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Academic literature on the topic 'Reading guides'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Reading guides"

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Ben-Tovim, David. "Reading Guides." Australian & New Zealand Journal of Psychiatry 31, no. 6 (December 1997): 892–97. http://dx.doi.org/10.3109/00048679709065520.

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Setiadi, Hermayawati. "Designing a Supplementary Reading Using Cultural Language Learning Approach (CLLA)." International Journal for Innovation Education and Research 5, no. 8 (August 31, 2017): 111–28. http://dx.doi.org/10.31686/ijier.vol5.iss8.794.

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This paper reports on a project findings concerning the design of a Supplementary Reading Book using Cultural Language Learning Approach ( CLLA). The project was conducted in Yogyakarta, Indonesia that generally aimed at designing supplementary reading materials using CLLA as a guide book for tourist guides who worked for Sonobudoyo Museum. The book is entitled “The Javanese Cultural Heritages Reserved in Sonobudoyo Museum (JCHRSM)”. This utilized a developmental research design, which consisted of three procedures, namely: (1) exploration, aiming to analyze the needs of the tour guides of Sonobudoyo Museum; (2) development, to design a supplementary reading guide book for the (candidate) tourist guides working for Sonobudoyo Museum; and (3) validation, to find the designed guide book accuracy. This study found: (1) The tour guides’ needs was JCHRSM using CLLA; (2) the designed book was matched with the tour guides’ needs; and (3) the designed guide book was judged accurate and compatible for Sonobudoyo tour guides. This was judged accurate since: (1) it was designed based on the results of the tour guide needs analysis and book’s content analysis as suggested by McDonough and McDonough; (2) the 12 times cyclical treatments resulted continually learning improvement on the trainees’ reading skills; and (3) the guide book validation through statistical analysis using Mean Difference (Md) formula and One-shot study experimental design yielded significant gain score between the average score of pretest and post-test, i.e. 8.2>5.6. Besides, the result of FGD (Focus Group Discussion) also indicated that the supplementary reading guide book was recommended as an alternative reference especially for Sonobudoyo tour guides.

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Lieu, Rebekah, Ashley Wong, Anahita Asefirad, and Justin F. Shaffer. "Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides." CBE—Life Sciences Education 16, no. 3 (September 2017): ar46. http://dx.doi.org/10.1187/cbe.16-11-0320.

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High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance.

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Adams, Anne E., Jerine Pegg, and Melissa Case. "Anticipation Guides: Reading for Mathematics Understanding." Mathematics Teacher 108, no. 7 (March 2015): 498–504. http://dx.doi.org/10.5951/mathteacher.108.7.0498.

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King, John N. "Guides to Reading Foxe's Book of Martyrs." Huntington Library Quarterly 68, no. 1-2 (March 2005): 133–50. http://dx.doi.org/10.1525/hlq.2005.68.1-2.133.

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Huerta, Melissa. "Reading Audiences, Reading Materials: Reception in Tanya Saracho’s El Nogalar." Aletria: Revista de Estudos de Literatura 29, no. 1 (March 29, 2019): 53–72. http://dx.doi.org/10.17851/2317-2096.29.1.53-72.

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Tanya Saracho’s El Nogalar (2011), adaptation of Anton Chekhov’s The Cherry Orchard, recreates the Russian’s play social context in 21st century Mexican society, going through the awakening of the violence that dominates the U.S./Mexico border. The focus of this study is the audience’s response to El Nogalar premier at the Goodman’s theater. Such analysis is conducted by reading the paratextual elements, such as the program and related material found online. By analyzing the script, playbill, reviews, and the study guide, this study calls for an increased use of supplemental material in order to critically think about audience reception. The complexity of the play, as an adaptation alone, is enough to justify the need for more knowledge of non-traditional methods to approach the text and the surrounding material, including reviews, playbills and educational guides. These elements not only provide new insight into interpreting the performance and dramatic text, but they also offer ways to approach audience reception beyond the review.

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Defrioka, Andri. "ANTICIPATION GUIDE : A STRATEGY OF TEACHING READING COMPREHENSION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 2 (April 10, 2017): 79. http://dx.doi.org/10.24036/ld.v6i2.7257.

