Academic literature on the topic 'Home reading program'
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Journal articles on the topic "Home reading program"
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Houle, Sonia T. "Familial Curriculum Making and a Home Reading Program." Journal of Family Diversity in Education 1, no. 3 (March 30, 2015): 50–66. http://dx.doi.org/10.53956/jfde.2015.47.
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Home, community, and school experiences shape children’s lives. In this paper I focus on the experiences of Matson, a young boy who was identified as a struggling reader in Grade 1, as well as the experiences of his mother and teachers who live alongside him. I inquire specifically into his family’s curriculum making around home reading. This narrative inquiry is situated in a Deweyan perspective on education and in the curriculum studies literature, particularly within the concepts of lived curriculum and curriculum making. The four commonplaces of curriculum help me explore the making of curriculum in school and at home. While researching, my back and forth travel between school and home allowed me to notice and explore tensions. This multiperspectival approach also presents a shift from the teacher-centered perspective on children’s education and curriculum making in school. This study shows how curriculum making in school and at home involves ongoing processes of assessment making and identity making, and illustrates how curriculum making shapes, and is shaped by, these factors. The relationship I developed with Matson’s mother allowed me to know more about Matson’s experiences. This perspective revealed secret stories and counterstories.
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Handayani, Neng Erni, Husen Saeful Insan, and Farah Ruqayah. "LAYANAN RUMAH BELAJAR SEBAGAI MEDIA DALAM PEMBINAAN KREATIVITAS MEMBACA." Nusantara - Journal of Information and Library Studies 1, no. 2 (December 25, 2018): 177. http://dx.doi.org/10.30999/n-jils.v1i2.374.
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Layanan rumah belajar merupakan forum diskusi yang didirikan oleh sebuah komunitas yang di kenal dengan MAPUSTA (Masyarakat Perpustakaan) untuk membatu memberikan kebutuhan informasi bagi masyarakat. Program layanan rumah belajar menjadi salah satu media dalam pembinaan kreativitas membaca bagi peserta didik yang ikut bergabung dalam program tersebut di DISPUSIPDA. Tujuan penelitian untuk mengetahui layanan pada program rumah belajar sebagai media dalam pembinaan kreatifitas membaca. metode penelitian : kualitatif deskriptif dan studi kasus. Informan yang terdapat dalam penelitian ini dibagi menjadi 3 katogori yitu, 1. Peserta didik, 2. Fasilitator, dan 3. Komunitas Masyarakat Perpustakaan (MAPUSTA). Penelitian ini dilaksanakan di Dinas Perpustakaan dan Arsip (DISPUSIPDA) Jawa Barat. Dengan indikator yang terdapat pada penelitian ini seperti fungsi dan peranan program rumah belajar, faktor pendukung pada program rumah belajar, serta prantara sumber belajar yang terdapat pada program layanan rumah belajar. Dari hasil penelitian maka peneliti dapat menyimpulkan bahwa layanan pada program rumah belajar merupakan salah satu media dalam pembinaan kreatifitas membaca bagi peserta didik ABSTRACTHome learning services are a discussion forum founded by a community known as MAPUSTA (Library Society) to help provide information needs for the community. The home learning service program is one of the media in developing reading creativity for students who join the program at DISPUSIPDA. The purpose of the study was to find out the services in the learning home program as a medium in developing reading creativity. Research methods: descriptive qualitative and case studies. The informants in this study divided into three categories, 1. Students, 2. Facilitators, and 3. Community Library Community (MAPUSTA). This research was carried out at the West Java Library and Archives (DISPUSIPDA) Office. With the indicators contained in this study such as the function and role of home learning programs, supporting factors in the learning home program, and learning resources among the learning home service programs. From the results of the study, the researcher can conclude that services in the home learning program are one of the media in the development of reading creativity for students
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Rvachew, Susan, and Françoise Brosseau-Lapré. "A Randomized Trial of 12-Week Interventions for the Treatment of Developmental Phonological Disorder in Francophone Children." American Journal of Speech-Language Pathology 24, no. 4 (November 2015): 637–58. http://dx.doi.org/10.1044/2015_ajslp-14-0056.
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Purpose This study was designed to test the relative efficacy of different combinations of intervention approaches when targeting speech production accuracy and phonological awareness skills. All children received individual speech therapy, a home program, and a small-group phonological awareness intervention. Method Sixty-five 4-year-olds with a developmental phonological disorder received these intervention components in different combinations over 12 weeks, resulting in 4 groups: output-oriented individual intervention and articulation practice home program, output-oriented individual intervention and dialogic reading home program, input-oriented individual intervention and articulation practice home program, and input-oriented individual intervention and dialogic reading home program. Results A significant interaction of the individual treatment condition and the home program condition was observed for 2 outcome measures: targeted feature match (which reflected changes in speech production accuracy for features and word shape structures that were targeted in therapy) and explicit phonological awareness skills. Conclusion In this context, in which the children received a brief period of direct therapy and a home program component provided sequentially, the most effective strategy was to teach the parents to use treatment procedures at home that were congruent with the direct therapy component.
