Relevant bibliographies by topics / Reading (Elementary) Fourth grade (Education) Literacy

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

Academic literature on the topic 'Reading (Elementary) Fourth grade (Education) Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Reading (Elementary) Fourth grade (Education) Literacy"

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Vega, Natalia, James Stanfield, and Sugata Mitra. "Investigating the impact of Computer Supported Collaborative Learning (CSCL) to help improve reading comprehension in low performing urban elementary schools." Education and Information Technologies 25, no. 3 (2019): 1571–84. http://dx.doi.org/10.1007/s10639-019-10023-3.

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Abstract In the United States, literacy rates vary between socio-economic groups, and this reading gap is also a common feature in the education systems of OECD member states. To help address this reading gap previous research has identified a number of teaching strategies that have a positive impact on student learning outcomes, including the use of peer collaboration and complex texts. However, the contribution of Computer Supported Collaborative Learning to help address the reading gap for students attending low performing urban elementary schools has, to date, received much less attention
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Rina, Nofha, Jenny Ratna Suminar, Ninis Agustini Damayani, and Hanny Hafiar. "Character Education Based On Digital Comic Media." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 03 (2020): 107. http://dx.doi.org/10.3991/ijim.v14i03.12111.

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<p>Reading is one of the cultures in society that tends to be abandoned along with the rapid development of information technology as children nowadays tend to choose something practical as a medium for finding information. Therefore, to improve the latest learning methods through digital media, character-based literacy comics become the main choice in building positive educational values among elementary school students. This study aims to produce character-based comic media, determine the feasibility and effectiveness of character-based comic media on the development of character educa
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Sari, Desi Ratna, Epon Nur'aeni Lukman, and Muhammad Rijal Wahid Muharram. "Analisis Kemampuan Siswa dalam Menyelesaikan Soal Geometri pada Asesmen Kompetensi Minimum-Numerasi Sekolah Dasar." FONDATIA 5, no. 2 (2021): 153–62. http://dx.doi.org/10.36088/fondatia.v5i2.1387.

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The implementation of the Minimum Competency Assessment (AKM) which will be held at the school education level, especially at the elementary school level requires preparation in order to carry it out. One of the components that must be prepared is from the students. The readiness of students in this case is seen as very important because as a subject that will be tested in the implementation of the Minimum Competency Assessment (AKM). The basic competencies that are tested on students are divided into two main components, namely reading literacy and numeracy. In the Numerical Minimum Competenc
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Andonova Stamenova, Iva. "STAGE OF DIAGNOSIS READING SKILLS WITH STUDENTS IN 4TH CLASS THROUGH PROJECT LEARNING ACTIVITY." Knowledge International Journal 28, no. 3 (2018): 887–94. http://dx.doi.org/10.35120/kij2803887i.

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The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy
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Bogel, Gayle. "Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency." Evidence Based Library and Information Practice 7, no. 1 (2012): 102. http://dx.doi.org/10.18438/b8g898.

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Abstract
 
 Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading. 
 
 Design – The design is mixed methods: tests, interviews and surveys. 
 
 Setting – Eleven US sites involving school and public library partners.
 
 Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included.
 
 Methods – This study occurred over a three year peri
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McClanahan, Meredith M., Leslie S. Ennis, and Peggy H. Connell. "The Effects of Reading Engagement on Literacy Achievement for Elementary Students." Asian Education Studies 1, no. 2 (2016): 31. http://dx.doi.org/10.20849/aes.v1i2.52.

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Since reading achievement is a determining factor for academic success, children who struggle with reading often continue to struggle throughout their school careers. The purpose of this study was to compare the reading gain scores of fourth and fifth grade students at an elementary school in northeast Alabama to the quantity of their extracurricular reading activities, controlling for gender, ethnicity, and socioeconomic status (SES). Over a 20-week period, the researcher utilized a daily reading log as the instrument to determine the amount of students’ outside-of-school reading time engagem
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Wolter, Julie A., Trisha Self, and Kenn Apel. "Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment." Journal of Learning Disabilities 44, no. 6 (2011): 543–55. http://dx.doi.org/10.1177/0022219410392042.

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The purpose of this study was to examine the relation between the ability to quickly acquire initial mental graphemic representations (MGRs) in kindergarten and fourth grade literacy skills in children with typical language (TL) and children with language impairment (LI). The study is a longitudinal extension of a study conducted by Wolter and Apel in which kindergarten children with LI and TL were administered early literacy measures as well as a novel written pseudoword task of MGR learning (spelling and identification of target pseudowords). In the current study (4 years later), the authors
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Yildirim, Kasim, Fatih Cetin Cetinkaya, Seyit Ates, Dudu Kaya, and Timothy Rasinski. "Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background." Education Sciences 10, no. 4 (2020): 90. http://dx.doi.org/10.3390/educsci10040090.

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This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effe
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Pianta, Robert C., Jay Belsky, Nathan Vandergrift, Renate Houts, and Fred J. Morrison. "Classroom Effects on Children’s Achievement Trajectories in Elementary School." American Educational Research Journal 45, no. 2 (2008): 365–97. http://dx.doi.org/10.3102/0002831207308230.