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This paper reveals an alternative model for teaching reading comprehension at senior high schools. An anticipation guide is a comprehension strategy that is used before reading to activate students' prior knowledge and build curiosity about a new topic. Before reading, students listen to or read several statements about key concepts presented in the text; they're often structured as a series of statements with which the students can choose to agree or disagree. Anticipation guides stimulate students' interest in a topic and set a purpose for reading.

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Montelongo, José. "Text Guides: Scaffolding Summarization and Fortifying Reading Skills." International Journal of Learning: Annual Review 15, no. 7 (2008): 289–96. http://dx.doi.org/10.18848/1447-9494/cgp/v15i07/45870.

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Moraru, Andreea, and Janelle C. LeBoutillier. "21. Enhancing Undergraduate Critical Reading Skills in Neuroscience Using Instructor-Developed Study Guides." Collected Essays on Learning and Teaching 2 (June 13, 2011): 122. http://dx.doi.org/10.22329/celt.v2i0.3215.

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This study proposes an innovative instructional method for enhancing critical reading skills. Students enrolled in an undergraduate neuroscience course offered at the University of Toronto Scarborough reported that they often experience difficulty in analyzing and interpreting empirical and review journal articles. Our research focuses on student attitudes and perceptions of learning following exposure to instructor-developed study aids based on course readings from various scientific journals. The results of this study can be translated across disciplines to courses that use journal articles as part of the reading requirements, and can further impact course development to better facilitate student learning.

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Fenty, Nicole S. "Using Anticipation Guides to Support Comprehension of Science Informational Text." Intervention in School and Clinic 54, no. 3 (May 15, 2018): 141–48. http://dx.doi.org/10.1177/1053451218767902.

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Students with learning disabilities (LD) in reading often struggle to succeed due to difficulties with reading comprehension. Comprehension difficulties can impact access to a variety of text types, including informational texts. Researchers suggest that students with LD in reading require explicit comprehension supports before, during, and after reading. This article outlines the use of a comprehension tool, anticipation guides (AGs), a type of advance organizer especially suited for use with informational text. A brief summary of the literature surrounding the use of advance organizers in elementary settings is provided. General steps for planning and adapting instruction using AGs are also included. In addition, planning and instructional steps are contextualized using a science illustration. Finally, conclusions are offered.

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Dissertations / Theses on the topic "Reading guides"

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Peters, Christy Smith. "Resource guide for guided reading." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1854.

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Papen, Uta. "Tour guides, textbooks and TV's : uses and meanings of literacy in Namibia." Thesis, King's College London (University of London), 2002. https://kclpure.kcl.ac.uk/portal/en/theses/tour-guides-textbooks-and-tvs--uses-and-meanings-of-literacy-in-namibia(fade0753-f924-4bbe-848b-5902b7fae59c).html.

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Carlisle-Steingass, Jennifer L. "The Use of Anticipation Guides with 10th Grade Environmental Science Students." Defiance College / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=def1281546664.

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Daniel, Windy. "Shortcuts With the Help of the Digital World : A Study of Study Guide Websites and Their Presence in the EFL Upper Secondary Classrooms." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-50806.

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This study aims to explore students’ use of study guide websites when assigned novels and similar literary works in the EFL classroom in Swedish upper secondary schools. The study is based on the mixed-method approach and the findings reveal that all students that participated in the questionnaire and the interviews used study guide websites in a sense. By further exploring the reasons behind the use of these websites, three categories were discovered based on the conducted interviews: time, comprehension and interest. The findings also reveal that a few students used the study guide websites as an aid, other students used them to substitute reading the assigned literary work, while a few students used the study guide websites both as an aid and as a substitute. Finally, the study concludes that all the participants from the interviews acknowledge that study guide websites cannot substitute literary works entirely and even though they acknowledge the use of them, they do not believe that these websites include enough detailed information about the literary work.

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Liu, Tina Meng-Ting. "Strategies to enhance reading comprehension for the NESB students : research project." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2832.