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Anandari, Christina Lhaksmita, and Yuseva Ariyani Iswandari. "EXTENSIVE READING IN INDONESIAN SCHOOLS: A SUCCESSFUL STORY." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 2 (August 7, 2019): 137. http://dx.doi.org/10.15639/teflinjournal.v30i2/137-152.
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The low level of literacy of the Indonesian students has become a major nation-wide concern in Indonesia. The 2015 PISA (Program for International Student Assessment) result showed that Indonesian students’ literacy level in English was one of the lowest in the world. Gerakan Literasi Nasional (GLN) was established in 2016 as one of the possible solutions to increase the Indonesian students’ literacy level. The extensive reading programs done in the schools and in the universities described here is in line with GLN’s vision and mission, in that the Extensive Reading programs and activities play a tremendous role in the schools’ and communities’ effort to create more established, well-planned actions to increase the students’ literacy level. Therefore, this paper will discuss two objectives: (1) describing steps to establish a successful Extensive Reading program at Indonesian schools and (2) reporting factors that contribute to the success of an extensive reading program. The findings of this research revealed how extensive reading activities supported the success of GLN through the creation of extensive reading programs within and outside the curriculum, and how schools and home literacy culture could be contributing factors to the success of this program.
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Dolman, Hayley, and Serena Boyte-Hawryluk. "Impact of the Reading Buddies Program on Reading Level and Attitude Towards Reading." Evidence Based Library and Information Practice 8, no. 1 (March 14, 2013): 35. http://dx.doi.org/10.18438/b8n89t.
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Objective – This research examines the Reading Buddies program at the Grande Prairie Public Library, which took place in July and August of 2011 and 2012. The Reading Buddies program pairs lower elementary students with teen volunteers for reading practice over the summer. The aim of the study was to discover how much impact the program would have on participating children’s reading levels and attitudes towards reading.
Methods – During the first and last sessions of the Reading Buddies program, the participants completed the Elementary Reading Attitudes Survey (ERAS) and the Graded Word Recognition Lists from the Bader Reading and Language Inventory (6th ed., 2008). Participants were also asked for their grade and sex, and the program coordinator kept track of attendance.
Results – There were 37 Reading Buddies participants who completed both the pre- and post-tests for the study. On average, the program had a small positive effect on participants’ reading levels and a small negative effect on their attitudes towards reading. There was a larger range of changes to the ERAS scores than to the reading test scores, but most participants’ scores did not change dramatically on either measure.
Conclusions – Although findings are limited by the small size of the data-set, results indicate that many of the Reading Buddies participants maintained their reading level over the summer and had a similar attitude towards reading at the end of the program. On average, reading levels increased slightly and attitudes towards reading were slightly more negative. Many factors could not be taken into account during the study (e.g., the amount of reading done at home). A study with a control group that did not participate in the program could help to assess whether the program helped to combat summer learning loss.
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Wilks, Ray T. J., and Valerie A. Clarke. "Training versus Nontraining of Mothers as Home Reading Tutors." Perceptual and Motor Skills 67, no. 1 (August 1988): 135–42. http://dx.doi.org/10.2466/pms.1988.67.1.135.
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The effectiveness of training mothers as home reading tutors was assessed using a sample of 42 mother-child pairs. The children were aged 8 to 9 yr. Analyses showed that the amount of time parents spent listening to a child read at home was positively related to both reading accuracy and comprehension scores. A short group-program training mothers as home reading tutors achieved the anticipated changes in mothers' behaviours: delayed intervention, increased use of meaning and contextual cues rather than direct word prompts, and greater use of praise. Children's reading accuracy was marginally improved and reading comprehension was significantly increased as a result of training the mothers as home reading tutors.
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Kim, YaeBin, and Teresa Byington. "Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics." Child Development Research 2016 (September 20, 2016): 1–10. http://dx.doi.org/10.1155/2016/4593167.
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The current study investigated the influence of the community-based family literacy program on parent’s and children’s engagement in family reading practices and language/literacy activities at home. Parent’s and children’s engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents’ and child’s engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.
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Rustab, K. E., and T. F. McLaughlin. "Reducing Inappropriate Behaviour in the Home with a Token Economy." Behaviour Change 5, no. 4 (December 1988): 160–64. http://dx.doi.org/10.1017/s0813483900007889.
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The effects of a token program implemented in the home by a teacher were examined. The effects of a home token program were evaluated using a multiple baseline design across reading, spelling and handwriting lessons while disruptive behaviour was recorded. The results indicated that inappropriate behaviours decreased when the token program was implemented. Follow-up data indicated some increase in inappropriate behaviours. Spelling performance was higher in the student's classroom during the token program in the home than during baseline. This indicated some generalisation from the home token program to academic responding in the classroom.
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Raciti, S., and P. Mathams. "Training parents as effective listeners of their children's reading." Queensland Journal of Guidance and Counselling 1 (October 1987): 1–10. http://dx.doi.org/10.1017/s1030316200000339.
