Relevant bibliographies by topics / Integrated reading

Contents

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

Academic literature on the topic 'Integrated reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Integrated reading"

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Stevens, Robert J., Peggy N. Van Meter, Joanna Garner, Nicholas Warcholak, Cindy Bochna, and Tracey Hall. "Reading and Integrated Literacy Strategies (RAILS): An Integrated Approach to Early Reading." Journal of Education for Students Placed at Risk (JESPAR) 13, no. 4 (November 10, 2008): 357–80. http://dx.doi.org/10.1080/10824660802427611.

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Roy, Alice, Linda Harbaugh Hillman, and Barbara Bailey Kessel. "Thinking, Reading, and Writing, Integrated." College Composition and Communication 38, no. 3 (October 1987): 365. http://dx.doi.org/10.2307/357766.

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Weinman, Jerod J., Zachary Butler, Dugan Knoll, and Jacqueline Feild. "Toward Integrated Scene Text Reading." IEEE Transactions on Pattern Analysis and Machine Intelligence 36, no. 2 (February 2014): 375–87. http://dx.doi.org/10.1109/tpami.2013.126.

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Chung, Sun Joo. "Investigating L2 Reading Strategies in Integrated Reading-writing Tasks." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 18 (September 30, 2018): 495–514. http://dx.doi.org/10.22251/jlcci.2018.18.18.495.

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Plakans, Lia, Jui-Teng Liao, and Fang Wang. "Integrated assessment research: Writing-into-reading." Language Teaching 51, no. 3 (June 7, 2018): 430–34. http://dx.doi.org/10.1017/s0261444818000149.

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The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have been defined in several ways (Knoch & Sitajalabhorn 2013) such as reading-into-writing performance with the reading content included in the writing or as tasks that use input, textual or visual, as stimulus for writing under the integrated umbrella (Plakans 2013). Even with these multiple interpretations questions arise: ‘Is that all?’ ‘Is there more to integration?’
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Bellan, Ruth L. "The Integrated Method of Reading Therapy." Journal of Learning Disabilities 19, no. 5 (May 1986): 271–73. http://dx.doi.org/10.1177/002221948601900504.

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Stevens, Robert J. "Integrated Reading and Language Arts Instruction." RMLE Online 30, no. 3 (January 2006): 1–12. http://dx.doi.org/10.1080/19404476.2006.11462036.

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Butler, Susan R. "Reading program—Remedial, integrated, and innovative." Annals of Dyslexia 41, no. 1 (January 1991): 119–27. http://dx.doi.org/10.1007/bf02648081.

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Halizatul Fhathah, Qary, and Nuraeni . "PROMOTING STUDENTS' READING COMPREHENSION WITH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC)." ENGLISH JOURNAL 14, no. 1 (March 17, 2020): 36. http://dx.doi.org/10.32832/english.v14i1.3841.

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Cooperative Integrated Reading and Composition (CIRC) is one of cooperative learning method used in language teaching, specifically in high-level reading and writing. This method is designed to accommodate variety of student ability level with heterogeneous grouping or homogeneous grouping. CIRC aimed to develop students’ ability in comprehending the content of reading and fostering the ability to write the materials they read. The purposes of this research were to know how CIRC is implemented in classroom, and to know to what extent CIRC promote students’ reading comprehension. The researcher used classroom action research in conducting the research. The qualitative data was obtained from observation, interview, and documentation. The participants of the research were the 10th grade students of one senior high school in Bogor. The result of the research shows that CIRC can be implemented in two cycles and four meetings. The data shows that there are some competencies which indicates that CIRC promote students’ reading comprehension in cognitive activity, motivation activity, and affective activity. This study suggests the good atmosphere and used another text to be implemented in other classes using CIRC.
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Gordon, R. P., and B. G. Webb. "The Book of Judges. An Integrated Reading." Vetus Testamentum 42, no. 3 (July 1992): 429. http://dx.doi.org/10.2307/1518750.

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Dissertations / Theses on the topic "Integrated reading"

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Cox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.

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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
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Wiebe, Matt. "The wisdom in Proverbs : an integrated reading of the book." Thesis, University of Sheffield, 1992. http://etheses.whiterose.ac.uk/3558/.

