Relevant bibliographies by topics / Education Individualized reading instruction

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

Academic literature on the topic 'Education Individualized reading instruction'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Education Individualized reading instruction"

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Drecktrah, Mary Ellen, and Berttram Chiang. "Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities." Remedial and Special Education 18, no. 3 (May 1997): 174–81. http://dx.doi.org/10.1177/074193259701800306.

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A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.
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Salvador, Karen. "Assessment and individualized instruction in elementary general music: A case study." Research Studies in Music Education 41, no. 1 (May 3, 2018): 18–42. http://dx.doi.org/10.1177/1321103x18773092.

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Elementary general music teachers have differing perspectives on the meaning and value of assessment, and few studies have examined how the results of assessment are applied in the classroom. In this case study, I investigated how one elementary general music teacher used information from assessments to individualize instruction. Over the course of seven weeks of observation, think-alouds, interviews, and reading the teacher’s journals, I discovered that my guiding questions had implied a simplistic, linear relationship of assessment and differentiation of instruction—that assessment led to individualization. Rather than the direct relationship my questions anticipated, Ms. Stevens’ music teaching was more like a tapestry that included nearly omnipresent threads of assessment and individualized instruction—threads that were often so interwoven as to be somewhat indistinguishable. This article describes the reciprocal, spiraling, intertwined nature of individualized assessment, teaching, and learning in Ms. Stevens’ classroom. I also discuss the related emergent themes of normalizing independent musicking and structuring open-response activities, which were impacted and undergirded by Ms. Stevens’ beliefs regarding the musicality of all children and the purpose of music education.
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Moody, Sally Watson, Sharon Vaughn, Marie Tejero Hughes, and Meryl Fischer. "Reading Instruction in the Resource Room: Set up for Failure." Exceptional Children 66, no. 3 (April 2000): 305–16. http://dx.doi.org/10.1177/001440290006600302.

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The reading instruction, grouping practices, and outcomes for students with learning disabilities (LD) in resource room settings were examined. The study was a follow-up of an observational study done 2 years previously (Vaughn, Moody, & Schumm, 1998). Whole class instruction was the dominant grouping format although several teachers used small groups and individualized activities. Half of the special education teachers provided differentiated materials and instruction to match the learning levels of the students that they taught. Overall, no significant gains in reading comprehension were evidenced by students in this study. Results from the fluency tests also revealed inadequate student progress in reading. The failure of the present structure of the resource room to provide opportunities for a special education is discussed.
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Jenkins, Joseph R., Ellen Schiller, Jose Blackorby, Sara Kalb Thayer, and W. David Tilly. "Responsiveness to Intervention in Reading." Learning Disability Quarterly 36, no. 1 (November 15, 2012): 36–46. http://dx.doi.org/10.1177/0731948712464963.

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This article describes how a purposeful sample of 62 elementary schools from 17 states implemented a Response to Intervention (RtI) framework for reading. School informants answered surveys and were interviewed about differentiated instruction in Tier 1, screening/benchmarking, where Tier 2 interventions were located, typical group size and the minutes/day of intervention in Tiers 2 and 3 groups, and how students with individualized educational programs (IEPs) in reading were served in the school’s RtI model. Schools reported using differentiated instruction in Tier 1, favored curriculum-based measures for screening/benchmarking and progress monitoring, reported more intensive interventions and more progress monitoring in Tier 3, and used a wide variety of models for serving students with IEPs within the schools’ RtI models.
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McGuire, K. Lesley, and Carolyn R. Yewchuk. "Use of Metacognitive Reading Strategies by Gifted Learning Disabled Students: An Exploratory Study." Journal for the Education of the Gifted 19, no. 3 (April 1996): 293–314. http://dx.doi.org/10.1177/016235329601900304.

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This study examines the use of metacognitive strategies by four upper elementary gifted students with reading disabilities during a reading comprehension think-aloud task. The students had WISC-R Verbal or Performance IQs above 125 and standardized reading achievement scores at least one year below grade placement. The results indicated that, although in general the four students actively monitored their reading and reported frequent use of evaluation, paraphrase, and regulation metacognitive strategies, they were not proficient in executing the strategies effectively. Analysis of student profiles revealed significant individual differences in implementation of strategies, indicating a need for individualized reading instruction matched to student profiles.
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Lindström, Esther R., Samantha A. Gesel, and Christopher J. Lemons. "Data-Based Individualization in Reading: Tips for Successful Implementation." Intervention in School and Clinic 55, no. 2 (April 24, 2019): 113–19. http://dx.doi.org/10.1177/1053451219837634.

