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Journal articles on the topic 'Reading (Elementary) Miscue analysis. Reading teachers Reading teachers Reading teachers'

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Published: 4 June 2021
Last updated: 12 February 2022

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1

Tancock, Susan M. "Classroom Teachers and Reading Specialists Examine their Chapter 1 Reading Programs." Journal of Reading Behavior 27, no. 3 (1995): 315–35. http://dx.doi.org/10.1080/10862969509547886.

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Classroom teachers and reading specialists in two Midwestern elementary schools were interviewed to elicit evaluations of their Chapter 1 reading programs. Ethnographic interviews were conducted with three reading specialists and 27 classroom teachers who had children involved in the Chapter 1 programs in the two schools. Constant comparative data analysis was conducted with the transcribed interview data, and prominent themes emerged concerning the coherence and coordination that existed between specialists and classroom teachers. The results showed that specialists constructed their roles di
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2

Lee, Ji-Young. "Analysis about Elementary school teachers' experience of reading education practice." JOURNAL OF READING RESEARCH 43 (May 31, 2017): 125–55. http://dx.doi.org/10.17095/jrr.2017.43.5.

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Kim, Koomi, Cheongsook Chin, and Yetta Goodman. "Revaluing the reading process of adult ESL/EFL learners through critical dialogues." Colombian Applied Linguistics Journal, no. 6 (June 8, 2011): 42. http://dx.doi.org/10.14483/22487085.106.

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The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.
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Goldman, Renitta, Gary L. Sapp, and Ann Shumate Foster. "Reading Achievement by Learning Disabled Students in Resource and Regular Classes." Perceptual and Motor Skills 86, no. 1 (1998): 192–94. http://dx.doi.org/10.2466/pms.1998.86.1.192.

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K–TEA Comprehensive Reading scores of 34 elementary boys in either resource rooms or regular settings were compared. The boys were identified as learning disabled in reading. They were pretested at the beginning of the school year and posttested at the end. Treatment was one year of daily instruction in reading provided by six teachers in resource settings and six teachers in regular settings. K–TEA Reading Decoding and Reading Comprehension scores, separately compared in 2 × 2 repeated-measures analysis of variance, were not significantly different.
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Schmidt, Renita, Mary M. Jacobs, and Heidi Meyer. "Sociopolitical testing discourses in elementary teachers’ talk about reading assessment." English Teaching: Practice & Critique 16, no. 3 (2017): 391–406. http://dx.doi.org/10.1108/etpc-05-2017-0066.

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Purpose The purpose of this work is to describe the current sociopolitical context and complex consequences surrounding elementary literacy education in one Midwestern US state and consider how power works through language. Design/methodology/approach Using qualitative methods and critical discourse analysis as a theory and method, surveys and interview data from teachers, administrators and parents, policy documents and other artifacts were analyzed and described to explain the sociopolitical climate. Findings Using Fairclough (2015) and Gee’s (2015) tools, the authors identified the discours
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Turcotte, Catherine. "The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers." Language and Literacy 12, no. 1 (2010): 128. http://dx.doi.org/10.20360/g23w24.

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Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experi
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Purwati, Titik, Harun Ahmad, and Dino Sudana. "Establishment of Reading Like Behavior of Elementary Students By Using Sustained Silent Reading Approach." Journal of Studies in Education 7, no. 3 (2017): 179. http://dx.doi.org/10.5296/jse.v7i3.11253.

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The purpose of this research was to analyze the establishment of reading like behavior of Elementary School student in Malang City by using SSR approach. The research used survey and experimental methods which were applied to the third grade students in 5 Pubic Elementary Schools in Malang City. The samples were taken randomly. The data resources are from students, teachers, principals, and library staffs. The data were collected through observation, interviews, questionnaires, pre-and post-tests, and book read record. The data analyses used were descriptive analysis and T test. The research r
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Khan, Raja Muhammad Ishtiaq, Muhammad Shahbaz, Tribhuwan Kumar, and Imran Khan. "Investigating Reading Challenges Faced by EFL Learners at Elementary Level." Register Journal 13, no. 2 (2020): 277–92. http://dx.doi.org/10.18326/rgt.v13i2.277-292.