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This study illuminates the overall structure of the book of Proverbs by identifying an overlooked formal feature of Ancient Near Eastern Instructional literature. I survey Ancient Near Eastern (ANE) Instruction and show, where there is extant material available, that each Instruction displays a three part form: introduction, instruction, and epilogue. I argue that the traditional divisions of the Book of Proverbs correspond to the three part structure of Instruction. By drawing attention to Proverbs' structural similarity with ANE Instruction an "integrated" reading of the Book of Proverbs may be facilitated. The formal similarity of ANE Instruction does not presage similarity of content, and I argue that the content of Proverbs' introduction reflects biblical traditions about wisdom. The recollection of biblical themes by Proverbs' introduction demonstrates Proverbs' integration with biblical literature. Though Proverbs displays the form of Instruction and recalls biblical traditions about divine wisdom, it does not entirely affirm these traditions. By embodying wisdom in the Figure of Wisdom (Woman Wisdom), Proverbs says something new. Proverbs' characterization of Woman Wisdom as a liminal character is suggestive with respect to her audience. In examining the second part of Instruction, the instruction, I accent instruction which harmonizes with Proverbs" characterization of Woman Wisdom found in the introduction. Finally, I explain how the last two chapters of Proverbs, 30 and 31, are formally epilogue, the final part of ANE Instruction's three part form. I show how these epilogues to Proverbs look back to themes of the introduction and respond to the instruction of the second part. I then present an integrated reading of the Book of Proverbs based on the formal and conceptual features I have identified.
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Daytz, Penny J. "Thematic units: An integrated curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1056.

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Brown, Joel 1952. "An integrated view of context: Implications of miscue analysis." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289333.

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This is a theoretical dissertation which draws upon insights gained from the theory and data of miscue analysis. It is directed toward resolving the disparity in research interpretations of the influence of context on reading. An integrated view of context is presented through a continuum of inter-related contexts that orients various research foci along a spectrum of narrower and greater contexts. From a continuum vantage, two major relationships are discussed. First, the influence of any defined context focus is qualified by the influence of any greater context. This relationship reveals a problem for factor-based research efforts that seek to identify, on causal grounds, a direct influence for specific factors related to reading, and, the concurrent complications faced by the reader who must deal with the results of factor-based research in the classroom. The second relationship, a connection between different levels of context, is shown as valid only in intra-personal venue. This relationship is analyzed to reveal that knowledge is constructed through the differentiation of experience. The development of knowledge is discussed respective to the work of Kenneth Goodman, Yetta Goodman, Jean Piaget, John Dewey, and Lev Vygotsky. The general recommendation of this dissertation is that the individual reader be treated as an epistemic participant with respect to the development of knowledge.
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Dwyer-Tower, Karen H. "The effects of integrated reading and writing strategy instruction on struggling middle school students' expository reading and writing." Thesis, Boston University, 2007. https://hdl.handle.net/2144/31968.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examines the effect of integrated teaching of vocabulary and main ideas and supporting details in expository text on struggling middle school students' ability to write extended summaries of expository text. The research was conducted in the literacy support classes in fifth and sixth grade in a suburban middle school in the Northeastern United States. The teacher/researcher conducted an intervention in the integration of reading and writing strategies to struggling middle school readers and writers. She examined the effect of explicit teaching of declarative, procedural, and conditional knowledge of reading and writing strategies on students' demonstration of comprehension of expository text through writing. Data were collected for five writing tasks, three of which were collaborative. The first and last were written independently. Each writing sample was scored using an analytic trait content area rubric for vocabulary and major ideas, which then informed the scoring of the holistic content area rubric. The teacher/researcher examined the students' writing samples through both quantitative and qualitative methods. In addition to the pre- and post-study writing by the participants, data from the Gates-MacGinitie vocabulary and comprehension tests were collected before and after the study. Findings indicate that struggling middle school readers and writers benefit from a comprehensive approach to building their literacy skills. Ninety percent of the fifth and 83% of the sixth grade participants improved either their reading or writing achievement or both. The analytic trait and holistic rubrics aided students' understanding of the requirements for grade appropriate writing and were effective diagnostic instructional tools to guide students' awareness of their abilities in content area writing and enabled targeted, individualized scaffolding of students' writing. The rubrics provided an effective intermediary step between the development of single paragraph and multiparagraph writing for struggling middle school students.
2031-01-02
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Martínez, Patricia. "Impact of an integrated science and reading intervention (INSCIREAD) on bilingual students' misconceptions, reading comprehension, and transferability of strategies." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3179.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 369. Thesis director: Brenda Bannan-Ritland. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 340-368). Also issued in print.
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Chambers, Caroline A. "Towards an integrated approach to the assessment and management of children with reading difficulties." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/17175.