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This study briefly outlines the results of a pilot project within the Bowen Special Education District directed to the training of parents as effective listeners of children's oral reading. The study assesses the relevant listening behaviours of two parents before, during and after being involved in a Parent Helper's Reading Program. The effectiveness of the program is generally evident from the observed improvement in listening behaviours demonstrated by the parents. Furthermore, the increased competency in listening behaviours by parents is paralleled by a simultaneous improvement in oral reading and comprehension performance by the target children. Also, the children's generalisation of skills from home to school is noted by both parents and teachers. Overall, this study suggests two significant implications to be considered within the context of existing reading programs utilising adult helpers. Firstly, the use of untrained helpers within school reading programs needs to be questioned. Secondly, the effectiveness of parent helper programs is dependent upon the level of follow-up and monitoring made available to program participants. While the limitations of generalising from a project using only two subjects is realised, the results suggest important areas for future investigations.
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Stahl, Steven A., and Kathleen M. Heubach. "Fluency-Oriented Reading Instruction." Journal of Literacy Research 37, no. 1 (March 2005): 25–60. http://dx.doi.org/10.1207/s15548430jlr3701_2.
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This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.
Dissertations / Theses on the topic "Home reading program"
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Holland, Kathleen Elizabeth. "The impact of the Reading Recovery Program on parents and home literacy contexts /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541711363.
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Morrison, Tomasine A. "The Impact of a Family Home-learning Program on levels of Parental/Caregiver Efficacy." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/102.
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This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. . There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/care¬givers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.
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Abdulaziz, Noor Amal Saud. "Evaluation of Texas Home Instruction for Parents of Preschool Youngsters Program on Reading and Math Achievement for Grades K to 8." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538753/.
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This study was intended to evaluate the impact of socioeconomically disadvantaged children's participation in the Texas Home Instruction for Parents of Preschool Youngsters (TX HIPPY) Program on their school readiness and academic achievement. The study used a quasi-experimental design and applied full and optimal propensity score matching (PSM) to address the evaluation concern of the impact of the TX HIPPY program on HIPPY participants' academic achievement compared to non-HIPPY participants. This evaluation targeted former HIPPY participants and tracked them in the Dallas ISD database through Grade Levels K-8. Data were obtained by administering Istation's Indicators of Progress (ISIP) for kindergarten, TerraNova/SUPERA for Grades K-2, and State of Texas Assessments of Academic Readiness for math and reading (STAAR) for Grades 3-8. HIPPY and non-HIPPY groups were matched using propensity score analysis procedures. The evaluation findings show that the TX HIPPY program positively influences kindergarten students to start school ready to learn. The findings of math and reading achievements suggest that HIPPY children scored at the same level or higher than non-HIPPY children did on math and reading achievement, indicating that TX HIPPY program has achieved its goal of helping children maintain long-term academic success. However, the evaluation findings also indicated that the impact evaluation framework must be designed with attention to higher-level factors beyond academic achievement that influence children's academic success.
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Ullery, Mary Anne. "An Examination of the Effects of a Summer Book-Reading Program on the Language and Early Literacy Outcomes of Toddlers from High Risk Environments." FIU Digital Commons, 2012. http://digitalcommons.fiu.edu/etd/632.
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The current study examined the impact of an early summer literacy program and the mediating effects of the home literacy environment on the language and literacy outcomes of a group of children at-risk for long-term developmental and academic delays. Participating children (n=54) were exposed to an intensive book-reading intervention each summer (June through mid August) over a 3-year period.
The current study implemented an ex post facto, quasi-experimental design. This nonequivalent group design involved a pretest and posttest over three time points for a non-randomized treatment group and a matched non-treatment comparison group.
Results indicated that literacy scores did improve for the children over the 3-year period; however, language scores did not experience the same rate of change over time. Receptive language was significantly impacted by attendance, and race/ethnicity. Expressive language was impacted significantly by gestational age and attendance. Results also indicated that language outcomes for young children who are exposed to a literacy program were higher than those who did not participate; however, only receptive language yielded significance at the p
This study concluded that at-risk young children do benefit from center-based literacy intervention. This literacy experience, however, is also driven by the children’s home environment, their attendance to the program, whether they were premature or not and the type of caregiver.
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García, Maria G. "The impact of the Home Instruction for Parents of Preschool Youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5227/.
