another opportunity for peer teaching) and disclosed group answers (which generally reflected a much higher level of understanding) to the entire class. Student assessment of course techniques and a comparison of traditional (lecture-based) and hybrid-/problem-based techniques will be used to assess the efficacy of the problem-based approach and to suggest improvements for future offerings.
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