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Learning to read is a complex and demanding skill which is vital in order for children to be able to access a broad curriculum of learning within the school environment. Reading requires the integration of many different processes, it is possible that difficulties with one or more of these processes has the possibility to interfere with reading ability. The research aimed to investigate the presence and co-occurrence of difficulties across many factors thought to be involved in the reading process. Data were collected from 126 schoolchildren, aged 8-10 years on performance measures associated with reading; reading ability, visual sensory and oculomotor function, visual perception, attention, memory, phonological awareness and rapid naming. Differences in mean performance between different reading ability groups (ANOVA), and correlations between the variables studied, were used to investigate the presence and magnitude of any relationships. Many of the variables studied were found to be significantly different between reading ability groups and significantly correlated with reading ability to varying degrees. The analysis of multiple single-case studies determined that each child has a unique pattern of strengths and weaknesses and that many children including ‘average/above average’ readers, show below average performance on several measures included in the study, with affected skills rarely existing in isolation. Thus, it is recommended that an individualised multi-factorial approach is taken to the assessment of children struggling to read. This will require communication by a multi-professional team to ensure all possible contributing factors are explored to enable each child to achieve their potential.
College of Optometrist
Some material in this thesis is unavailable for copyright reasons.
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Bazemore, Charlene Lane. "Teachers' Perceptions of an Integrated Third Grade Curriculum's Effects on Students' Reading Achievement." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/346.

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School leaders in a Virginia urban school district designed and implemented a reading-infused integrated curriculum to address Grade 3 students' struggles to read and comprehend grade-level text. Informed via a constructivist approach, the curriculum integrated the core subjects, reading, and service learning for developing competent readers, thinkers, and problem solvers. This instrumental case study focused on 13 Grade 3 teachers' perceptions of the integrated curriculum in regards to their students' reading achievement. Qualitative data were collected from face-to-face interviews, students' progress of work documents, and the district's integrated curriculum unit. Open coding was employed to analyze the data. Inductively, triangulated data sources were analyzed. Findings indicated that teachers perceived the integrated theme unit, teacher collaboration, and training in the area of reading to be beneficial, but that they found trainings on pedagogical practices of content integration and service learning to be lacking. Based on these findings, a project was developed to support the district's integrated curriculum program by providing a professional development program to Grade 3 teachers on pedagogical practices for implementing a constructivist-integrated curriculum. This project study can contribute to positive social change by providing the district's Grade 3 teachers with an integrated curriculum for students struggling to read and comprehend grade level text, which prepares students for school success, college, and the global work force.
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St, Clair Tracy. "The Effect of an Integrated Music Curriculum on Reading Achievement Outcomes of Kindergarten Students." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668159.

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At the time of this study, school districts in the United States faced challenges relative to educational accountability, especially in the areas of language arts and mathematics. Research suggested that music held the potential to bolster student engagement and academic achievement to improve reading outcomes for students. An integrated music curriculum was designed and implemented by the researcher to support reading achievement in a Midwestern, suburban elementary school. The purpose of this counterbalanced research design was to examine the effect of an integrated music curriculum upon the reading achievement of kindergarten students. The lesson framework included brain-based and active listening warm-ups, the presentation of literature, an Orff-Schulwerk activity and literacy centers. Quantitative methods were used to answer four hypotheses statements including t-tests for difference in means, z-tests for difference in means, a chi-square tests for difference in variance, and an analysis of variance to determine the effects of the integrated music curriculum.

Although the quantitative results for three of the null hypotheses were not statistically significant, there were observable changes in the children's motivations and attitudes toward reading. Student growth in the content area of music was shown to be significant. The researcher concluded that music as a content area was valuable on its own, but could also make learning more powerful when utilized in reading instruction and other content areas. The new information gained from this study may help readers find effective ways of using music to enhance reading achievement.

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Moorehead-Carter, Yvette M. "The Impact of Singing-Integrated Reading Instruction on the Oral Reading Fluency and Motivation of Elementary Students in an Out-of-School Time Program." VCU Scholars Compass, 2015. http://scholarscompass.vcu.edu/etd/3901.

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Abstract The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time. The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading Inventory – 5 (QRI-5; Leslie & Caldwell, 2011) measured the following fluency components: Word Recognition in Isolation (WRI), both Correct Automatic and Total Number Correct, Word Recognition in Context (WRC), and reading rate, calculated as Words per Minute (WPM). Pretests and posttests for components of both assessments were compared using paired-samples t – tests. Data analyses of adapted ERAS mean percentage scores revealed a statistically significant decline in recreational reading attitude, no statistically significant difference in academic reading attitude, and a decline that approached significance in participants’ overall reading attitudes. QRI-5 scores revealed a statistically significant increase from pretest to posttest in WRI Correct Automatic, WRI Total Number Correct, WRC, and reading rate scores. The after-school environment offered a viable option for SI ORF instruction and was free from restraints that can accompany high-stakes testing environments in the traditional school setting. Overall, participants were attentive and enthusiastic, particularly enjoying the singing and repeated lyrics components of the intervention.
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Books on the topic "Integrated reading"

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Julie, Moore, ed. Crossroads: Integrated reading and writing. Boston: Pearson, 2015.