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It is hard to ignore the importance of reading skills for desired proficiency in foreign languages. Reading can be beneficial for learners to immerse themselves in the target language and learn it efficiently. In EFL contexts like Saudi Arabia, learners face many challenges in reading skills. The main purpose of this research was to explore reading problems of elementary level students and causes of the readings skills inabilities. Following random and convenience sampling techniques; this mixed-method research obtained quantitative data from 290 elementary level students and qualitative data
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Supartinah, Supartinah, Sekar Purbarini Kawuryan, and Woro Sri Hastuti. "JAVANESE GRADED READING BOOKS FOR ELEMENTARY SCHOOL STUDENTS." RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya 13, no. 1 (2020): 56. http://dx.doi.org/10.26858/retorika.v13i1.11321.

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This research was intended to develop graded readers (graded reading books) in the Javanese language for elementary school students. To develop the products, this work usedthe R&D model by Borg and Gall, in which the main procedure was composed of product analysis, product development, expert validation, trials, and product revision. The subjects of this research were the elementary school students and the teachers of Bantul Regency, Sleman Regency, the City of Yogyakarta; experts in the Javanese language;experts in teaching and learning; and experts inteaching and learning media. The samp
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Seo, Miok, and Jaekeun Lee. "An Analysis of Teachers’ Recognition of English Reading Education in Elementary Education." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 20 (2017): 421–45. http://dx.doi.org/10.22251/jlcci.2017.17.20.421.

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OZENC, Emine Gul, and Mehmet OZENC. "Classroom Teacher Candidates’ Metaphoric Perceptions Regarding the Concepts of Reading and Writing: A Comparative Analysis." International Education Studies 11, no. 1 (2017): 100. http://dx.doi.org/10.5539/ies.v11n1p100.

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The purpose of this study is to determine and compare candidate classroom teachers’ metaphoric perceptions about reading and writing. The study was conducted with teacher candidates who were studying at Omer Halisdemir University’s Department of Elementary Education in Nigde/Turkey during 2016-2017 academic year. A total of 266 1st, 2nd, 3rd and 4th grade candidate classroom teachers participated in the study. The study design was organized according to phenomenological design. According to the study findings, teacher candidates created 23 metaphoric categories in reading, 17 in writing and 15
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Sparapani, Nicole, Joanne Carlisle, and Carol Connor. "Observations of Vocabulary Activities during Second- and Third-Grade Reading Lessons." Education Sciences 8, no. 4 (2018): 198. http://dx.doi.org/10.3390/educsci8040198.

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Vocabulary instruction is a critical component of language and literacy lessons, yet few studies have examined the nature and extent of vocabulary activities in early elementary classrooms. We explored vocabulary activities during reading lessons using video observations in a sample of 2nd- and 3rd-grade students (n = 228) and their teachers (n = 38). Teachers spent more time in vocabulary activities than has been previously observed. In the fall, 28% of their literacy block was devoted to vocabulary in 2nd grade and 38% in 3rd grade. Our findings suggest that vocabulary activities were most l
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Seo, Seonjin, Mary T. Brownell, Anne G. Bishop, and Mary Dingle. "Beginning Special Education Teachers' Classroom Reading Instruction: Practices That Engage Elementary Students with Learning Disabilities." Exceptional Children 75, no. 1 (2008): 97–122. http://dx.doi.org/10.1177/001440290807500105.

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Researchers conducted a study that examined the classroom reading practices of beginning special education teachers and each teacher's ability to promote student engagement. The researchers observed 14 beginning special education teachers over a 6-month period and identified the teachers as most engaging, highly engaging, moderately engaging, or low engaging. Through qualitative data analysis, researchers identified 4 themes related to instructional engagement that differentiated the teachers: instructional quality, responsiveness to student needs, socioemotional climate of the classroom, and
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Burceva, Rita, and Kristine Revelina. "ENRICHING VOCABULARY WITH ADJECTIVES FOR ELEMENTARY SCHOOL PUPILS’ READING LITERACY." Education Reform: Education Content Research and Implementation Problems 1 (September 21, 2021): 29–41. http://dx.doi.org/10.17770/er2021.1.5349.