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Reading skills are essential for all students for their successful advancement through school and on into adult life. With limited English, many Non English Speaking Background (NESB) students are under-achieving at school due to their lack of reading ability in English. This research investigates a skills-based program with an emphasis on decoding (often referred to as a bottom-up theoretical perspective) compared to a program emphasising the development of comprehension strategies, where higher level thinking is required (top-down perspective). Using a case study approach with one NESB student, it appeared that a skills-based approach was more successful and preferred by the student.

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Culver, Tiffany Fawn. "AN INVESTIGATION OF STUDY GUIDES AND QUIZZES TO IMPROVE COLLEGE STUDENTS' READING COMPLIANCE, COMPREHENSION, AND METACOGNITIVE STRATEGIES." MSSTATE, 2008. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07102008-113351/.

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This study was designed to investigate practical and effective methods of increasing reading compliance, reading comprehension, and metacognitive reading strategies in the college classroom. Participants were recruited from Delta State University, a small university located in Cleveland, MS. There were 148 students who completed the study. 50% of these participants were Caucasian and 42% were African American. The average age of the participant was 20.0 years of age. Students were primarily freshman and sophomore undergraduate students taking a Psychology course. The following instruments were used during the course of this study: The Nelson Denny Reading Test, The College Textbook Questionnaire, The Survey of Reading Compliance (pretest and posttest), two teacher-made comprehension tests, and the Metacognitive Reading Strategies Questionnaire (pretest and posttest). The independent variables in this study were the threat of the Monte Carlo quiz and the availability of the Readers Guide. Dependent variables included the scores from the Survey of Reading Compliance (pretest and posttest), scores from the comprehension (pretest and posttest), and scores from the Metacognitive Reading Strategies (pretest and posttest). Results from this study suggested that the majority of college undergraduates reported reading their course textbook 2 hours or less per week. According to the results from the Nelson Denny Reading Test, undergraduates scored relatively high on comprehension. However, performance on the teacher-made comprehension tests based on textbook material was very low. The Metacognitive Reading Strategies Questionnaire suggested that undergraduates are utilizing some basic metacognitive reading strategies, but do not use more sophisticated strategies. The threat of the Monte Carlo quiz had no statistically significant effect on reading compliance, comprehension, or metacognitive reading strategies. The Readers Guide did not have a statistically significant effect on reading compliance or comprehension. However, students exposed to the Readers Guide experienced a statistically significant increase in the use of metacognitive strategies.

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Eckhoff, Teri L. "The effect on developmental college students’ independent reading rates after implementing an intervention of guided readings using the reading plus computerized reading program." Thesis, Wichita State University, 2011. http://hdl.handle.net/10057/3952.

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This study investigated the best approach to increase a student’s reading rate while using the computerized reading program Reading Plus. The participants were community college students enrolled in developmental reading classes. The experimental students completed guided reading lessons using a guided reading format versus the control students, who completed guided reading lessons using both independent and guided reading formats. Pre- and post-testing assessed reading levels, oral reading rates, and silent reading rates of both groups. While pre- vs. post-test scores showed increases in reading rates on three different assessment measures for both groups, these increases were not statistically significant.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.

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Sharp, L. Kathryn. "Close Reads and Guided Reading." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4286.

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Parris, Amy. "Reading recovery a parent guide /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/AParrisPartI2006.pdf.

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Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.

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Books on the topic "Reading guides"

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B, Spache Evelyn, and Scholastic Inc, eds. Project achievement: Reading. New York, N.Y: Scholastic Inc., 1987.

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High stakes: Reading. Lawrenceville, NJ: Thomson/Peterson's, 2003.

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Eckford, Colin. Higher English: Close reading preparation. Paisley [U.K.]: Hodder Gibson, 2008.

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Review, practice, & mastery of New Jersey reading: Core curriculum content standards. Logan, Iowa: Perfection Learning Corp., 2006.

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Lusardi, Donna M., and Rosemarie Kent. Home and school reading and study guides. Edited by Scholastic Library Publishing. [Danbury, Conn.]: Scholastic Library Pub., 2007.

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Publishing, Scholastic Library, ed. Home and school reading and study guides. 2nd ed. [Danbury, Conn.]: Scholastic Library Pub., 2005.

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Reading: Comprehension and critical thinking. Syracuse, N.Y: New Readers Press, 2004.