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Bailey, Kessel Barbara, ed. Thinking, reading, and writing, integrated. New York: Holt, Rinehart, and Winston, 1986.

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Julie, Moore, ed. Crossroads: Integrated reading and writing. Boston: Pearson Prentice Hall, 2010.

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Harcourt Brace & Company. Integrated spelling. Orlando, Fla: Harcourt Brace & Company, 1997.

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Readence, John E. Content area reading: An integrated approach. 4th ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1992.

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Engineers, Society of Automotive, ed. Integrated vehicle health management: Essential reading. Warrendale, Pennsylvania, USA: SAE International, 2013.

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W, Bean Thomas, and Baldwin R. Scott, eds. Content area reading: An integrated approach. 2nd ed. Dubuque, Iowa: Kendall/Hunt Pub. Co., 1985.

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Houghton Mifflin reading: Integrated theme tests. Boston, Mass: Houghton Mifflin, 2003.

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Rachel, Weinstock, ed. Reading, etc.: An integrated skills text. Englewood Cliffs, N.J: Prentice Hall Regents, 1992.

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Jennions, Ian K., ed. Integrated Vehicle Health Management: Essential Reading. Warrendale, PA: SAE International, 2013. http://dx.doi.org/10.4271/pt-162.

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Book chapters on the topic "Integrated reading"

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Sylvén, Liss Kerstin, and Sölve Ohlander. "8. English Reading Comprehension." In Investigating Content and Language Integrated Learning, edited by Liss Kerstin Sylvén, 136–51. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788922425-013.

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Riley, Jeni. "The Reading Debate …" In Learning to Read: An Integrated View from Research and Practice, 217–28. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4826-9_13.

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Bryson, John R., Jon Sundbo, Lars Fuglsang, and Peter Daniels. "Reading and Managing Service Businesses: An Integrated Case Study Approach." In Service Management, 261–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52060-1_14.

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Avanzini, Marco, Isabella Salvador, Elisabetta Starnini, Daniele Arobba, Rosanna Caramiello, Marco Romano, Paolo Citton, et al. "Following the Father Steps in the Bowels of the Earth: The Ichnological Record from the Bàsura Cave (Upper Palaeolithic, Italy)." In Reading Prehistoric Human Tracks, 251–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_14.

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AbstractThe chapter summarizes the new results of the Bàsura Revisited Interdisciplinary Research Project. The integrated interpretation of recent archaeological data and palaeosurface laser scans, along with geoarchaeological, sedimentological, geochemical and archaeobotanical analyses, geometric morphometrics and digital photogrammetry, enabled us to reconstruct some activities that an Upper Palaeolithic human group led inside a deep cave in northern Italy within a single exploration event about 14 ka calBP. A complex and diverse track records of humans and other animals shed light on individual- and group-level behaviour, social relationship and mode of exploration of the uneven terrain. Five individuals, composed of two adults, an adolescent and two children, entered the cave barefoot lightening the way with a bunch of wooden sticks (Pinus t. sylvestris/mugo bundles). While proceeding, humans were forced to move on all fours, and the traces they left represent the first report of crawling locomotion in the global human ichnological record. Anatomical details recognizable in the crawling traces show that no clothing was present between limbs and the trampled sediments. Our study demonstrates that very young children (the youngest about 3 years old) were active members of the human groups, even in apparently dangerous and social activities, shedding light on behavioural habits of Upper Palaeolithic populations.
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Nunes, Terezinha, and Athanasios Aidinis. "A Closer Look at the Spelling of Children with Reading Problems." In Learning to Read: An Integrated View from Research and Practice, 155–71. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4826-9_9.

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Meran, Georg, Markus Siehlow, and Christian von Hirschhausen. "Integrated Water Resource Management: Principles and Applications." In The Economics of Water, 23–121. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48485-9_3.

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Abstract The concept of Integrated Water Resource Management (IWRM) was established, back in the 1930s, to address “optimal” water management, mainly from a technical perspective, but also taking into account social goals, such as the fulfillment of basic needs and the total welfare of the population. The chapter provides a comprehensive overview of issues related to IWRM. After a discussion of the various economic dimensions of water, we establish a basic model to analyze the value of water under different social welfare objective functions, including the human right to water. The technical-economic model also addresses questions of eco-hydrology, water recycling, groundwater management, and water quality management. The chapter also addresses water allocation along rivers and water transfers between watersheds. The chapter includes exercises and suggestions for further reading.
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Geva, Esther. "Issues in the Development of Second Language Reading: Implications for Instruction and Assessment." In Learning to Read: An Integrated View from Research and Practice, 343–67. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-011-4826-9_20.

