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Relevant bibliographies by topics / Readers (Primary); teaching reading

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Academic literature on the topic 'Readers (Primary); teaching reading'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Readers (Primary); teaching reading"

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Farrar, Jennifer. "“I don’t really have a reason to read children’s literature”: Enquiring into Primary Student Teachers’ Knowledge of Children’s Literature." Journal of Literary Education, no. 4 (July 31, 2021): 217. http://dx.doi.org/10.7203/jle.4.21060.

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Research into in-service teachers’ knowledge of children’s literature indicates there is a powerfully symbiotic relationship between teachers’ perceptions and projections of themselves as readers and students’ engagement with reading as a pleasurable activity (Commeyras et al., 2003; Cremin et al 2014). Less is known about pre-service teachers’ knowledge of children’s literature or their attitudes towards reading and the Scottish context is unexplored in this regard. Inspired by and aligned with the work of Cremin et al (2008) with in-service primary teachers in England, this project investiga

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Qiang, Wang, Chen Zehang, and Qi Xianglin. "Improving Chinese students’ English reading through graded readers." Language Teaching for Young Learners 2, no. 2 (2020): 262–301. http://dx.doi.org/10.1075/ltyl.19022.wan.

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Abstract Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded readers in primary classrooms in collaborative projects with university teacher educators. This pap

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Rayner, Keith, Barbara R. Foorman, Charles A. Perfetti, David Pesetsky, and Mark S. Seidenberg. "How Psychological Science Informs the Teaching of Reading." Psychological Science in the Public Interest 2, no. 2 (2001): 31–74. http://dx.doi.org/10.1111/1529-1006.00004.

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This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to rea

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Englert, Carol Sue, Troy V. Mariage, Adrea J. Truckenmiller, Julie Brehmer, Karen Hicks, and Courtney Chamberlain. "Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap Between Expert and Novice Performance." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 3 (2019): 235–56. http://dx.doi.org/10.1177/0888406419863365.

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In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs’ knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and

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Hugo, Anna Johanna. "A snapshot of the use of reading methods in primary schools in three provinces of South Africa." Per Linguam 37, no. 1 (2021): 28–44. http://dx.doi.org/10.5785/37-1-967.

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The teaching of reading is not as easy as it may seem. It requires specific knowledge and the use of reading methods by teachers. Learners’ reading needs and learning styles also have to be considered. According to the Progress in International Reading Literacy (PIRLS) results for 2016, the reading abilities of South African learners are far below the international standard as set out by PIRLS. There is a lack of research about the strategies and methods that primary school teachers use to teach reading. In this article, the feedback regarding reading methods – gathered from 36 primary school

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Broadway, Mikael. "Grinding the face of the poor." Review & Expositor 116, no. 1 (2019): 47–60. http://dx.doi.org/10.1177/0034637319830092.

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The personal and individualistic bias of contemporary Bible reading can hide the primary message of Scripture. Attention to communal and social contexts of reading, such as economic and political structures of the time, opens greater understanding of the historical world in which texts are written, as well as the economic and political message for contemporary readers. A re-reading of the first twelve chapters of Isaiah demonstrates the way that psychologizing and spiritualizing texts obscures their relevance to current social conditions. Isaiah addresses sin and idolatry, topics familiar to p

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Goyi, Nalmon, Rohaidah Kamaruddin, Zuraini Seruji, and Noor Aina Dani. "The Effects of Reading Strategy Awareness on L2 Comprehension Performance among the Rungus in North Borneo." Advances in Language and Literary Studies 12, no. 4 (2021): 128. http://dx.doi.org/10.7575/aiac.alls.v.12n.4.p.128.

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The Rungus are the indigenous people in Sabah, Malaysia. Malay as a second language and the primary instruction in schools seems inevitable. The study aims to determine the effects of reading strategies in the L2 reading comprehension tests on textual content and vocabulary. Participants consisted of twenty-six Form Four Rungus tribe pupils from Kudat Sikuati II Government Secondary School. The study used an ex-post facto research design. The researchers employed cognitive and metacognitive strategy questionnaires and two reading comprehension tests on L2 textual content and vocabulary. The re

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Papadopoulos, Isaak. "“The Translanguaging Reader”: Investigating Primary Education Students’ Reading Strategies." Open Journal for Educational Research 5, no. 2 (2021): 131–40. http://dx.doi.org/10.32591/coas.ojer.0502.02131p.