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Royal, Brandon. GMAT: Reading comprehension. Alberta, Canada: Maven Publishing, 2011.

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Seton, Nora. Kitchen Congregation Reading Group Guide (Reading Group Guides). Picador USA, 2000.

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Quarantine: Picador USA Reading Group Guides (Reading Group Guides). Picador USA, 2001.

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Book chapters on the topic "Reading guides"

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Ferrari, Daniele. "Law reading guides." In Legal Code of Religious Minority Rights, 25–26. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003015369-2.

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"Guides to further reading." In The Cambridge Companion to Medieval English Culture, 299–317. Cambridge University Press, 2011. http://dx.doi.org/10.1017/ccol9780521856898.015.

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Palilonis, Jennifer Ann. "Multimedia Active Reading." In Handbook of Research on Instructional Systems and Educational Technology, 153–63. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2399-4.ch014.

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In the age of online textbooks and digital reading devices, the nature of active reading has changed. During active reading, learners build and analyze the materials they read by applying specific strategies, such as annotating, summarizing, and developing study guides or other artifacts in an effort to comprehend, memorize, and synthesize information. However, research suggests that as textbooks migrate to the digital space, contemporary active reading may be more accurately conceptualized as, at least in part, dependent upon the medium or the platform on which it occurs. This chapter proposes a novel perspective for understanding active reading called Multimedia Active Reading, which is empirically grounded in prior research that uncovered ways in which learner behaviors in the tablet textbook environment map to common physical active reading strategies (i.e., annotation, reorganization, browsing, and cross-referencing) and introduced and evaluated novel active reading support designed for the tablet textbook environment.

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Kowalewski, Kirsten. "Where Are the Scary Books?" In Reading in the Dark. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496806444.003.0010.

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This essay closes the study of children’s horror from the perspective of a children’s librarian (albeit one who runs the website Monster Librarian). Kowalewski considers how “Librarians able to navigate the resources that fall into the category of scary books can be guides and partners for children interested in further exploration and extension of their knowledge.” Noting that it can be rather difficult to find an appropriate title for a child who comes in asking for a “scary book” because of the methods by which frightening fictions are shelved in the children’s collection, Kowalewski serves here as a guide, offering practical advice to librarians, educators, and parents who seek to point children in the right direction. Kowalewski argues that librarians’ awareness of such titles is a matter of civic importance, noting that “aliterate,” or disengaged readers, are less inclined to become involved citizens, educationally, politically, and professionally. As Kowalewski notes, titles in the gothic horror genre can serve as an enticement to young readers, luring them into the children’s library. Kowalewski’s essay serves as a thorough practical introduction to “scary books for kids,” an excellent conclusion to our volume that makes its end, in actuality, a beginning, an entry point for those interested in promoting the horror genre among young readers.

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Babayan, Kathryn. "The Adab of Urbanity." In The City as Anthology, 1–29. Stanford University Press, 2021. http://dx.doi.org/10.11126/stanford/9781503613386.003.0001.

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The Introduction defines the main terms of the book: household anthology (majmuʿa, muraqqaʿ), adab, eroticism, love, and urbanity. It places the anthologizing of Isfahan within a critical genealogy of city reading to argue that urban practices related to seeing, reading, desiring, and writing were intimately related and mutually coconstitutive, thus informing both the lived experience of the city and its (re)assembly as household anthologies. A reader’s guide to the anthologies outlines the unfolding of the narrative, which begins with the imperial Safavi project and moves to the urban media of household anthologies through eight resident authors who act as city guides.

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McKenna, Michael, Susan Franks, and Gail Lovette. "Using Reading Guides With Struggling Readers in Grades 3 and Above." In After Early Intervention, Then What? Teaching Struggling Readers in Grades 3 and Beyond, 207–17. International Reading Association, 2011. http://dx.doi.org/10.1598/0844.10.

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Escolar, Marisa. "Redeeming Destination Italy." In Allied Encounters, 17–41. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823284504.003.0002.