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This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected two latent classes of readers: fast readers whose skills developed rapidly and leveled off, and a typical group for which reading growth was somewhat less rapid. Only one latent class was identified for math achievement. For reading, there were small po
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Carrier, Carol, Thomas R. Post, and William Heck. "Brief Reports: Using Microcomputers with Fourth-Grade Students to Reinforce Arithmetic Skills." Journal for Research in Mathematics Education 16, no. 1 (1985): 45–51. http://dx.doi.org/10.5951/jresematheduc.16.1.0045.

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Microcomputers in elementary school classrooms will soon be as common as handheld calculators and reading stations. Luehrmann (1981) states that within 3 years the average school will have 16 microcomputers. The acceptance and availability of reasonably priced computer technology for the classroom and the home suggests that elementary teachers will be encouraged to incorporate computer-based activities into many areas of the curriculum. Although some of the most intriguing applications of computers in instruction at the elementary level can be seen in tutorials, si mulations, or interactive sy
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Dissertations / Theses on the topic "Reading (Elementary) Fourth grade (Education) Literacy"

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Evans, Christine M. "An evaluation of a university-school elementary literacy partnership." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Park, Yonghan. "Patterns in and predictors of elementary students' reading performance evidence from the data of the Progress in International Reading Literacy Study (PIRLS) /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (PH. D.)--Michigan State University. Educational Psychology & Educational Technology, 2008.<br>Title from PDF t.p. (viewed on Sept. 8, 2009) Includes bibliographical references (p. 126-131). Also issued in print.
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Hess, Patricia M. "A study of teachers' selection and implementation of meta-cognitive reading strategies for fourth/fifth grade reading comprehension from a Success For All reading program perspective: Moving beyond the fundamentals." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2458.

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This study attempted to investigate and describe the implementation and evaluation of meta-cognitive reading comprehension strategies taught in the context of the Success For All Reading Wings program. Five teachers of fourth and fifth grade classrooms, with limited experience in a Success For All Reading Wings program at a Northern California elementary school, were sampled on a Literacy Orientation Survey (LOS), a survey of their beliefs and practices in their teaching of reading, individually interviewed about reading instruction and practices, and observed instructing students in reading c
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Duty, Sandra Lee. "The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers: A Case Study." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2710.

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For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students. The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students’ reading comprehension, attitudes and engagement. This case study looks
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Siyave, Theresia Nerumbu. "Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003683.

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This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It se
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Carr, Stephany Renee. "The Long-Term Effect of Reading Recovery on Fourth Grade Reading Achievement." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7466.

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Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery
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Jessup, Benita. "A Study of Instructional Methods on Fourth Grade Reading Achievement." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4297.

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According to the National Assessment of Educational Progress, a significant percent of 4th grade students read below the basic level. In one elementary school students participated in additional reading instruction as intervention for students scoring basic and below basic on the state standardized test. The purpose of this ex post facto non-experimental quantitative study was to determine the effectiveness of direct instruction versus fluency (repeated reading) instruction on the reading achievement of 4th grade students. This study is based on the theory of automatic information processing i
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Miller, Heidi Thomson. "Evaluating the effectiveness of first grade literacy interventions| Reading Recovery and Leveled Literacy Intervention." Thesis, Bethel University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690941.

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<p>This is a quantitative research project utilizing secondary data. Reading Recovery and Leveled Literacy Intervention are two early literacy interventions based on a whole language and phonetic approach to reading instruction. For the purposes of this study, the end-of-first-grade benchmark is a Developmental Reading Assessment (DRA) 18 and the end-of-second-grade benchmark is a DRA 30. This study utilizes descriptive analyses, ANOVA, and ANCOVA analyses of variance, and regression analyses to determine which programs bring tier 3, non-special education readers to grade level status at the c
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Hunter, Theresa Evans. "Teacher Perspectives on Increasing Fourth-Grade Reading Behaviors." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2263.

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Elementary students in the United States are expected to read proficiently in order to be successful on high-stakes assessments. Researchers have found that many elementary students lack the motivation to become frequent readers. The purpose of this qualitative case study was to explore the reading motivational techniques used at a local district to encourage elementary students to become frequent readers. Framed by Skinner's operant conditioning theory and the focus on motivators and their effects on learning outcomes, the research questions explored teachers' perceptions of the motivators th
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Elder, Allison C. Mrs. "Development of an Art-Literature Curriculum for First Grade and Fourth Grade." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/97.

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This study investigated using literature as an alternative means to teach the art curriculum. Three widely used integrated curriculum models (Reading Improvement Through Art, Learning Through the Arts, and Champions of Change) were studied and analyzed in search of the best features for art-literature integration. A new curriculum is developed for two different grades using the Fulton County Elementary Art Education Curriculum standards as the foundation. This study used picture books as the catalyst to create an art-literature curriculum.
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Books on the topic "Reading (Elementary) Fourth grade (Education) Literacy"

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Ogle, Laurence T. International comparisons in fourth-grade reading literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001. U.S. Dept. of Education, Intitute of Education Sciences, National Center for Education Statistics, 2003.