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Translanguaging has been placed at the center of the research and teaching activity over the last decade, while teachers seem to promote the use of all the linguistic resources of their students in classrooms with linguistic and cultural diversity. Among the best practices for promoting translanguaging and the flexible use of the students’ resources, reading multilingual texts is proposed as an important activity for students who are daily bombarded with a great variety of diverse stimuli. To clarify it more, students tend to come into contact with “texts” in every mode, that are not only offe

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Kostikova, Ilona, Olha Honcharova, Viktoriia Vorozhbit-Horbatiuk, Nataliia Soloshenko-Zadniprovska, Oleksandra Marmaza, and Yuliia Lushchyk. "The Impact of Summer Reading on Young Learners’ Foreign Language Acquisition." Journal of Educational and Social Research 10, no. 2 (2020): 5. http://dx.doi.org/10.36941/jesr-2020-0022.

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The aim of the research was to solve a problem of sustaining and developing foreign language skills and abilities by young learners during long-lasting summer holidays. The analysis of the current situation in Ukrainian education sector showed that reading a book continues to be one of the few tools for English revision in summer. There has been little research targeting on studying the impact of summer reading on young learners’ foreign language acquisition, so the experiment in which 240 young learners (aged 8-9) took part was conducted. Both the experimental (n=120) and control (n=120) grou

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Deepa, P., and M. Ilankumaran. "Teaching Poetry Enhances Speaking Skills – an Analysis Based on Select Poems." International Journal of Engineering & Technology 7, no. 4.36 (2018): 619. http://dx.doi.org/10.14419/ijet.v7i4.36.24211.

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English has become the medium of all relevant social interactions, discussions in all circumstances globally because of its numerous functions and preferences over several other languages. Language is the primary source of communication. It helps to exchange ideas and thoughts. The language skills, though not in proper way, are acquired at school level through the constituents of English Literature such as poetry, grammar and prose. This paper focuses how teaching poetry enhances the language skills of the students. Reading literature is an interesting area and it is the mirror of society. Poe

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Dissertations / Theses on the topic "Readers (Primary); teaching reading"

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Karnes, Saundra P. "Comprehension performance of average readers using a summarization strategy with test patterns varied." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/53604.

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Thirty-six randomly selected and assigned, ninth grade, high school students participated in this study which was designed to examine the Impact of a summarization strategy on the comprehension performance of average readers under varied text pattern conditions. The strategy consisted of two phases. Phase I, called BACCA, included the processing steps of brainstorming, accuracy check and arrangement, completing, correcting, and adding. Phase II, DIGC, included the rules of deletion, invention, generalization, and combining to construct the summary. While the treatment group received Instructio

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Kang, Cuiping, and 康翠萍. "Phonological awareness and naming speed in good and poor Chinese readers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30703803.

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Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.

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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.

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Keough, Carole. "Using predictable books as a psycholinguistic approach to reading for the primary disabled reader." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/407.

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Cameron, Kathleen. "Natural literacy: The link between reading and writing for the emergent reader." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/162.

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Dyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.

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Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the

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Chan, Kong Chuk-ling Stella, and 陳江祝齡. "Paired reading: a comparison of the effectiveness of student teachers and peers in the tutoring of poorChinese readers in a primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627760.

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Keene, Nancy L. "A Research Study of the Effect of Instruction in the Basal Reader Supplemented by the Language Experience Approach on Comprehension Scores of First Grade Readers." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/303.

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The purpose of this study was to determine whether children enrolled in two first grade classes who did not meet the criterion score for one or more of the seven subtests on a selected readiness test given during the first two weeks of the school year would make higher scores on selected comprehension measures when instruction in a basal reading series is supplemented with instruction in the language experience approach than children who receive instruction only in basal reader materials. Language experience activities were conducted with all reading groups in the experimental class for three

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Hynes, Myrna. "Chasing fireflies : understanding struggling readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ64580.pdf.

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Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.

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Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The pr

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Books on the topic "Readers (Primary); teaching reading"

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Cheryl, Frasca, ed. Helping struggling readers: Successful reading techniques. Good Year Books, 2001.

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Laura, Rose. Picture this for beginning readers: Teaching reading through visualization. Zephyr Press, 1991.

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Howell, Miriam. Primary Bible reader: Selected KJV passages for young readers. Edited by Beka Book Publications (Firm). A Beka Book, 1995.

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Stickney, J. H. A primer: Embracing the sentence and phonic methods for teaching sight reading. Ginn & Co., 1985.

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Foresman, Pearson/Scott. My sidewalks on reading street: Intensive reading intervention. Pearson/Scott Foresman, 2008.