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The trend observed in the education system is that pupils often spend their free time using mobile phones or computers for entertainment. As a result, pupils have a rather modest vocabulary, which poses a problem to formulate and express their thoughts in the learning process, to describe the central thesis in more detail, for example, using adjectives.The research aim is to determine the methods used in teaching adjectives and their usefulness in the Latvian language class in order to improve pupils’ reading literacy. The research methods include analysis of corresponding theoretical and meth
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Adapon, Maricel Tandoc, and Benjamin Baguio Mangila. "HELPING STRUGGLING READERS TO READ: THE IMPACT OF THE CARE FOR THE NON-READERS (CRN) PROGRAM ON FILIPINO PUPILS’ READING PROFICIENCY." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (2020): 195. http://dx.doi.org/10.24252/eternal.v62.2020.a2.

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This study was conducted to determine the impact of the Care for the Non-Readers Program on the reading performance of struggling readers in all elementary schools of Dumingag II District, Dumingag, Zamboanga del Sur, Mindanao, Philippines during the School Year 2016-2017. Fifty teachers and 465 parents were selected as respondents of the study. It made use of the descriptive comparative method of research with the questionnaire-checklist as data-gathering instrument. Both the descriptive and inferential statistics were used in the analysis and interpretation of data. The findings of the study
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Saepurokhman, Asep. "Improvement of Elementary School Students’ Competence of Reading Comprehension through Generative Learning Model." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (2020): 9–35. http://dx.doi.org/10.21009/bahtera.191.02.

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ABSTRACT
 Reading comprehension is a competence that everyone has to possess. It can broaden human’s insight in that we will not be left behind as time goes so fast. One of the teachers’ efforts as to enhance the reading comprehension competence is to apply a learning model that is able to explore a lot of students’ potency. The learning model considered to be capable of developing the students’ creative-thinking is a generative model. Based on the result of data analysis, it is known that the process of reading-comprehension learning runs well in full activity of students. The students’
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Percle, Amanda, Laura Arrington, Alan D. Flurkey, et al. "Illuminating the Complexity of Oral Reading Fluency: A Multiple Lens Approach." Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 358–76. http://dx.doi.org/10.1177/2381336920937269.

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Oral reading fluency is recognized as an important variable associated with the assessment of reading proficiency. Frequently, fluency assessments distill a child’s overall reading fluency to a single numerical score. Even when multiple dimensions are considered, the processes informing the nuance of the reading fluency variations are ignored. In order to shed light on the issue, we use an instrumental case study approach to illuminate how a reader’s fluency varies within a passage. We describe the insight this variability provides to teachers and researchers interested in understanding how re
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Irmayani, NFN. "KETERAMPILAN AKTIF RESEPTIF DAN PEMAHAMAN KAIDAH BAHASA INDONESIA PARA GURU SD SEKOTA PONTIANAK." tuahtalino 14, no. 2 (2020): 195. http://dx.doi.org/10.26499/tt.v14i2.2147.

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This paper aims to describe the language skills of Indonesian language mastered by the elementary school teachers in Pontianak based on the linguistic component in the language test. The skill level was based on the result of UKBI Training Series conducted for elementary school teachers in 2018. The descriptive method is used to present the results of data analysis. Based on the results of the discussion, it was found that the Indonesian language skill of the elementary school teachers in Pontianak was at the level of Very Advanced, Advanced, Upper Intermediate, Intermediate and Elementary. Th
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AMMOUR, Kamila. "Developing Elementary EFL Learners’ Procedural Knowledge and Strategic Awareness in Reading Classes during the Covid-19 Pandemic: Algerian Teachers’ Challenges." Arab World English Journal, no. 1 (April 15, 2021): 127–35. http://dx.doi.org/10.24093/awej/covid.9.

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The Covid-19 pandemic has affected educational systems worldwide, leading some scholars to scrutinise the consequences of lockdown and school closure on learners’ learning habits and teachers’ teaching practices. In this regard, this paper aims to explore the teachers’ challenges while implementing a reading strategy-based instruction for beginners during the Covid-19 pandemic, taking the Algerian middle schools as a case in point. It highlights the difficulties to achieving quality in developing learners’ procedural knowledge and strategic awareness in EFL reading classes. The leading approac
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Jumaini, Jumaini. "Development of Reading Comprehension Teaching Materials Using the CIRC Model in Primary School." International Journal of Educational Dynamics 1, no. 1 (2019): 162–68. http://dx.doi.org/10.24036/ijeds.v1i1.49.