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This study sought to answer if the Home Instruction for Parents of Preschool Youngsters (HIPPY) program had a positive academic impact on Hispanic English language learners (ELL). HIPPY is a free, 2-year, home-based early intervention program for 4-and 5-year-old children. The program is intended to provide educational enrichment to at-risk children from poor and immigrant families, increase school readiness, and foster parent involvement in their children's education. A quasi-experimental design and quantitative measures were used to measure the academic success of Hispanic ELL students in reading, mathematics, and language arts. The sample included an experimental group and a purposeful control group. Hispanic students who attended an early childhood school as 4 year olds and participated in the HIPPY 4 and 5 programs were compared to Hispanic students who attended an early childhood school as 4 year olds and did not participate in HIPPY. Results from the Texas-mandated criterion referenced Texas Assessment Knowledge and Skills (TAKS) Test and the TerraNova® and TerraNova SUPERA® norm referenced tests were used in this study. Results from the TAKS Reading and TAKS Mathematics Grade 3 and the TerraNova reading, language, mathematics, and total composite scores were analyzed using a one-way analysis of variance. The treatment group and control group results from both assessments were measured and compared. A statistically significant difference was found in 5 out of the 6 null hypotheses tested. The treatment group statistically significantly outperformed the control group in the TAKS Reading and the TerraNova and TerraNova SUPERA reading, language, mathematics, and total composite assessments. This study substantiates that the HIPPY program works and can have a positive impact on a child's school readiness. Additionally, a significant range of sustainability was also established since the results were measured from assessments administered in the third grade and 5 years after the treatment group began participating in the HIPPY program.
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Levitsky, Linda A. "Determining the effectiveness of two new reading programs in the Lower Alloways Creek School /." Full text available online, 2005. http://www.lib.rowan.edu/home/research/articles/rowan_theses.
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Mordente, Rebecca. "Examining at-home reading programs : the current state of at-home reading programs in Central Florida elementary schools." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1458.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Education
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Vaughn, Colleen. "The importance of a good home literacy environment." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/CVaughnPartI2007.pdf.
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Klotz, Leah M. "A grant proposal to study the benefits of early home-school connections." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009klotzl.pdf.
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Thomason, Gina Bennett. "The impact of the Ferst Foundation for Childhood Literacy on the home literacy environment." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Full textBooks on the topic "Home reading program"
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Bend, Michael. ABeCeDarian: The ABeCeDarian Reading Program newly revised and adapted for homeschoolers and tutors. Ithaca, N.Y.]: ABeCedarian Company, 2012.
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Christman, Ernest H. Dr. Christman's learn to read book for all ages: A complete learn-to-read program for everyone, for home schoolers, for teachers, for adult literacy programs, for anyone who wants to teach someone to read. Tempe, AZ: Blue Bird Pub., 1990.
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Weinberg, Pamela. Your home is a learning place. Syracuse, N.Y: New Readers Press, 1993.
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Read it to me now!: Learning at home and at school. 2nd ed. Buckingham [England]: Open University Press, 1997.
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A, Edwards Patricia. Children's literacy development: Making it happen through school, family, and community involvement. Boston: Pearson/Allyn and Bacon, 2004.
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Suzanne, Ryan, ed. Storycases: Book surprises to take home. Englewood, Colo: Teacher Ideas Press, 1996.
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Bob, Barton. Tell me another: Storytelling and reading aloud at home, at school, and in the community. Markham, Ont: Pembroke Publishers, 1986.
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Promising practices for engaging families in literacy. Charlotte, NC: Information Pub., Inc., 2013.
Find full textBook chapters on the topic "Home reading program"
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Degener, Sophie. "Using Literature to Build Home and School Connections." In Children's Literature in the Reading Program: An Invitation to Read, 156–65. International Reading Association, 2009. http://dx.doi.org/10.1598/0699.15.
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Perry, S. Marshall. "A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading." In Online Tutor 2.0, 264–79. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5832-5.ch013.
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This chapter concerns a year-long, United States federally-funded evaluation of Educate Online, an online, at home, 1:1 tutoring program aimed at improving reading performance for middle school students who are below grade level. Participating students receive after-school instruction from teachers in real-time over Voice over Internet Protocol (VoIP) connections. The researcher discusses study findings, the methodological challenges of conducting research on online tutoring, the multiple perspectives for understanding the effectiveness of a tutoring program, and areas for additional research. The chapter examines a key aspect of the evaluation, a delayed treatment control group design study to determine the effect that involvement in the tutoring program has upon student academic achievement in reading.
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Rosenshine, Barak. "Helping Students From Low-Income Homes Read at Grade Level." In Direction instruction Reading Programs, 273–83. Routledge, 2003. http://dx.doi.org/10.4324/9781410608307-9.
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Allen, Edward. "Dylan Thomas on the BBC Eastern Service." In Reading Dylan Thomas, 110–37. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474411554.003.0007.
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This chapter offers an approach to one of Thomas’s most regular forms of employment in the 1940s: public broadcasting. The BBC had always been an exacting employer, and so it proved to be for Thomas, who often complained that his contract with the Corporation afforded little room for manoeuvre. His work on-air requires special attention, however, both for the things it has to tell us about his development of voice during and after the Second World War, and for what it reveals about the BBC’s imperial politics. For as well as contributing to the Home Service, Thomas spent a good deal of the 1940s writing scripts for the Eastern Service – supposedly educating young Indian listeners, but, more often than not, getting caught up in debates about Independence. With the help of his extant Broadcasts and a series of manuscripts, this chapter assesses Thomas’s work for a poetry series called ‘Book of Verse’ – including his programme about the influence of Wilfred Owen in 1946 – and touches too on his contribution to wartime cinema.
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Kachuck, Aaron Joseph. "Ovid’s Dream, or, Byblis and the Circle of Metamorphoses." In Metamorphic Readings, 104–25. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198864066.003.0006.