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International comparisons in education: Progress in International Reading Literacy Study 2001. U.S. Dept. of Education, Institute of Education Sciences, 2004.

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Jackie, Snider, ed. Reading comprehension: Grade 4. Flash Kids, 2007.

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Ready-to-use reading proficiency lessons & activities: Fourth-grade level. Center for Applied Research in Education, 2002.

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Marcia, Uretsky, ed. Fourth grade readers: Units of study to help students internalize and apply strategies. Heinemann, 2008.

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Virginia. General Assembly. Joint Legislative Audit & Review Commission. Strategies to promote third grade reading performance in Virginia. Commonwealth of Virginia, 2011.

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Ready-to-use reading proficiency lessons & activities: 10th grade level. Jossey-Bass, 2003.

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B, Resnick Lauren, and New Standards (Organization), eds. Reading and writing with understanding: Comprehension in fourth and fifth grades. International Reading Association, 2009.

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Sen, Anindita. Teacher strategies to help fourth-graders having difficulty in reading: An international perspective. National Center for Education Statistics, Institute of Education Sciences, 2009.

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Sumner, Patricia Horne. Success in reading and writing. 2nd ed. GoodYearBooks, 1992.

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Book chapters on the topic "Reading (Elementary) Fourth grade (Education) Literacy"

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Friesem, Yonty, Brien J. Jennings, and Carol Prest. "Let It Go." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch013.

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This case study introduces a two-year process in which a fourth grade teacher working with a library media specialist experienced a successful integration of digital and media literacy practices. During that time the fourth grade teacher adopted a less protectionist approach by having her students explore different multimedia production projects to enhance their learning in social studies. This book chapter introduces the process of both the fourth grade teacher as she explored new instructional strategies to incorporate media production and the Common Core State Standards and the library media specialist as a support team member. The standards index and its media production application can help educators integrate media production into their classrooms. This case study can help promote media production activities as they foster 21st century skills in elementary students.
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Durak, Hatice Yıldız, and Tolga Güyer. "Design and Development of an Instructional Program for Teaching Programming Processes to Gifted Students Using Scratch." In Curriculum Development for Gifted Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3041-1.ch004.

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This chapter examines practical applications of an educational program designed to teach Turkish gifted second, third, and fourth grade students programming using Scratch, an online programming website (https://scratch.mit.edu). This qualitative research study was conducted with gifted identified students in an elementary school in Ankara's Altındağ district. Qualitative data collection methods were used. The study found program strengths included practical orientation, student independence, student free expression, computer literacy, and interdisciplinary connections. Additionally, providing a variety of tools and equipment, using Scratch, having a course web site, and on-line resource sharing were also seen as strengths by the participants. Perceived weaknesses were technical difficulties, the limited number of course hours, some of Scratch's negative features, inadequate help at particular points, and negative situations caused by gender and grade level differences. Results indicate preliminary knowledge of participant computer literacy as important to programming success.
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Jennings, LaShay, Renee M. Moran, and Blake Pierce. "Using Fan Fiction to Bridge Students' Understanding of Science." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4721-2.ch007.

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The purpose of this chapter was to present current literature focused on integrating science and literacy and describe the teaching of a science unit of study that incorporated fanfiction literature in a fourth-grade classroom. Ms. Bardon's instructional techniques were focused on integrating science learning with reading and writing based within a fictional text read together as a classroom community throughout the unit of science study. The unit of study was presented alongside background literature to illustrate how such teaching is indicative of a larger movement in the educational field toward science, technology, engineering, and mathematics (STEM)-based pedagogy and curriculum. The account of teaching was presented according to the close reading of the fictional text, the hands-on science activities, and the culminating student writing of a fanfiction narrative that constituted the assessment of science learning.
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Dalton, Bridget, and Blaine E. Smith. "Teachers’ Lesson Design as Remix." In Exploring Multimodal Composition and Digital Writing. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch008.

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Integrating literacy, technology, pedagogy, and content is challenging for secondary education teachers. The authors propose remix as a useful representation of the lesson composing practices that teachers engage in as they combine and manipulate digital resources to create Internet-based learning experiences. This study examines 34 teachers’ lesson designs composed with a free authoring tool that scaffolds the embedding of Internet resources and pedagogical agents. Lessons designed for students in grades 6-12 and published to a public database are analyzed for design orientation, goals, reading strategies, and pedagogical agent use. Design orientations include immersing students in a multimodal experience to enhance content and literacy, providing access to primary documents, and developing Web evaluation skills and media literacy. The pedagogical focus of the authoring tool is reflected in teachers’ remix of strategy prompts and pedagogical agents, with a majority customizing coaching scripts to support online reading. Consistent with the results of Dalton and Smith’s 2012 study of lessons designed for elementary grade students, these findings provide additional support for the design and use of smart authoring tools scaffold teachers as designers who remix digital content and pedagogy to create productive online literacy and learning experiences for their students and for each other.
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Conference papers on the topic "Reading (Elementary) Fourth grade (Education) Literacy"

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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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