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motivated by teaching materials that are used by teachers which do not contain the complete reading process (pre-reading, reading, and post-reading). This study aims to develop reading comprehension teaching materials using the CIRC model for elementary school class V that is valid, practical, and effective. This type of research is development research. This study uses the ADDIE model which consists of 5 stages, namely: the stage of analysis, design, development, and implementation, and evaluation. Validity test data is obtained through assessment sheets of teacher and student responses. Effe
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Dapa, Aldjon Nixon. "Differentiated Learning Model For Student with Reading Difficulties." JTP - Jurnal Teknologi Pendidikan 22, no. 2 (2020): 82–87. http://dx.doi.org/10.21009/jtp.v22i2.15814.

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This research is an analytical-descriptive study which focuses on the characteristics of students with difficulties in reading and the needs for differentiated learning instruction. The result of this study reveals that the prevalence of Students with Difficulties in Reading reaches 9,15% of the total population of students from each elementary school in Tomohon. The most excellent ability in reading comprehension which students have achieved is the level of literal reading. Students who have this level of reading skill can only be found in two elementary schools. Of 10 elementary schools, onl
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Raymond-West, Trenice, and Virginia Snodgrass Rangel. "Teacher Preparation and Novice Teacher Self-Efficacy in Literacy Instruction." Education and Urban Society 52, no. 4 (2019): 534–60. http://dx.doi.org/10.1177/0013124519879425.

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The purpose of this study was to examine the extent to which traditional and alternative preparation programs differ in terms of their program components, as well as whether program type was related to different levels of self-efficacy in novice reading teachers. This exploratory study collected data from 83 novice elementary reading teachers in a large urban district in Texas. We answered the research questions using t tests and correlation analysis. The results indicated that traditionally prepared teachers reported significantly higher levels of exposure to literacy teaching skills across t
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Tia Latifatu Sadiah, Harmawati, and Ayu Nurani Kosasih. "Analysis of Reading Difficulties for Class III in Elementary Schools." Jurnal Sekolah Dasar 6, no. 1 (2021): 50–66. http://dx.doi.org/10.36805/jurnalsekolahdasar.v6i1.1380.

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This study aims to determine students who have difficulty reading whether it is difficulty distinguishing letters or difficulty spelling a word in grade III of Elementary School at SD Negeri Plawad VI, East Karawang. This research is a type of qualitative research. The population used in this study was 2 of the 21 total students in class III SD Negeri Plawad VI, East Karawang. This data collection technique through interviews and also the A DANA media demonstration method. Interviews were conducted with 4 respondents represented by the Principal, Teachers, Students and also Parents of Students
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Kim, Eun-Jung, Soon-Gil Park, and Sung-Yong Ryu. "An Analysis on Reading and Writing Teaching Practices and Needs of Elementary Special Education Teachers." Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology 6, no. 4 (2016): 169–79. http://dx.doi.org/10.14257/ajmahs.2016.04.01.

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Lestari, Ni Putu Yeni, and I. Made Citra Wibawa. "Learning Videos to Improving Students’ Reading Comprehension in Elementary School." International Journal of Elementary Education 5, no. 2 (2021): 276. http://dx.doi.org/10.23887/ijee.v5i2.34405.

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Learning to read during learning activities from home is less effective because reading learning media are difficult to find. This study aims to create a reading learning video development for first-grade elementary school students and develop a reading learning video for first-grade elementary school students whose validity is tested using the ADDIE model. However, due to limited time and resources, the implementation and evaluation stages were not carried out. Thus, only the analysis, design, and development stages are carried out. The data collection of this study used a questionnaire metho
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Aji, Gagas Pamulyo, and Sugeng Riyanto. "PENINGKATAN KETERAMPILAN MEMBACA PERMULAAN PADA PEMBELAJARAN TEMATIK DENGAN METODE GLOBAL KELAS 1 SDN KAJEN 02." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 2, no. 3 (2019): 93. http://dx.doi.org/10.12928/fundadikdas.v2i3.1238.

