Relevant bibliographies by topics / Reading and Language Arts Education

Contents

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

Academic literature on the topic 'Reading and Language Arts Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Reading and Language Arts Education"

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Balajthy, Ernest. "Computers and Reading/Language Arts:." Computers in the Schools 4, no. 1 (1987): 67–80. http://dx.doi.org/10.1300/j025v04n01_06.

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Lawrence, Salika A., Rosanne Rabinowitz, and Heather Perna. "Reading Instruction in Secondary English Language Arts Classrooms." Literacy Research and Instruction 48, no. 1 (2008): 39–64. http://dx.doi.org/10.1080/19388070802226279.

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Cunningham, Anne E., Jamie Zibulsky, Keith E. Stanovich, and Paula J. Stanovich. "How Teachers Would Spend Their Time Teaching Language Arts." Journal of Learning Disabilities 42, no. 5 (2009): 418–30. http://dx.doi.org/10.1177/0022219409339063.

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As teacher quality becomes a central issue in discussions of children’s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors i
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Knell, Ellen, and Shin Chi Fame Kao. "Repeated readings and Chinese immersion students’ reading fluency, comprehension and character recognition." Journal of Immersion and Content-Based Language Education 8, no. 2 (2020): 230–56. http://dx.doi.org/10.1075/jicb.00009.kne.

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Abstract Although reading fluency instruction has been identified as an important literacy focus for English proficient students, little research has examined its role in foreign language settings, and it has not been studied in Chinese immersion education. The current research compared two seventh grade Chinese immersion classes. One class did repeated timed readings in student pairs, while the other class spent more time on comprehension activities. Both groups increased their correct Chinese characters per minute rates over the treatment period, but the repeated readings group outperformed
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Thames, Dana G., Carolyn Reeves, Richard Kazelskis, et al. "Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers." Reading Psychology 29, no. 1 (2008): 86–115. http://dx.doi.org/10.1080/02702710701853625.

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Wexler, Jade, Devin M. Kearns, Christopher J. Lemons, et al. "Reading Comprehension and Co-Teaching Practices in Middle School English Language Arts Classrooms." Exceptional Children 84, no. 4 (2018): 384–402. http://dx.doi.org/10.1177/0014402918771543.

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This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each teacher led instruction. We also report the types of grouping structures teachers used and the extent to which teachers interacted with students with disabilities. Finally, we report the types of text used. Observations revealed that more than half of time
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Van Tassel-Baska, Joyce, Dana T. Johnson, Claire E. Hughes, and Linda Neal Boyce. "A Study of Language Arts Curriculum Effectiveness with Gifted Learners." Journal for the Education of the Gifted 19, no. 4 (1996): 461–80. http://dx.doi.org/10.1177/016235329601900405.

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This study of language arts curriculum effectiveness presents data that lend support to the utilization of the Integrated Curriculum Model (ICM) with high-ability learners in various grouping contexts. Significant growth gains were demonstrated in literary analysis, persuasive writing, and linguistic competency for seven experimental classes using a unit of study modelled on ICM. Implications for heterogeneous classroom use include concerns for lack of differentiation of reading selections for students not classified as advanced readers and the degree of abstraction contained in specific perfo
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Bromley, Karen, and Marcia Modlo. "USING COOPERATIVE LEARNING TO IMPROVE READING AND WRITING IN LANGUAGE ARTS." Reading & Writing Quarterly 13, no. 1 (1997): 21–35. http://dx.doi.org/10.1080/1057356970130103.

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Jenkins, Joseph R., Mark Jewell, Norma Leicester, Rollanda E. O'Connor, Linda M. Jenkins, and Nina M. Troutner. "Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring." Exceptional Children 60, no. 4 (1994): 344–58. http://dx.doi.org/10.1177/001440299406000406.

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This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total
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Sinatra, Richard. "Holistic Applications in Computer-Based Reading and Language Arts Programs." Computers in the Schools 4, no. 1 (1987): 95–108. http://dx.doi.org/10.1300/j025v04n01_08.

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Dissertations / Theses on the topic "Reading and Language Arts Education"

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Dwyer, Edward J., and A. Flynn. "Organizing for a Reading/Language Arts Conference." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3739.

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Mathis, Jannelle Brown 1948. "Reader response theory in a seventh-grade language arts classroom." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277956.

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A seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced or limited these responses were examined, as well as the teacher's theoretical beliefs. Rosenblatt's transactional theory of reader response, especially the efferent and aesthetic aspects, guided this investigation. Findings included the importance of the teacher in the establishment of an environment that nurtures the aesthetic response as well as in the instruction she gives students immediately prior to or following reading.
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Wright, Amy. "Quantitative Study on the Performance Gap in Reading and English Language Arts." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975617.

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<p> This quantitative research project identifies if a performance gap exists between student performance and student expected performance on the last two administrations of the FCAT 2.0 in Reading and the first two administrations of the FSA ELA for 9th and 10th grade students using descriptive statistics to identify the mean and distribution of the data for three distinct groups. This research project also evaluates if there have been any changes to the performance gap with the implementation of the new standardized assessments. This study evaluates the performance gap for six large high sch
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Eagleton, Maya Blair. "Hypermedia composition in a seventh grade language arts classroom." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284031.

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This microethnographic study describes what happened when a small group of 12- and 13-year olds were given the opportunity to compose with hypermedia in their language arts class. Drawing from semiotic, sociocultural, constructivist, transactional and holistic theories, the researcher interpreted the meanings the students and their language arts teacher ascribed to the creation of a student-run online magazine. The researcher investigated the kinds of things that the seventh graders in this study value, what the webzine project meant to the student editors, what processes are involved in the c
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Bassette, LaTasha Price. "Characteristics of Effective Reading Language Arts Teachers in Closing the Achievement Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3221.