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Students with severe and persistent academic or behavioral challenges may benefit from data-based individualization (DBI). Starting with an evidence-based standard protocol and systematic progress monitoring, teachers can evaluate growth and implement individualized interventions to meet students’ needs. Specifically, this article addresses the systematic use of student data to determine content and pacing for intensive reading instruction. Insights from implementing this approach with struggling first grade readers in Tier 3 of an RTI framework are provided. Evidence-based standard protocols, strategic data collection and management, and team collaboration are crucial elements for successful implementation.
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Halwani, Noha. "Visual Aids and Multimedia in Second Language Acquisition." English Language Teaching 10, no. 6 (May 25, 2017): 53. http://dx.doi.org/10.5539/elt.v10n6p53.

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Education involves more than simply passing the final test. Rather, it is the process of educating an entire generation. This research project focused on language learners of English as a Second Language. This action research was conducted in an ESL classroom in H. Frank Carey High School, one of five high schools in the Sewanhaka Central District of Nassau County. The research project explored the question: “Can visual aids improve English language acquisition in reading and writing for a beginner ESL?” The data analyzed were log observation sheets, pull-out focus groups, checklists, and surveys of students. The basic findings were that reading and writing improved when teachers used visual aids, especially when teachers pulled students out of the classroom for individualized instruction. Therefore, the study concluded that the use of visual aids and multimedia can help the students to absorb the content and become interactive in the classroom with no fear of giving wrong answers or, of having trouble being a participant in the class because of shyness.
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Boone, Randall, and Kyle Higgins. "Hypermedia Basal Readers: Three Years of School-Based Research." Journal of Special Education Technology 12, no. 2 (September 1993): 86–106. http://dx.doi.org/10.1177/016264349301200202.

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This three-year longitudinal study involved the use of hypermedia computer assisted instruction (CAI) to provide individualized reading instruction within a general classroom environment for students in grades K-3. The software provided reading lessons in a hypermedia format designed as supplementary material for a basal reader series. Because this project was interested in the maintenance of students with mild disabilities in the general education setting, particular attention was given to the reading progress of low-achieving students, as they appeared to be the most at risk for being referred to special education classes. Analysis of the achievement test data indicates: Year One. Entire-class significance was shown with experimental classes outperforming control classes at kindergarten, second grade, and third grade. When the classrooms were broken down into ability groups, low students in the kindergarten, second grade, and third grade experimental classes achieved significantly higher total test scores than their control peers. Year Two. No entire class significance was shown at the first, second, or third grade levels. When the classrooms were broken down into ability groups, at the first, second, and third grade levels, the low group students in the experimental classrooms had significantly higher total test scores than the students in the control classroom low groups. Year Three. When comparing entire classes on total test scores, no entire class significance was shown at the kindergarten, second, or third grade levels. When classrooms were divided into ability groups, low students in the kindergarten experimental class achieved significantly higher total test scores than the control students.
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Villesseche, Julie, Olivier Le Bohec, Christophe Quaireau, Jeremie Nogues, Anne-Laure Besnard, Sandrine Oriez, Fanny De La Haye, Yvonnick Noel, and Karine Lavandier. "Enhancing reading skills through adaptive e-learning." Interactive Technology and Smart Education 16, no. 1 (March 11, 2019): 2–17. http://dx.doi.org/10.1108/itse-07-2018-0047.

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Purpose E-learning is part of instructional design and has opened a whole world of new possibilities in terms of learning and teaching. The purpose of this paper is to develop an adaptive e-learning platform that enhances skills from primary school to university learners. Two purposes converge here: a pedagogical one – offering new possibilities, especially in terms of teaching scenarios (blended learning); and a research one – confirming the effectiveness of an adaptive e-learning tool in the case of individualized cross-disciplinary competences, such as comprehension of implicit information in written texts (French). Design/methodology/approach The case study presented here concerns primary-school learners using the Implicit module of TACIT adaptive e-learning tool over the 2016-2017 academic year. Findings This paper gives a first positive answer to the effectiveness of such a tool in this specific context. This pedagogical effectiveness is more pronounced for low-level pupils, especially for girls and for older pupils (CM1/CM2, respectively, fourth/fifth grade). Originality/value In this case study, the module comes from an existing platform, created by the TACIT research group. The adaptive environment was created by using the Item Response Theory models and, more precisely, the Rasch model.
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Zebehazy, Kim T., and Adam P. Wilton. "Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment." Journal of Visual Impairment & Blindness 115, no. 3 (May 2021): 215–27. http://dx.doi.org/10.1177/0145482x211016918.