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This study aims to determine the improvement of early reading skills in studentsin using global methods for grade 1 Kajen Negri Elementary School 02. Background This study is that there are still many students who cannot read. Another condition is that many teachers present learning by emphasizing material that only focuses on thematic books and does not yet utilize contextual approaches. This research was conducted using two cycles. Each cycle consists of two meetings. The study subjects numbered 23 students, including 13 male students and 10 female students. The object of this research is th
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Gunawan, Dani. "Developing Scramble-Based Learning Method to Increase Students’ Reading and Writing Comprehension." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (2019): 16. http://dx.doi.org/10.33578/jtlee.v2i1.6643.

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This study was directed to develop a learning technique, to analyze the obstacles faced by teachers in implementing the lesson, and to overcome the problems faced by teachers in enhancing elementary students’ reading and writing comprehension. In order to fulfill the mentioned goals, this study tried to use scramble-based learning technique. It was cconducted at SDN Gentra Masekdas 1, Kecamatan Tarogong Kaler involving 32 first grade students. A pilot study was conducted on 9 March 2017 for about 35 minutes. The first cycle started on 18 April 2017, while the second one was on 24 April 2017. I
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Adli, Nayer, and Asgar Mahmoudi. "Reading Comprehension Questions in EFL Textbooks and Learners’ Levels." Theory and Practice in Language Studies 7, no. 7 (2017): 590. http://dx.doi.org/10.17507/tpls.0707.14.

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This study investigated the reading comprehension questions in EFL textbooks and their appropriateness to learners' levels. The data for the study were collected from four elementary and advanced level EFL textbooks containing 44 chapters altogether. A checklist was designed based on Bloom’s Taxonomy of reading comprehension questions to record the cognitive levels of the questions collected from the reading comprehension sections of the mentioned textbooks. To assess the significance of difference between each kind of the comprehension questions in elementary and advanced level textbooks, the
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Newton, Joanna. "Teachers as Learners: The Impact of Teachers’ Morphological Awareness on Vocabulary Instruction." Education Sciences 8, no. 4 (2018): 161. http://dx.doi.org/10.3390/educsci8040161.

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Academic vocabulary knowledge is central to reading and academic achievement. Largely based in the lexicons of Latin and Greek, academic vocabulary comprises morphemic structures. Many teachers devote little time to focused instruction in this area because they may lack pertinent morphological and pedagogical knowledge. This article reports findings from a broader three-year longitudinal qualitative case study that explored the experiences of three elementary teachers who engaged in professional development that included study of the morphemic features of academic vocabulary and instructional
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Candra Dewi, Melik Budiarti Dan. "ANALISIS KESULITAN BELAJAR SISWA MENTAL RETARDATION DI SDN KEDUNGPUTRI 2 (Studi Kasus di SDN Kedungputri 2, Paron Kabupaten Ngawi)." Muaddib : Studi Kependidikan dan Keislaman 7, no. 2 (2017): 132. http://dx.doi.org/10.24269/muaddib.v7i2.796.

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This study entitled Analysis of Reading Difficulties in Mental Retardation Students In Primary School (Case Study In SDN Kedungputri 2). The background of this research is the emergence of learning problems in mentally retarded children attending regular elementary school (not designated as inclusive primary). This study aims to find out the learning process, especially learning to read mental retardation children in SDN Kedungputri 2, Paron, Ngawi and to find out the steps taken in overcoming the difficulties of reading children mental retardation in SDN Kedungputri 2, Paron, Ngawi. This rese
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Neitzel, Adair de Aguiar, and Luiz Carlos Neitzel. "Investigating the Reading Process by Means of Collaborative Environment." Comunicar 17, no. 33 (2009): 133–40. http://dx.doi.org/10.3916/c33-2009-03-004.

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Brazilian research on the determining factors for the success of programs to teach reading indicates a need to view literature as an aesthetic object that will encourage children to appreciate books. This study proposes investigating teachers' concepts of literature, from the point of view of the children. Chat was used as a data collection mechanism, proposed between two groups of elementary school children and interviews with the teachers. The analysis of the chats followed the methodology of Franco (1997). This study indicates three key areas for winning a reading public: a) qualified human
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Helwig, Robert, and Gerald Tindal. "An Experimental Analysis of Accommodation Decisions on Large-Scale Mathematics Tests." Exceptional Children 69, no. 2 (2003): 211–25. http://dx.doi.org/10.1177/001440290306900206.