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This chapter argues that the gendering of Italy as a “fallen” woman depends upon and breathes new life into a long-standing rhetorical tradition by reading U.S. military guidebooks that prepare soldiers for invasion, for the post-Armistice period, and for their Cold War friendship. Analyzing the Guide to Occupation of Enemy Territory—Italy (1943), I demonstrate how soldiers were instructed to negotiate their role as redeemers during the invasion of Sicily vis-à-vis their warnings against local prostitutes. Reading the prostitute as the guidebook’s paradigm for false, beautiful Italy, I show how redemption is positioned as a dialectic between Americanization and the restoration of “destination Italy,” an idealized site of tourism. Then, I use the postwar Pocket Guides to Italy, revised and republished periodically during the Cold War, to show how these contradictory goals play out and to what end.

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Wright, Donald. "Conclusion." In Canada: A Very Short Introduction, 116–18. Oxford University Press, 2020. http://dx.doi.org/10.1093/actrade/9780198755241.003.0008.

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The Conclusion looks at the reading material provided to new Canadian citizens from the Syrian diaspora and elsewhere. These guides leave out the struggle for labour rights but cover Canada’s military history, residential schools, Quebec nationalism, gay and lesbian rights, and women’s rights—which, despite Canada’s reputation for tolerance, were as hard-won there as elsewhere. Peacekeeping, Arctic sovereignty, and the world’s largest undefended border also appear in the guides. The pluralism of the chapter titles in this VSI expresses the belief that there is nothing singular about Canada; it remains geographically large, historically complicated, and made up of people from all over the world.

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Griffiths, Sian M., Emily Phipps, and Joe McManners. "Priorities and ethics in population-based healthcare." In Oxford Handbook of Public Health Practice, edited by Ichiro Kawachi, Iain Lang, and Walter Ricciardi, 12–27. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198800125.003.0002.

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As a result of reading this chapter you will be able to: understand the language of ethics and the role ethics play in public; health practice; understand the principles of priority-setting for health and healthcare; systems within a constrained budget; appreciate how an ethical framework guides choices for population; health and health policy-making, including making choices to reduce health inequalities

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Richards, Jennifer. "The Voice in the Church." In Voices and Books in the English Renaissance, 130–82. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198809067.003.0003.

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This chapter shifts attention from the private reading of the Bible to its public reading in church. It explores complaints about the ‘bare reading’ of the liturgy from the 1570s, and its defence by defenders of the established church. It explores the guides that promoted rhetorical delivery, and which explained the Bible as a series of affecting stories that congregants could relate to. It recognizes that complaints about bare reading in the 1570s had a second phase in the late 1580s and 1590s when a style of oral reading as protest was launched to defend preaching by a group of puritans writing as ‘Martin Marprelate’. It explores an unusual riposte from an unexpected quarter, Thomas Nashe’s Christs Teares over Jerusalem, arguing he set out to give readers the experience of live preaching in book-form. And it invites us to think differently about how books in this period were experienced.

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Conference papers on the topic "Reading guides"

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Jaffe, Evan, Cory Shain, and William Schuler. "Coreference information guides human expectations during natural reading." In Proceedings of the 28th International Conference on Computational Linguistics. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.404.

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Jaffe, Evan, Cory Shain, and William Schuler. "Coreference information guides human expectations during natural reading." In Proceedings of the 28th International Conference on Computational Linguistics. Stroudsburg, PA, USA: International Committee on Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.coling-main.404.

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Bisse, Nicodemus, and Lalu Suhirman. "Needs Analysis: Development of Local Excellence-Based Reading Texts to Improve Communication Skills of Tour Guides in Papua." In Proceedings of the First International Seminar Social Science, Humanities and Education, ISSHE 2020, 25 November 2020, Kendari, Southeast Sulawesi, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.25-11-2020.2306713.

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Brown, Warren. "Improving and Simplifying Leakage Based Flange Design." In ASME 2005 Pressure Vessels and Piping Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pvp2005-71342.

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This paper outlines a new method of determining flange design information from gasket leakage test data. The method is intended to greatly reduce the complexity of leakage based flange design, whilst improving the accuracy. The basis of the method is the conversion of gasket leakage test results into the existing ASME “m” & “y” values. Commentary on the existing ASME and CEN leakage based design methods is provided and the advantage of the new method over both is clearly detailed. This paper guides the flange designer in the pitfalls of leakage based flange design from both a technical and practical perspective and, as such, is important reading for anyone involved in pressure vessel or piping design or operation.