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Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers’ ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics.
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Dissertations / Theses on the topic "Education Individualized reading instruction"

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Pilgrim, Jodi L. "A Study of Vocabulary Instruction with Fourth Grade Students Participating in an Individualized Reading Program." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2508/.

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he purpose of this study was to determine the effects of one approach to vocabulary instruction on the reading and writing vocabulary of fourth grade students in an individualized reading program. The vocabulary instructional approach used student-selected vocabulary words as well as instruction in vocabulary strategies such as context clues, structural analysis, and definition strategies. The twelve week study exposed one fourth grade classroom to vocabulary instruction in a Reading Workshop setting. Major components of the program were mini-lessons, which often involved vocabulary strategies, the silent reading of self-selected books, one-on-one researcher/student interactions, and the self-selection of vocabulary words. The research design is descriptive in nature and used both qualitative and quantitative research methods. Qualitative data included student interviews, teacher interviews, student writing samples, and field note observations. Quantitative data included vocabulary test scores from two groups of students, Group A and Group B. Group A participated in the self-selected vocabulary approach and received vocabulary instruction from the researcher acting as participant observer. Group B received some vocabulary instruction from their classroom teacher, but did not participate in the same program. The test was constructed weekly from a class (Group A) generated list of ten words. Results from vocabulary tests indicate that the vocabulary instruction was effective in helping Group A learn vocabulary. Multiple exposures to words as well as use of vocabulary words in context influenced student performance on tests. Results from qualitative data indicate that students attend to vocabulary words in their print environment. In addition, students used vocabulary words in expressive language, including writing and speaking. The results of this study support opportunities for wide reading, implementation of a variety of vocabulary strategies, repeated exposures to vocabulary words, and opportunities for student choice of vocabulary, as ways to enhance vocabulary learning.
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Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.

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Haynes, Leslie Clayberger. "Reading matters a case study of a community volunteer tutoring program /." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=413.

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Arthur, Mary L. "Examining the Nature of Interactions which Facilitate Learning and Impact Reading Achievement During a Reading Apprenticeship: A Case Study of At-risk Adolescent Readers." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2233/.

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The purpose of this qualitative case study was to explore the interactions that take place during a reading apprenticeship which facilitate the learning of reading strategies by adolescent students who are at the middle school level and are still at-risk for reading failure and to investigate how a reading apprenticeship affects reading achievement in the areas of fluency, vocabulary development, comprehension, and the self-perception of the reader. The case study was descriptive and interpretive in nature, and examined two students, each of whom was part of a one-to-one reading apprenticeship. The researcher served as participant observer in both cases and was the teacher in each of the one-to-one reading apprenticeships. The primary data set was qualitative in nature, and elements of quantitative data were also considered. Sessions included pretesting and posttesting using the Classroom Assessment of Reading Processes (Swearingen & Allen, 1997), reading from narrative or expository books, working with words, writing, and dialoguing about the reading. Reading strategies were directly taught, modeled, and reinforced by the teacher/researcher with the goal of the students internalizing the strategies and improving their reading in the areas of fluency, vocabulary development, and comprehension, as well as improving their attitudes toward reading and their self-perception about their reading ability. This study described a reading apprenticeship which positively impacted reading achievement for two students in the areas of fluency, comprehension, and vocabulary development, as well as influencing their motivation for reading and their self-perceptions as readers. The environment of the reading apprenticeship, the dialogue that occurred throughout the reading apprenticeship, and strategy instruction, modeling, and reinforcement were found to be factors and interactions which facilitated learning during this intervention.
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Haymon, Clarissa. "Technology with Differentiated Instruction for Advanced Middle School Students' Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6214.