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This article reports on an investigation of teachers and students within special education to determine the accuracy with which teachers recommend read-aloud accommodations for mathematics tests, and develop a profile of students who benefit from this type of accommodation. Students in both general (n = 973) and special education (n = 245) in elementary and middle schools from eight states were administered an accommodated and standard mathematics achievement test. Teachers were no more successful than chance at predicting which students would benefit from the accommodation. Supplementary anal
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Rodriguez-Barrios, Ernesto U., Roberto Angel Melendez-Armenta, Sandra G. Garcia-Aburto, et al. "Bayesian Approach to Analyze Reading Comprehension: A Case Study in Elementary School Children in Mexico." Sustainability 13, no. 8 (2021): 4285. http://dx.doi.org/10.3390/su13084285.

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In the educational field, reading comprehension is connected to learning achievement, and through it, one can interpret, retain, organize and value what has been read. It is an essential ability for the understanding and processing of information in learning. Furthermore, it is an essential skill to developing sustainable education. In this sense, sustainable development needs an advanced reading comprehension ability at elementary school in order to teach and learn future knowledge areas such as climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumpt
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Friantary, Heny, Zelvia Liska Afriani, and Yuni Nopitasari. "The Implementation of Indonesian Language Learning for Dyslexic in Children at Elementary Schools in Bengkulu." Linguists : Journal Of Linguistics and Language Teaching 6, no. 2 (2020): 23. http://dx.doi.org/10.29300/ling.v6i2.3750.

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This research is motivated by Indonesian language learning which requires each student to master four language skills, namely listening, speaking, reading and writing. In children with dyslexia or reading difficulties, the implementation efforts made by the 7th grade teacher of the Bengkulu City Special School 05 so that the child continues to master language skills despite having difficulty reading. This study aims to describe the methods used by teachers in Indonesian language learning so that dyslexic children can master reading skills. This type of research is descriptive qualitative resea
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Wilson, Mark, P. J. Hallam, Raymond L. Pecheone, and Pamela A. Moss. "Evaluating the Validity of Portfolio Assessments for Licensure Decisions." Education Policy Analysis Archives 22 (February 10, 2014): 6. http://dx.doi.org/10.14507/epaa.v22n6.2014.

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This study examines one part of a validity argument for portfolio assessments of teaching practice used as an indicator of teaching quality to inform a licensure decision. We investigate the relationship among portfolio assessment scores, a test of teacher knowledge (ETS’s Praxis I and II), and changes in student achievement (on Touchstone’s Degrees of Reading Power Test [DRP]). Key questions are the extent to which the assessment of teaching practice (a) predict gains in students’ achievement and (b) contribute unique information to this prediction beyond what is contributed by the tests of t
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Chrysti, Kartika, Rokhmaniyah Rokhmaniyah, and Wahyudi Wahyudi. "The Effect of Scientific Reading Based Project Model in Empowering Creative Thinking Skills of Preservice Teacher in Elementary School." European Journal of Educational Research 10, no. 3 (2021): 1329–40. http://dx.doi.org/10.12973/eu-jer.10.3.1329.

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<p style="text-align: justify;">Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementa
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Maulidah, Nashri, Neni Dewi Anggraeni, Tria Mugi Safitri, and Siti Fatimah. "THE CONSTRAINTS ANALYSIS OF IMPLEMENTING SCHOOL LITERACY MOVEMENT AT SDN 2 KALIBENING." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (2019): 292. http://dx.doi.org/10.20961/shes.v1i2.26722.

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<p><em>School literacy movement is one of the efforts to increase students' interest in reading and writing, so it needs to be applied in elementary school. This study aims to analyze the constraints with regard to implementation of the school literacy movement at </em><em>SDN</em><em> 2</em><em> </em><em>Kalibening, Karanggayam, Kebumen. This research is a descriptive study with research subjects involving 1 </em><em>principal</em><em>, 3 classroom teachers (grade 4, 5 and 6) and 15 students (grades 4, 5 and 6
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Al-Bataineh, Adel Tawfig, Lisa Brenwall, Kristi Stalter, and Jessica York. "Student growth through goal setting." International Journal of Learning and Teaching 11, no. 4 (2019): 147–61. http://dx.doi.org/10.18844/ijlt.v11i4.4329.