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This study examined an urban school district in the southern United States that continued to experience student achievement gaps despite the implementation of initiatives as the African American Success Initiative. The school leadership needed a deeper understanding regarding what strategies were successful with closing the achievement gap. Using Gay's theory of cultural responsive pedagogy, the purpose of this study was to identify inward attributes, outward strategies, and professional development perceptions of teachers with no achievement gap among ethnically diverse students. Employing an
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Dominick, Mary E. "A reading program for reading specialists in primary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/728.

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Torres, Ricardo A. "THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283.

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Blunt, Aurelia LaShawn. "Teachers' Perceptions of Integrating Social Studies Text During Reading - Language Arts Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1377.

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In a large urban school system located in a metropolitan city in the southeastern United States, third- and fifth-grade minority students in Title I elementary schools are performing below proficiency in social studies on the statewide standardized assessments. The lack of exposure to the social studies curriculum continues to hinder minority students from successfully comprehending complex informational text, which is important to their success in the newly adopted Common Core State Standards (CCSS). The purpose of this qualitative study was to explore the problem teachers faced with an insuf
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Keith, Karin J., Huili Hong, Renee Rice Moran, and LaShay Jennings. "No Time for Science: Science, Reading and Language Arts Joined at the HIIP." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.

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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about t
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Buckley, Signe A. "Integrating literature and illustration in seventh and eighth grade language arts curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/615.

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Books on the topic "Reading and Language Arts Education"

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Content area reading strategies: Language arts. J. Weston Walch Publisher, 2002.

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(Firm), Options Publishing, ed. Summer counts!: Thematic reading, language arts, and math skills. 2nd ed. Triumph Learning, 2010.

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Willis, Jerry. Technology, reading, and language arts. Allyn and Bacon, 1996.

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Willis, Jerry. Technology, reading, and language arts. Allyn and Bacon, 1996.

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Pool, Ontario Assessment Instrument, ed. Reading passages for assessing language arts: Junior division language arts . Ontario Ministry of Education, 1990.

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Mary, Damer, Jennings Joyce Holt, Caldwell JoAnne (JoAnne Schudt), Lerner Janet W, Kuder S. Jay, and Hasit Cindi, eds. Language development and reading. 4th ed. Pearson Custom Pub., 2008.

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Edwards, Viv. [Language arts in multilingual classrooms]. Reading and Language Information Centre, University of Reading, 1995.

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Edwards, Viv. [Language arts in multilingual classrooms]. Reading and Language Information Centre, University of Reading, 1995.

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Company, Macmillan/McGraw-Hill School Publishing, ed. Treasures: A reading/language arts program. Macmillan McGraw-Hill, 2011.

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Cappello, Marva. Contemporary readings in literacy education. SAGE Publications, 2010.

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Book chapters on the topic "Reading and Language Arts Education"

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Edge, Christi U., and Elsie L. Olan. "Reading, Literacy, and English Language Arts Teacher Education." In Springer International Handbooks of Education. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-1710-1_27-1.

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Edge, Christi U., and Elsie L. Olan. "Reading, Literacy, and English Language Arts Teacher Education." In International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-6880-6_27.

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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Language Arts Instruction." In Best Practices In Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-20.

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Hall, Geoff. "Reading Literature." In Literature in Language Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230502727_4.

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Hall, Geoff. "Reading Literature." In Literature in Language Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137331847_3.

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Hall, Geoff. "Readers Reading Literature." In Literature in Language Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230502727_7.

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Hall, Geoff. "Readers Reading Literature." In Literature in Language Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137331847_6.

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Westphal, Laurie E. "Reading." In Differentiating Instruction With Menus for the Inclusive Classroom Language Arts. Routledge, 2021. http://dx.doi.org/10.4324/9781003234210-5.

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Wallace, Catherine. "Critical Reading Revisited: Diaries, Reading Protocols and Interviews." In Critical Reading in Language Education. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230514447_8.

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Goodman, Kenneth S. "The Reading Process." In Encyclopedia of Language and Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_1.

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Conference papers on the topic "Reading and Language Arts Education"

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Amir, Amril. "The Effect of Reading Strategies and Speed Reading on Students’ Reading Comprehension Skill in Higher Education." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.68.

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Susana, Tri, and Anwar Efendi. "The Improvement of Short Story Reading and Writing Skill through Project-Based Learning." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.028.

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Li, Hongbin. "Procedures of Web-based English Reading Course." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.74.

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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. P
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Wang, Nan, and Nurhadi. "The Analysis of Use of Official Account in the Application of WeChat to Improve Reading Ability of Learning Indonesian as Second Language for Chinese Students." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.027.

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Yang, Lijun. "The Influence of Extensive Reading upon Vocabulary Acquisition." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.82.

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Yang, Zhanli. "Effective Methods to Improving Reading Skills in English Study." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.72.

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Li, Qiong. "On the Application of Common Reading Skills in Listening." In 2015 2nd International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-15). Atlantis Press, 2016. http://dx.doi.org/10.2991/icelaic-15.2016.71.

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Li, Na. "Strategies on Literary Reading in College English Teaching Based on Aesthetic Reception Theory." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.102.

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Wang, Haijie. "The Structure Optimization of French Intensive Reading Course Based on the Needs Analysis Theory." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.76.

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Reports on the topic "Reading and Language Arts Education"

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PIS
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