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Chapter 5 explores the role played by the Byblis episode in Ovid’s Metamorphoses as a form of authorial self-portrait. Byblis, placed at what this paper shows to be the poem’s chronological centre, is both the work’s first long-form writer and its first, and only, dreamer of fully human dreams. Where Morpheus in the Metamorphoses’ House of Sleep may serve as model for the poet as shape-shifter and creator, Byblis represents the intimate connection between creativity and self-deception in Ovid’s poetic programme. Through Byblis, this paper argues, Ovid comes to recapitulate Latin literature’s ‘primal scene of instruction’, the Hesiodic and Callimachean dream of Homer that opens Ennius’ Annales. The metempsychotic dimension of Ovid’s representation of his own poetic project, this paper concludes, has important affinities with the circular form of the self-perpetuating fountain into which Byblis is transformed, and with the anthropocentric dreams that make possible Byblis’ metamorphosis, and the circle of Ovid’s Metamorphoses as a whole.
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Rennie, Jennifer. "Rethinking Literacy in Culturally Diverse Classrooms." In Multiliteracies and Technology Enhanced Education, 83–99. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-673-0.ch006.
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Literate demands on our youth today have become increasingly more complex due to a technological revolution, increased local diversity and a stronger connectedness with our global neighbours (New London Group, 1996). Contemporary classrooms are characterised by a diverse range of learners that come from different places, with different life world experiences and preferred ways of learning and knowing. Texts are no longer confined to print and comprehending texts involves understanding how different modes such as the audio, visual and spatial integrate to make meaning. Despite this, schools continue to measure and describe student’s literacy in relation to their ability to encode and decode print. The recent Program for International Student Assessment results (OECD, 2006) show that Australia has dropped from 5th ranking to 6th in the world in terms of reading literacy. More disturbing is the fact that this assessment showed a continuing widening gap in academic achievement between Australia’s Indigenous and non Indigenous students with very little improvement since 2000. Similarly in the United States recent literacy results show that despite some gains in the achievements of minority groups, there has been little narrowing in the gap between white students and minority students (Lee, Grigg et al., 2007). This chapter adopts a socio-cultural view of literacy and calls for a rethinking of what might count as literacy in school. It reports on a study which documented the literacy practices valued in the home community, community school and urban high school of seven Aboriginal students as they moved from Year 7 in their community school to Year 8 in their new urban high school (Rennie, Wallace et al. 2004). It discusses theoretical ideas related to a multiliteracies framework (Cope & Kalantzis, 2000), literacy as an act of translation (Somerville, 2006) and Aboriginal world views and knowledge (Martin, 2008) as a means to explore ways we might rethink the teaching of literacy in diverse and culturally rich classrooms.
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Wiener, Harvey S. "Introduction :Your Child Can Read Better With Your Help." In Any Child Can Read Better. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195102185.003.0005.
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Today’s parents have a lively interest in. assisting their children as learners, and this interest has spawned a plethora of books on home reading programs. It's natural to raise this question, then: why yet another book for helping children read at home? Surely the bookstore and library shelves are groaning with volumes that can help you create a "home schoolroom," enough to produce a nation of advanced readers. Why yet another book? For good reasons, believe me. Obviously, most parents want to help their children learn. A couple of years ago, Professor Joyce Epstei at Johns Hopkins surveyed the parents of more than 250 Baltimore children. Her findings, reported in The New York Times, showed that kids had higher reading scores if parents supported their youngsters' efforts at home. What's even more interesting is that although mothers and fathers wanted to involve themselves actively in their children's learning, very few knew just what to do. A shocking eighty per cent reported that they didn't have a clue about where to begin in helping their children succeed in school. With this apparent insecurity, many moms and dads are reaching for books in an effort to learn what they don't know. Hence, all the how-to-helpyour- child read productions. However, unlike Any Child Can Read Better, most "home learning" books address parents of toddlers and preschoolers and attempt to create a race of superkids who can read almost before they can walk. Teach-your-child- to-read books concentrate on turning the home nursery into a classroom—reading drills with flash cards, oversized words pinned as labels on familiar objects, interminable sessions on alphabet skills, phonetics, sight vocabulary, and sounding-out words. Too many books for parents of young learners have turned on the pressure and have turned off the pleasure for mothers and fathers as guiders and shapers of learning experiences. Moms and dads are not drill sergeants. Home isn't boot camp. If you're the mother or father of a preschooler, unless you're home learning parents who won't send your children to school in any case, don't teach your son or daughter how to read.
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Hardee, Sheri Carmel, and Kelly Louise McFaden. "Social Foundations of Education and Service-Based Field Experiences." In Research Anthology on Instilling Social Justice in the Classroom, 27–43. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7706-6.ch003.
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This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.
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Hardee, Sheri Carmel, and Kelly Louise McFaden. "Social Foundations of Education and Service-Based Field Experiences." In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 41–57. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4041-0.ch003.
Full textAbstract:
This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.