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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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Frankiewicz, Artur. "Self-adapting Algorithm for Transmission Power Control in Integrated Meter Reading Systems Based on Wireless Sensor Networks." In Computer Networks, 439–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21771-5_48.

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Choi, Moonsuk, Seongho Ju, Yonghun Lim, and Jong-mock Baek. "Design and Performance Analysis of Automatic Wireless Routing Mechanism for the Effective Formation of IMR (Integrated Meter Reading) Network." In Communication and Networking, 493–500. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-10844-0_57.

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Conference papers on the topic "Integrated reading"

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HB, Akhmad, and Mr Kuzairi. "Integrated Reading Strategy." In 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/seadric-17.2017.56.

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Efremova, Е. S., and V. M. Soldatkin. "INTEGRATED SENSOR SYSTEM FOR CONTROLLING OF ALTITUDE-VELOCITY PARAMETERS OF UNMANNED AIRCRAFT ON THE BASIS OF VORTEX METHOD." In ZAVALISHENSKY READING’20. St. Petersburg State University of Aerospace Instrumentation, 2020. http://dx.doi.org/10.31799/978-5-8088-1446-2-2020-15-84-88.

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Warsiman, Warsiman. "Development of Cooperative Integrated Model CIRC Typed (Cooperative Integrated Reading and Composition) in Intensive Reading Learning." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007173907200725.

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Panggih Wahyuningtyas, Ika, Ermanto Ermanto, and Abdurahman Abdurahman. "Intensive reading skills with cooperative integrated reading composition (CIRC) and group investigation (GI)." In International Conferences on Educational, Social Sciences and Technology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/2018111.

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Vlasa, Ilie, Adrian Gligor, Cristian-Dragoa Dumitru, and Alexandru-Marius Turc. "Integrated Remote Reading Solution of Smart Metering Devices." In 2019 International Conference on Electromechanical and Energy Systems (SIELMEN). IEEE, 2019. http://dx.doi.org/10.1109/sielmen.2019.8905910.

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Guney, Durdu, Yasar Gurbuz, and Mehmet N. Inci. "Two-dimensional photonic crystal for surface temperature reading of miniature systems." In Symposium on Integrated Optoelectronic Devices, edited by Ali Adibi, Axel Scherer, and Shawn-Yu Lin. SPIE, 2002. http://dx.doi.org/10.1117/12.463883.

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Thompson, Robert H., Steven L. Tanimoto, Virginia W. Berninger, and William Nagy. "Coding, reading, and writing: Integrated instruction in written language." In 2016 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC). IEEE, 2016. http://dx.doi.org/10.1109/vlhcc.2016.7739667.

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Wu, Ting-Ting. "English Reading E-book System Integrated with Guidance Mechanism." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.58.

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Asni, Annida, and Suwarsih Madya. "Developing Cooperative Integrated Reading and Composition (CIRC) Weblog Materials." In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Humanity, Education and Social Sciences (IcoSIHESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihess-19.2019.2.

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Rahma Br Ginting, Dina. "The Implementation of Cooperative Integrated Reading and Composition Strategy to Improve the Students' Ability in Reading Comprehension." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.25.

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Reports on the topic "Integrated reading"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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2

Choi, Yoojin, Nathan M. Stall, Antonina Maltsev, Chaim M. Bell, Isaac I. Bogoch, Tal Brosh, Gerald A. Evans, et al. Lessons Learned from Israel’s Vaccine Rollout. Ontario COVID-19 Science Advisory Table, February 2021. http://dx.doi.org/10.47326/ocsat.2021.02.09.1.0.

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As Ontario expands access to the COVID-19 vaccine beyond the Phase 1 priority populations, strategic planning and execution of mass vaccine rollout will have a significant impact on the health and safety of Ontario’s 14.5 million residents. There are six key elements of Israel’s successful COVID-19 vaccine campaign that can be readily applied to Ontario to expedite and expand the province’s vaccine rollout strategy: a simple vaccine prioritization process; modification to the transport, storage, and distribution of the vaccines; effective communication to promote vaccine confidence; decentralization of vaccination sites; centralized organization through Health Maintenance Organizations (HMOs) using a fully integrated information technology (IT) system in a universal health care system; and the engagement of community-based personnel, infrastructure, and resources.
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