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Educators offer rich learning experiences to all students, including advanced learners. A school district experienced a decrease in improvement percentiles on annual state reading achievement tests for advanced middle school students between 2012 and 2015. Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction in a middle school that has a large percentage of advanced learners. The program was fully implemented for advanced 6th through 8th grade students beginning in the 2017-18 school year. Using a causal-comparative design, the archived reading scores of 120 advanced 6th through 8th grade students were compared pre and post implementation of Achieve 3000. A paired samples t test examining the overall effect of the intervention indicated that students' posttest scores were significantly higher than their pretest scores. A mixed design ANOVA was used to examine the main and interaction effects of time (pretest vs. posttest) and grade level (6th, 7th, and 8th) on students' scores. A significant time by grade interaction was present with 6th grade advanced learners showing significantly greater increases in reading scores following the Achieve 3000 intervention as compared to the other grade levels. These findings suggest that the Achieve 3000 program is effective for meeting the specialized differentiated instructional needs of advanced learners. The implications for social change include offering educators viable, technology-enhanced options for effectively differentiating reading instruction for advanced learners resulting in enhanced academic achievement, thereby benefiting students and the school community.
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Pitre, Barbara J. (Barbara Jean). "The Effects of Using Integrated Testing and Skills Software in Reading Instruction for At-risk Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277768/.

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The purpose of this study was to determine the effects of using computer-managed, integrated testing and skills software with individualized homework packets on the reading achievement and attitudes of at-risk students in a low achieving urban school. An additional purpose was to determine teacher attitudes toward using technology to deliver, measure, and manage instruction.
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Chilton, Bonnie Janine. "An intervention plan for "at risk" students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2164.

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This project consists of two, two-week thematically planned language arts units containing all the components of a balanced literacy. It was created to teach second and third grade at risk students at Chester Morrison Elementary School, in Menifee, California during two weeks of their off track time. Both sessions have daily detailed plans for the teacher outlining all the components of a balanced literacy program. Both sessions contain relevent books that students make and take, shared reading to increase comprehension and skill building, and constant literacy opportunities.
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Duty, Sandra Lee. "The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2710.

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For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students. The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students’ reading comprehension, attitudes and engagement. This case study looks specifically at the impact of the Daily 5 and CAFÉ literacy framework that seems to respond to the needs of struggling students and includes Oregon state standards in literacy. The fundamental research questions that guided this study are: (a) How do struggling students perceive their experience in Daily 5 and CAFÉ reading framework, (b) How do struggling students respond to the comprehension strategies taught in the Daily 5 and CAFÉ reading framework, (c) What are struggling students’ attitudes toward reading, and (d) What kind of growth in reading comprehension did the struggling students have over one year? This case study used a constructivist and transactional theoretical lens. Data collected include: interviews, surveys, questionnaires, Draw-a-Reader, journals, and achievement tests. The main finding indicates that fourth grade struggling students made progress in reading comprehension when they engaged in Daily 5 and CAFÉ framework. In addition, findings indicate that their progress was facilitated by certain conditions: (a) letting students choose their reading and writing materials, (b) helping student select explicit reading goals, (c) setting up a positive and supportive classroom environment, and (d) offering opportunities for students to collaborate with each other while reading. The results of this study suggest that the Daily 5 and CAFÉ combined literacy framework benefits struggling readers by producing positive results in reading comprehension as well as contributing to better student attitudes and increased student engagement. With the ever-increasing importance placed on United States National Common Core Standards and Smarter Balanced Assessments as well as the need to address the reading challenges for struggling readers, the Daily 5 and CAFÉ combined literacy framework offers hope for students and teachers alike.
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Smith, Kathy Joiner. "Impact of READ 180 on Adolescent Struggling Readers." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/355.

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The foundation for the present study was based on the No Child Left Behind Act (NCLB, 2001), Individuals with Disabilities Education Improvement Act (IDEA) 2004, and Florida Response to Intervention (RTI) (Florida RTI, 2009). In line with the NCLB Act, Florida requires students to pass the reading portion of the Florida Comprehensive Assessment Test (FCAT) on grade level in order to graduate (FL-DOE, 2001). In alignment with the RTI framework, READ 180 is presently being implemented as a Tier 2 intervention with adolescent struggling readers across the nation. The methodology for this research was a retrospective research design, with the use of multiple regression and logistic regression models which are consistent with the purpose. Neither of the analyses indicated a significant relationship between READ 180 and the attainment of the minimum yearly gain on the developmental scale score (DSS) of the reading portion of the FCAT. The data analyses supported previous research results indicating that students who are identified as White, from non-low SES families, and not identified with a disability, have more academic success. The results indicated that the regular classroom with reading strategies instruction was just as effective for promoting reading achievement as the separate classroom with specific reading instruction. Because students who participated in the intensive reading intervention forfeit the opportunity to participate in other courses, policy makers and educators need to weigh carefully the costs and benefits of such programs.
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Peyton, Julia Ann. "Comparison of more-decodable and less-decodable text paired with systematic phonics instruction in a supplemental tutoring setting with at-risk first-grade students /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7916.