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Holmes, M. A. "Evidence for Continuous and Discontinuous Alteration in DSDP Hole 418A Basalts and its Significance to Natural Gamma-Ray Log Readings." In Proceedings of the Ocean Drilling Program, 102 Scientific Results. Ocean Drilling Program, 1988. http://dx.doi.org/10.2973/odp.proc.sr.102.111.1988.
Full textConference papers on the topic "Home reading program"
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Sakinah, Ms, Siti Masitoh, and Rachma Hasibuan. "The implementation of home reading program to improve receptive andexpressive language of early childhood." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.75.
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Aslanyan, Arthur, Arkady Popov, Rustem Asmandiyarov, and Andrey Margarit. "Gamification in Training of Holistic Multidisciplinary Petroleum Asset Management." In Abu Dhabi International Petroleum Exhibition & Conference. SPE, 2021. http://dx.doi.org/10.2118/208001-ms.
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Abstract The paper shares a 4-years’ experience of "Gazprom Neft" PJSC on Digital Twin Learning Program in training of holistic multidisciplinary petroleum asset management and engineering based on the on-line cloud PetroCup software facility. The objective of the program was to train and test large amounts of managers and engineers with minimum off-work time and motivate self-improvement among the employee. The program includes warm-up videos, immersive master-classes, training courses, discussion clubs and Annual Corporate Championship, with a strong focus on home learning, remote communication, simulation-based exercises and automated testing/certification. The program is divided into Master Development Planning (MDP) and Well & Reservoir Management (WRM) domains which are related to different stages of the petroleum asset lifecycle. The interaction with simulator takes 2-3 days for WRM and 5 days for MDP and engages a multidisciplinary team: asset manager, economist, contract engineer, surface facility engineer, reservoir engineer, geologist, petrophysicist, simulation engineer, well test engineer, well and log analyst and production technologist. The session starts by reading the existing field data and its history and then perform well drilling, completions, workovers, well tests, open-hole and cased-hole logging, manage production and injection targets, build/modify the surface production/injection facilities and receive the fully automated asset response in the form of the field reports, very much in the same way as in real life. Once session is over the simulator generates a detailed debriefing report on team performance in numerous areas: economical, production, injection, reservoir and well performance so that team can understand where it did a good job and where it was not efficient. The current paper shows how this facility has been integrated into the corporate staff capability program, expanded to anchor universities and shed the light to the future perspectives.
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Lyng, Jeffrey R., and Michael J. Brandemuehl. "Implementing Solar Energy in the Colorado Production Home Market." In ASME 2006 International Solar Energy Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/isec2006-99159.
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A standardized deployment of solar electric systems in the Colorado production home market is crucial to the success of the renewable portfolio standard recently adopted by Colorado voters. This research uses the Built Green® program as a context for investigating energy conservation measures (ECMs), viable within the production home market, for their efficacy in curtailing new home annual energy consumption and peak electrical demand loads. The research examines the cost effectiveness and impact of residential solar systems compared to the energy conservation measures. Colorado is a state with good solar resources and considerable production-scale residential development. However, most production homes built in the state today are not highly energy efficient. It is generally believed that improvements to energy efficiency — more insulation, better windows, more efficient appliances — are more cost-effective than solar production systems given current costs. In other words, most production homes in Colorado are not ready to don a solar home system (SHS). The analysis uses extensive energy simulation to determine energy savings of selected energy-saving home features relative to the baseline Building America Benchmark for Denver, CO. This optimization process seeks to identify the least-cost combinations of improvements, assuming present day component costs, with the greatest annual energy savings, with the ultimate goal of implementing solar energy in the Colorado production home market. The results of the analysis suggest that optimal characteristics of production home, designed to minimize total costs, are readily achievable in today’s market. Moreover, when these optimal ECMs are implemented, the marginal cost of a SHS is found to be less than additional energy efficiency. With further energy efficiency improvements, site-based solar electric systems can compete economically given current state and federal incentive programs. The results also indicate that a solar system oriented west of due south can offer significant reductions in peak demand relative to both the household and utility load profiles.
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Musorina, Anastasia Dmitrievna, and Grigory Sergeyevich Ishimbayev. "Optimization of the Reservoir Management System and the ESP Operation Control Process by Means of Machine Learning on the Oilfields of Salym Petroleum Development N.V." In SPE Russian Petroleum Technology Conference. SPE, 2021. http://dx.doi.org/10.2118/206518-ms.
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Abstract Under the present conditions of oil and gas production, which are characterized by mature production fields and the focus shifted towards digitalization of production processes and use of machine learning (ML) models, the issues related to the improvement of accuracy and consistency of the well operation control data are becoming increasingly important. As a result, SPD has successfully implemented the project of using annular pressure sensors in combination with machine learning models to control the well annular pressure as part of the field development program compliance. Under the field development program, echosounder and telemetry system readings are typically used to control the annular pressure and the dynamic flowing level. Echosounders, however, are not designed as measuring instruments, the accuracy of their readings being low and making it impossible to reliably evaluate the well's dynamic flowing level and annular pressure, as well as to achieve the well's maximum potential, and the telemetry systems used to measure the pump intake pressure may go wrong. This manuscript describes the approach to the producer well annular pressure assessment based on the machine learning model data. The machine learning (ML) model is a function of the target variable (bottom-hole pressure), which is predicted on the basis of the actual data: static parameters (well schematic, pump design) and dynamic parameters (annular and line pressures, flowrate). The input parameter interpretation results in the most probable value of the target variable based on the historic data.