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This mixed methods research study explored how goal setting influences student growth in reading fluency, motivation and self-efficacy of second through fifth graders at school in central Illinois. Literature suggests that student goal setting can have a positive impact on the academic development of a student. In addition to academic achievement, research found goal setting to affect self-efficacy and motivation. A combination of qualitative and quantitative data collection methods was used to gather and evaluate students’ reading fluency scores. This data provided a starting point from which
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Bald, Lisa-Marie, Judith A. Orth, and Kathleen M. Hargiss. "Moving from Theory to Practice." International Journal of Strategic Information Technology and Applications 7, no. 2 (2016): 28–43. http://dx.doi.org/10.4018/ijsita.2016040103.

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Technology integration continues to be a professional development concern, especially in elementary schools. It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this investigation was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. In a case study design, 10 K-4 teachers participated in one 60-minute interview, one follow-up interview, and one 45-minute focus group. With the use of typological analysis, tr
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Penttinen, Marjaana, and Erkki Huovinen. "The Early Development of Sight-Reading Skills in Adulthood." Journal of Research in Music Education 59, no. 2 (2011): 196–220. http://dx.doi.org/10.1177/0022429411405339.

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In this study the effects of skill development on the eye movements of beginning adult sight-readers were examined, focusing on changes in the allocation of visual attention within metrical units as well as in the processing of larger melodic intervals. The participants were future elementary school teachers, taking part in a 9-month-long music training period. During this period, 15 novice sight-readers’ development was observed in three measurements, with 15 amateur musicians functioning as a comparison group. The novices’ allocation of fixation time within metrical units gradually approache
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Brownell, Mary, Mary Theresa Kiely, Diane Haager, et al. "Literacy Learning Cohorts." Exceptional Children 83, no. 2 (2016): 143–64. http://dx.doi.org/10.1177/0014402916671517.

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Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC, based on Desimone’s (2009) framework, included 2 days of initial PD with follow-up meetings, coaching, and video self-analysis. A comparison group received only 2 days of PD. Results of independent t tests and analyses of covariance indicated that LLC t
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Anugrahana, Andri. "HAMBATAN GURU SD DALAM PENYUSUNAN SPP (SUBJECT SPECIFIC PEDAGOGY) SPKURIKULUM BARU DI SEKOLAH DASAR." Satya Widya 35, no. 2 (2019): 86–97. http://dx.doi.org/10.24246/j.sw.2019.v35.i2.p86-97.

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The purpose of this study describes the obstacles of elementary school teachers in developing the Subject Specific Pedagogy (SSP) from new curriculum, the 2013 curriculum. This research is a descriptive exploratory study with a qualitative approach. Data were collected by questionnaire, interview, and focus group discussion. The data source is 40 elementary school teachers in Bantul Regency, DIY. Data analysis is done by finding and identifying teacher difficulties in preparing the SSP, then finding solutions to teacher problems. The results of this study are (1) 55% of teachers made preparati
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Yetty, Yetty. "Curriculum Analysis of Permai Plus School at Pluit’s Elementary Chinese Course." Humaniora 1, no. 2 (2010): 746. http://dx.doi.org/10.21512/humaniora.v1i2.2916.

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In Indonesia, in addition to english mandarin also become a very common thing. Many companies employ one of the conditions of staff must be fluent in speaking Chinese, reading and writing Chinese characters. Therefore, the majority of schools in Indonesia have set up Chinese language courses, in order to give Chinese language’s basic foundation to their students. In Pluit, courses of Chinese language schools are mostly private, three-language schools and international schools (not including international schools in the U.S. system). Through the six factors of curriculum (Teachers, facilities,
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Iftanti, Erna, and Nany Soengkono Madayani. "Developing Joyful Story Sheets (JoSS): an Effort to Build Character for EYL Learners in Indonesia through Reading JoSS." Dinamika Ilmu 19, no. 1 (2019): 155–73. http://dx.doi.org/10.21093/di.v19i1.1543.