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Books on the topic "Education Individualized reading instruction"

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Running records: Authentic instruction in early childhood education. New York, NY: Routledge, 2012.

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Hannell, Glynis. Spotlight on reading: A teacher's toolkit of instant reading activities. London: Routledge, 2009.

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Farrell, Thomas S. C. (Thomas Sylvester Charles), ed. Teachers sourcebook for extensive reading. Charlotte, N.C: Information Age Pub., 2012.

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Roldan, Aurora H. Improve your reading and comprehension skills. Lawrenceville, Va: Brunswick Pub., 1990.

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C, McKenna Michael, and Philippakos Zoi A, eds. Differentiated reading instruction in grades 4 and 5: Strategies and resources. New York: The Guilford Press, 2011.

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Jones, Erlenbusch Sue, ed. Ready-to-use reading activities for the elementary classroom. West Nyack, N.Y: Center for Applied Research in Education, 2000.

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Reading activities for every month of the school year. West Nyack, N.Y: Center for Applied Research in Education, 1988.

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A, Young Terrell, ed. Creating lifelong readers through independent reading. Newark, Del: International Reading Association, 2010.

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Reading for students with special needs. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub., 1997.

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Guszak, Frank J. Reading for students with special needs. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1992.

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Book chapters on the topic "Education Individualized reading instruction"

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Reading Instruction." In Best Practices In Gifted Education, 155–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-21.

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Chien, Ya-Chen. "Revamping pre-service English reading instruction." In Competency-Based Teacher Education for English as a Foreign Language, 76–92. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212805-6.

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Arrow, Alison W., Claire J. McLachlan, and Keith T. Greaney. "Teacher Knowledge Needed for Differentiated Early Reading Instruction." In Excellence and Equity in Literacy Education, 194–213. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415578_9.

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Linan-Thompson, Sylvia, and Hermelinda Cavazos. "Reading Instruction for Diverse Students with Learning Disabilities." In The Wiley Handbook of Diversity in Special Education, 253–75. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118768778.ch13.

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Makalela, Leketi. "Translanguaging Principles in L2 Reading Instruction: Implications for ESL Pre-Service Teacher Programme." In International Perspectives on English Language Teacher Education, 107–24. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137440068_7.

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Carson, Mariko L., Cynthia A. Brewer, Jeanine L. Williams, and Sonya L. Armstrong. "Problematize, Theorize, Politicize, and Contextualize: A Social Justice Framework for Postsecondary Integrated Reading and Writing Instruction." In Teaching and Learning for Social Justice and Equity in Higher Education, 221–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69947-5_11.

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Frønes, Tove Stjern, Maria Rasmusson, and Jesper Bremholm. "Equity and Diversity in Reading Comprehension—A Case Study of PISA 2000–2018." In Equity, Equality and Diversity in the Nordic Model of Education, 305–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_12.

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AbstractThis chapter studies equity in reading performance in PISA 2000–2018 in three Nordic countries: Denmark, Sweden and Norway. Using regression analyses, the study investigates how the reading performance trend for groups of students with different genders, home backgrounds and minorities has developed. The study is contextualised through an up-to-date description of reading comprehension instruction in the countries. In addition to trend analyses of general reading performance, the study examines if the differences between groups of students are consistent across different text formats in the digital version of the PISA test, distinguishing between static text types (e.g., articles, letters, stories) and dynamic text types (e.g., websites, forums and e-mails, etc.). We find a consistently high reading literacy performance in all Scandinavian countries compared with international development. There are large gender differences in the average reading performance in all three countries, disfavouring boys, especially low-performing boys from low SES home backgrounds. We find a huge and stable gap between minority and majority students’ reading achievement, even when corrected for SES. Taking these findings into account, we assert that there is no basis for concluding that the school systems give more equitable learning conditions for groups of students now than when the PISA assessments started. However, it appears that the new online text formats in PISA 2018 might shrink the differences between student groups. Based on our findings, we argue that it is highly doubtful if one can still speak of a Nordic model of education, both as an idea of equity and fairness and as a model that is united across the Nordic countries.
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Hong, Carrie E., Salika A. Lawrence, Geraldine Mongillo, and Marie Donnantuono. "Using iPads to Support K-12 Struggling Readers." In Tablets in K-12 Education, 296–309. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch017.