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Buttelli a, O., R. Parry b, M. Jabloun a, Ph Ravier a, H. P Ma c, N. Ferveur d, and E. Lalo b. "Methodological Considerations about Motor Activity Tracking In Real Life Settings." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100395.
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We discuss the development of innovative methods for evaluating motor activity in patients with Parkinson’s disease. Incorporating both biomarkers (heart rate variability, electromyography, inertial sensors) and phenomenological components, this programme is designed for use in the patient’s home, during normal daily activities and is, as such, readily transferrable to other ergonomic applications. Our presentation will focus particularly on wireless and multi-sensor technology developed as an integrated system allowing us to collect multi-dimensional data sets. Procedures adapted for such ecological situations will be presented, including robust analysis with regard to impulsive noise and artefacts; analysis of nonstationary signals
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Schiedel, Matthew, Cynthia A. Cruickshank, and Christopher Baldwin. "In-Situ Experimental Validation of THERM Finite Element Analysis for a High R-Value Wall Using Vacuum Insulation Panels." In ASME 2013 7th International Conference on Energy Sustainability collocated with the ASME 2013 Heat Transfer Summer Conference and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/es2013-18207.
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Team Ontario is one of twenty collegiate teams selected to design and build a solar powered, net positive home for the U.S. Department of Energy Solar Decathlon 2013. One aspect of Team Ontario’s competition design entry is a high R-value wall using vacuum insulation panels. This paper details the method used for theoretical evaluation of the high R-value wall, stating all simplifying assumptions made. Theoretical simulations were performed in THERM, a two dimensional finite element heat transfer modelling program. Following a weighted average method used by industry experts, the whole-wall thermal resistance value was calculated. To verify the modelling results, an in-situ experimental validation was conducted. An 8′ × 8′ wall test specimen was built to the specifications of Team Ontario’s wall design. Experimental heat flux and temperature readings were collected from the test specimen in Carleton University’s Vacuum Insulation Test Facility located in Ottawa, Ontario, Canada, with the test specimen exposed to exterior weather elements. The experimental and theoretical results are compared and conclusions drawn to determine the effective thermal resistance of the vacuum insulation panels installed in the wall assembly. Finally the theoretical model is refined based on the previous study and a more accurate whole-wall thermal resistance of Team Ontario’s wall design is determined.
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Arikan, M. A. Sahir, and Tolga Ziya Sander. "A Feature Library and an Algorithm for Design of Parts Machinable in Four-Axis CNC Lathes." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dac-8695.
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Abstract A feature library, an algorithm, and an interactive computer program are developed for design of parts machinable in four-axis CNC lathes with milling capabilities. Parts can be checked, visualized, manipulated and modified during or after the design. Previously designed parts can be retrieved and modified for design of new similar parts. The feature library comprises features for turning and related operations; features for planar milling operations to remove material from the cylindrical surface or from the face of the workpiece; features for cylindrical milling operations to remove material from the cylindrical surface of the workpiece; features for boring and related operations; features for single and patterned holes, and hole operations, such as, center drilling, drilling, boring, reaming, groove cutting, tapping, counterboring, countersinking and spotfacing, and features for detail operations such as external and internal threading, external and internal helical groove cutting, knurling and machining of various slots. Parts are designed by using a hybrid algorithm. The main geometry of the part is formed by using the primary operations. For this, parametrically modeled primitives are retrieved from the library, and joined by using union operations. Then, milling, boring and hole operations and details are included again by using parametrically modeled features and subtraction operations as the secondary operations. Blank geometry, which can be a circular, hexagonal, square or rectangular bar; or a part made by forging or casting is defined again by using operations on available primitives. All of the features contain information on process sequencing, cutting tools, tool paths, machining parameters and G-codes. Thus, when the design of the part is completed, information for generation of the CNC program becomes readily available.
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Sundaresan, S., K. Ishii, and D. R. Houser. "A Procedure Using Manufacturing Variance to Design Gears With Minimum Transmission Error." In ASME 1989 Design Technical Conferences. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/detc1989-0084.