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In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and
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Zamashnyuk, Elena Vadimovna, and Tamara Aleksandrovna Kruglova. "Modern Aspects of Contents Adaptation in Teaching Literary Reading to Blind Elementary School Students." Development of education, no. 1 (7) (March 13, 2020): 41–46. http://dx.doi.org/10.31483/r-74537.

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The article is focused on the problem of teaching blind elementary schoolers in literary reading lessons in elementary school. The relevance of the topic is due to the need to bring into compliance the content of the education of children with severe visual impairments with the requirements of the Federal State Educational Standards for blind students (option 3.2). At the present time, teachers of schools for blind children continue to experience difficulties in adapting the content of education in this subject. The aim of the article is to analyze and summarize the existing typhlopedagogical
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JANG, DONGMIN. "Analysis of the reading patterns of pre-service elementary school teachers' Korean language lesson plan based on using eye tracker." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 3 (2021): 373–401. http://dx.doi.org/10.22251/jlcci.2021.21.3.373.

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Puzio, Kelly, Glenn T. Colby, and Dana Algeo-Nichols. "Differentiated Literacy Instruction: Boondoggle or Best Practice?" Review of Educational Research 90, no. 4 (2020): 459–98. http://dx.doi.org/10.3102/0034654320933536.

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With increasingly diverse students, schools and districts are under pressure to meet rigorous standards and raise student achievement in reading and literacy. Most teachers respond by differentiating their instruction to some extent, but not all scholars and educators agree on whether differentiated instruction works. This systematic review and meta-analysis seeks to determine the effects of Tier 1 differentiation, which is provided by the general education classroom teacher, on literacy outcomes. Distinguishing between designed differentiation and interactional differentiation, the authors pr
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Propst, Tonya Gray. "The Relationship between the Undergraduate Music Methods Class Curriculum and the Use of Music in the Classrooms of In-Service Elementary Teachers." Journal of Research in Music Education 51, no. 4 (2003): 316–29. http://dx.doi.org/10.2307/3345658.

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The purpose of this study was to determine which experiences in undergraduate elementary music methods curricula were the strongest predictors of the amount of time elementary classroom teachers used music weekly in their classrooms. A discriminant analysis procedure was used to determine whether the variable clusters considered simultaneously were significant predictors of the amount of time elementary classroom teachers ( n = 297) use music in their classrooms. Of the three variable cluster groupings, two were found to contribute uniquely to the definition of the discriminant function. More
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Clark, Erica, M. Anne George, Cindy Hardy, et al. "Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada." International Journal of Alcohol and Drug Research 3, no. 1 (2014): 25–34. http://dx.doi.org/10.7895/ijadr.v3i1.119.

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Clark, E., George, M., Hardy, C., Hall, W., MacMillan, P., Wakabayashi, S., & Hughes, K. (2014). Exploratory study of the effectiveness of a professional development program on the academic achievement and classroom behavior of students with Fetal Alcohol Spectrum Disorder in British Columbia, Canada. The International Journal Of Alcohol And Drug Research, 3(1), 25-34. doi:10.7895/ijadr.v3i1.119Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD).Design: A mixed-method research design, using qualitati
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Hasani, Aceng, Dase Erwin Juansah, Indah Juwita Sari, and R. Ahmad Zaky El Islami. "Conceptual Frameworks on How to Teach STEM Concepts in Bahasa Indonesia Subject as Integrated Learning in Grades 1–3 at Elementary School in the Curriculum 2013 to Contribute to Sustainability Education." Sustainability 13, no. 1 (2020): 173. http://dx.doi.org/10.3390/su13010173.

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This study aimed to develop conceptual frameworks on how to teach STEM concepts in a Bahasa Indonesia subject as integrated learning. This study used a mixed-methods research design that consisted of a document analysis, a survey, and a systematic review. To address the aims of this study, we first determined the STEM concepts on basic competencies of a Bahasa Indonesia subject of Grades 1–3 at elementary school level in the curriculum 2013; the recommended teaching and learning strategies in learning STEM concepts integrated into a Bahasa Indonesia subject of Grades 1–3 at elementary school i
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