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This chapter focuses on the use of iPad technology and educational applications to assist struggling K-12 readers. Based on research at a university reading clinic, this chapter offers strategies for selecting, evaluating, and incorporating this technology into literacy instruction. The chapter includes suggestions for educators that offer examples of how specific apps were used successfully as well as the alignment to the Common Core State Standards during the lesson. Further, an evaluation rubric created based on the study results will help literacy teachers identify the app features that both motivate students and target specific literacy skills so that they can offer more tailored instruction for struggling readers. Finally, the implications of this study suggest that more research is required to learn how the use of digital tablets, particularly for students with learning disabilities, allows for individualized and modified instruction for students with diverse needs.
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Thomas, Ursula. "The Effect of New Environments on Children’s Language Ability." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 32–49. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch003.

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Change is the only constant. This is the mantra for immigrant children and those who serve them. Schools and communities are employing various approaches to addressing the needs of these children and their families. In many schools, there are several levels of English proficiency. Students who are in the initial level have the lowest level of English proficiency, while those at the terminal level have the highest level. State reading standards are unique for each of these levels. ELL classrooms are often challenging places to teach and learn because students in them come from an assortment of different backgrounds and have many different proficiency levels. Because of this, many learners need individualized or differentiated instruction. This chapter explores how an early intervention language specialist addresses the needs of immigrant learners at a Title I kindergarten class as recorded in an instructional journal.
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"4 Progressive as Individualized Instruction: Critiques of Content-Driven Learning." In Progressive Education. Toronto: University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442662759-007.

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Conference papers on the topic "Education Individualized reading instruction"

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Xixiang, Ke. "Research on Individualized Instruction of EGAP in General Engineering Colleges." In 2017 7th International Conference on Social Network, Communication and Education (SNCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/snce-17.2017.90.

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Shen, Li-xia. "Critical Thinking Instruction in English Reading Situation." In 2016 International Conference on Education, Management Science and Economics. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemse-16.2016.65.

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Johnson, Andrew P. "Reading Instruction For Students With Intellectual Disabilities." In EEIA 2018 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.02.31.

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Xiong, Xiaoli. "Research on Chinese Individualized Reading Teaching Based on "Big Data" Education Platform." In 2020 2nd International Conference on Information Technology and Computer Application (ITCA). IEEE, 2020. http://dx.doi.org/10.1109/itca52113.2020.00145.

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Thohir, Lalu, Lalu Ali Wardana, Lalu Nurtaat, and Lalu Jaswadi Putera. "An Informational Text Reading Instruction Model to Improve Undergraduate Students’ Reading Skill, Creativity and Criticism." In 2nd Annual Conference on Education and Social Science (ACCESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.081.

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Severino, Lori, and Alia Ammar. "TEACHER PROFESSIONAL DEVELOPMENT OF EFFECTIVE READING INSTRUCTION FOR STRUGGLING READERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0590.

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Yang, Wenjing. "Applying Genre-based Teaching Approach in Graduate English Reading Instruction." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.112.

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Nachmani, Leah. "EFL Teachers’ Perceptions and Practices Regarding Reading Instruction in a Multi-Cultural Environment." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.39.

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Zhu, Yuanyuan, Jian Wang, and Yi Zhang. "On fostering critical thinking and integrating reading and writing instruction under web condition." In 2014 9th International Conference on Computer Science & Education (ICCSE). IEEE, 2014. http://dx.doi.org/10.1109/iccse.2014.6926447.

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Salac, Jean, Cathy Thomas, Chloe Butler, and Diana Franklin. "Understanding the Link between Computer Science Instruction and Reading & Math Performance." In ITiCSE 2021: 26th ACM Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3430665.3456313.

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Reports on the topic "Education Individualized reading instruction"

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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