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Lafond, Jamie. Multicultural teaching kit for parents. Two Ravens Educational Services, 1996.

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Badke, Gary. Animal readers. Pacific Edge Publishing, 1995.

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Badke, Gary. Animal readers. Pacific Edge Publishing, 1995.

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Badke, Gary. Animal readers. Pacific Edge Publishing, 1995.

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J, Kame'enui Edward, ed. Early reading intervention. Scott Foresman, 2003.

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Book chapters on the topic "Readers (Primary); teaching reading"

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Hedgcock, John S., and Dana R. Ferris. "L2 Reading." In Teaching Readers of English. Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-2.

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Hedgcock, John S., and Dana R. Ferris. "L2 Reading." In Teaching Readers of English. Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-3.

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Hedgcock, John S., and Dana R. Ferris. "Reading Closely." In Teaching Readers of English. Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-5.

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Hedgcock, John S., and Dana R. Ferris. "Reading for Quantity." In Teaching Readers of English. Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-6.

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Yarden, Anat, Stephen P. Norris, and Linda M. Phillips. "Teaching Scientific Reading." In Adapted Primary Literature. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_6.

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Hedgcock, John S., and Dana R. Ferris. "Classroom L2 Reading Assessment." In Teaching Readers of English. Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-8.

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Austin, Rebecca. "Teaching early reading." In Debates in Primary Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003091028-7.

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Hedgcock, John S., and Dana R. Ferris. "Vocabulary Learning and Teaching in L2 Reading Instruction." In Teaching Readers of English. Routledge, 2018. http://dx.doi.org/10.4324/9781315465579-4.

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Nation, I. S. P., and Rob Waring. "What Are Graded Readers?" In Teaching Extensive Reading in Another Language. Routledge, 2019. http://dx.doi.org/10.4324/9780367809256-2.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Classroom Practices that Help Readers Interrogate Multiple Perspectives." In Teaching K-8 Reading. Routledge, 2020. http://dx.doi.org/10.4324/9780429320736-5.

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Conference papers on the topic "Readers (Primary); teaching reading"

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Khotimah, Khusnul, and Ady Achmad Ali Wahyu. "Reading in The Digital Age: Electronic Storybook as a Teaching Tool for Beginning Readers." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.47.

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Chis, Olga, and Claudia Doina Grec. "Pedagogical Aspects of Teaching, Learning, Assessing the Reading-Writing Elements for Primary School." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.22.

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He, Feng. "Practice Research on English Reading Teaching Based on Picture Story Books in Primary School." In 8th International Conference on Social Network, Communication and Education (SNCE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.32.

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Qin, Lingling. "Study on English teaching practice in primary school and lower grades based on English picture book reading." In Proceedings of the 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icemaess-18.2018.199.

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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This

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Syafii, Mhd, Khairil Ansari, and Bornok Sinaga. "The Design of Teaching Materials Based on Folklore to Enhance the Reading Fast Ability of Primary School Students in Medan City." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.056.

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Li, Haixia. "Practice and Reflection of Dialogical Teaching of Reading - Analysis on Chinese microteaching cases carried out by students majoring in primary education in normal colleges." In 3rd International Conference on Science and Social Research (ICSSR 2014). Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.194.

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Öman, Anne. "Design and Redesign of a Multimodal Classroom Task – Implications for Teaching and Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2242.

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Digital technologies are increasingly implemented in Swedish schools, which impact on educa-tion in the contemporary classroom. Screen-based practice opens up for new forms and multi-plicity of representations, taking into account that language in a globalized society is more than reading and writing skills. This paper presents a case study of technology-mediated instruction at the primary-school level including an analysis of the designed task and how the teacher orchestrated the digital resources during three introductory classes. The aim was also to explore the pupils’ redesigning of advert

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Latkovska, Evija, and Endija Zustrupa. "Differentiated Activities in the Context of Inclusive Education to Enhance the Acquisition of the English Language at Primary School." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.08.

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In the 21st century one of the reasons for teachers to pursue continuous professional development is experiencing demanding situations in their lessons, because the concept of mixed-ability teaching has broadened schools being open to diversity. Consequently, different pupils learn together in comprehensive schools and have equal rights to quality education. That also regards language learning. In the present article the authors look upon a situation in which a teacher of English in a comprehensive school has to deal with groups of primary school pupils who have varied needs and preferences fo

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writin

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Reports on the topic "Readers (Primary); teaching reading"

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effective

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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various

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

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua

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