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Walker, Henry M. "Guided reading and seminar classes." In Working group reports from ITiCSE. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/349316.349382.

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Sya’ban, Wira, and Reflinda Reflinda. "Guided Reading Approach to Reach Students’ Reading Comprehension: A Descriptive Qualitative Research." In Proceedings of the 2nd EAI Bukittinggi International Conference on Education, BICED 2020, 14 September, 2020, Bukititinggi, West Sumatera, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.14-9-2020.2305687.

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Hu, Minghao, Yuxing Peng, Furu Wei, Zhen Huang, Dongsheng Li, Nan Yang, and Ming Zhou. "Attention-Guided Answer Distillation for Machine Reading Comprehension." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1232.

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Hoang, Tuyet. "TAILORING THE GUIDED READING MODEL ACCORDING TO THE CONTEXT OF VIETNAMESE LANGUAGE READING CLASSES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0369.

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Prilianti, Dian, Tahrun, and Mulyadi. "Improving the Tenth Grade Students’ Reading Comprehension Achievement of Narrative Text and Reading Interest by Using Guided Reading Strategy." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.199.

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Moracci, Giovanna. "The travel to Europe of P.A.Tolstoj, writer and «our nobleman»." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.18.

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Reports on the topic "Reading guides"

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Deimel, Lionel E., and J. F. Naveda. Reading Computer Programs: Instructor's Guide to Exercises. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada228026.

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Hayes, Sarah, Tebols Casados, Valerie Trujillo, and Michelle Mittrach. Electronic Public Reading Room (EPRR) Guide - Version 3. Office of Scientific and Technical Information (OSTI), October 2020. http://dx.doi.org/10.2172/1671065.

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Hinkle, Wade P., Mliton L. Tulkoff, and Rachel D. Dubin. User Manual for IDA Reading Guide Website Visitors. Fort Belvoir, VA: Defense Technical Information Center, January 2012. http://dx.doi.org/10.21236/ada559347.

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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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Abstract:

The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.

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Appleyard, Bruce, Jonathan Stanton, and Chris Allen. Toward a Guide for Smart Mobility Corridors: Frameworks and Tools for Measuring, Understanding, and Realizing Transportation Land Use Coordination. Mineta Transportation Institue, December 2020. http://dx.doi.org/10.31979/mti.2020.1805.

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The coordination of transportation and land use (also known as “smart growth”) has been a long-standing goal for planning and engineering professionals, but to this day it remains an elusive concept to realize. Leaving us with this central question -- how can we best achieve transportation and land use coordination at the corridor level? In response, this report provides a review of literature and practice related to sustainability, livability, and equity (SLE) with a focus on corridor-level planning. Using Caltrans’ Corridor Planning Process Guide and Smart Mobility Framework as guideposts, this report also reviews various principles, performance measures, and place typology frameworks, along with current mapping and planning support tools (PSTs). The aim being to serve as a guidebook that agency staff can use for reference, synergizing planning insights from various data sources that had not previously been brought together in a practical frame. With this knowledge and understanding, a key section provides a discussion of tools and metrics and how they can be used in corridor planning. For illustration purposes, this report uses the Smart Mobility Calculator (https://smartmobilitycalculator. netlify.app/), a novel online tool designed to make key data easily available for all stakeholders to make better decisions. For more information on this tool, see https://transweb.sjsu.edu/research/1899-Smart-Growth-Equity-Framework-Tool. The Smart Mobility Calculator is unique in that it incorporates statewide datasets on urban quality and livability which are then communicated through a straightforward visualization planners can readily use. Core sections of this report cover the framework and concepts upon which the Smart Mobility Calculator is built and provides examples of its functionality and implementation capabilities. The Calculator is designed to complement policies to help a variety of agencies (MPOs, DOTs, and local land use authorities) achieve coordination and balance between transportation and land use at the corridor level.

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Guide to good practices for operations and administration updates through required reading. Office of Scientific and Technical Information (OSTI), December 1998. http://dx.doi.org/10.2172/296708.

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