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Abstract This paper deals with the design of spur gears that have minimum transmission error and are insensitive to manufacturing variance. We address two stages of design: 1) generation of candidate designs (selection of number of teeth, pressure angle, etc.), and 2) tooth profile modification. The first stage involves a search of discrete combinations of design variables, while the second stage utilizes numerical optimization techniques. The key research issue is finding a candidate design and its profile modification that not only has low transmission error, but is insensitive to variations in the design values caused by the manufacturing process. To achieve this goal, the procedure applies Taguchi’s concept of parameter design. In this paper, we consider a design problem with a set specification: fixed center distance, speed ratio, and transmission torque. We seek to find a limited number of candidate designs by applying conventional design generation techniques and some design heuristics. For each candidate design, the procedure determines the optimum profile modification (linear tip relief) by linking the Load Distribution Program (LDP) for gears with an optimization program package (OPTPAK). From the resulting peak optimum, we further seek the statistical optimum using an algorithm developed in this paper. The statistical optimum shows a nominal increase in the transmission error, but is quite insensitive to typical process error associated with gear manufacturing. The developed algorithm readily applies to other gear designs as well as other types of machine elements. In particular, we foresee our procedure to be particularly effective for helical gears. We hope to further our method by developing a means to add statistical heuristics to the discrete design generation stage.
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Ammula, S. C., Y. B. Guo, and M. E. Barkey. "A Finite Element Analysis Based Compliance Method Coupled With Wet Etching to Determine Residual Stress in High Speed Milling." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80102.
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High speed milling (HSM) is widely used in automotive and aerospace industries in fabricating mechanical components from high strength aluminum and other alloys due to high productivity and good surface finish. HSM induced residual stresses may significantly impact the fatigue life and corrosion resistance of the machined components. Traditional methods of residual stress (RS) measurement, such as hole drilling, X-ray diffraction, and neutron diffraction, are very time consuming and expensive, especially for the shallow subsurface (usually <100 μm) of a machined component. The compliance method provides a convenient alternative to these approaches to determine the residual stress distributions in the subsurface. However, the compliance method using wire EDM is prone to experimental errors. In addition, the traditional approach to calculate compliance function is very complex. This paper presents a new wet etching approach to obtain strains as a function of slot depth introduced in the subsurface. The strain readings were collected from a strain gauge mounted on the specimen surface near the slot edge. The compliance function can be conveniently calculated by simulating slot cutting using the finite element method via a Legendre polynomial subroutine as the applied load. These calculated compliance functions and measured strain values at different depths were used as inputs into a program to calculate residual stress. This leads to much a faster and less expensive method of determining residual stresses when compared with the traditional methods of residual stress determination. The capability of this new approach was demonstrated by high speed milling 6061-T651 and 7050-T7451 aluminum alloys. A design of experiment (DOE) method was adopted to conduct fifty-four cutting conditions with three levels of cutting speed, feed rate, and depth of cut. Residual stress profiles with twelve data points with spatial resolution as small as 1 μm in the subsurface were then obtained using this new approach. Residual stress sensitivity to cutting conditions was investigated. In addition, subsurface microstructure and microhardness were characterized.
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Affede, Luca, Roberto Lorefice, Larissa Pinto Vieira, Matteo Giubertoni, Lorenzo Buzzi, and Gabriele Carpineta. "Drilling Offshore Wells with HP WBM in Extreme HP HT Conditions." In International Petroleum Technology Conference. IPTC, 2022. http://dx.doi.org/10.2523/iptc-21965-ms.
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Abstract During drilling of three exploration wells challenging conditions encountered, such as temperatures up to 180°C, interbedded highly reactive shales/silts, formation pressures which required mud weights up to 2.35 sg and narrow margin between pore and fracture gradients, posed a host of technical, logistical and cost challenges to Eni activities. These conditions required an accurate drilling fluids design to maximize operational efficiency and to minimize the risks related to such an extreme environment. Technical demands were particularly critical since the reactive shale formations had historically proved to be difficult to inhibit when drilled with Water Based Mud and might have caused swelling, tight hole, sticky wireline runs, bit-balling and accretion that could have resulted, among other issues, in low penetration rates (ROP). The formation nature coupled with ECD (Equivalent Circulation Density) constraints due to the high mud weight required to cope with high pore pressure, which also caused high mud rheology readings, were therefore the main limits to be overcome to achieve the well objectives. A tailored drilling fluid program was thus proposed which consisted of an inhibitive HPWBM (High Performance Water Based Mud) that could be converted to an HT-HPWBM, (High Temperature-High Performances Water Based Mud) while drilling, to cross the deeper and hotter sections of the well. This fluid was specifically engineered and optimized after each well in order to contain high concentration of a combination of monovalent salts to guarantee inhibition and reduce solids loading, dedicated polyamine shale inhibitor and fluid loss additives to minimize API/HPHT filtrate and filter cake thickness with the aim to reduce shale water invasion throughout the drilling campaign, graphite to minimizes fluid invasion and fracture propagation and ROP (Rate Of Penetration) enhancer continuously injected using dedicated pump to act as anti-balling and anti-accretion additive. The achieved results were drilling targets delivered safely, on time and with good overall fluid performances which either reduced or eliminated many of the challenges seen in offset wells, including: no barite sag, rheology stability, and stable long-term mud properties and wellbore conditions even during extended formation logs acquisitions. This paper covers the design, execution and accomplishments of the water-based drilling fluids employed on three HP/HT wells drilled, together with all of the lessons learned captured, highlighting the evolution of these systems to reach a step-change in terms of performances in such a harsh environment.
Reports on the topic "Home reading program"
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.
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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.