Relevant bibliographies by topics / Reading instruction literacy

Contents

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

Academic literature on the topic 'Reading instruction literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Reading instruction literacy"

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Connor, Carol McDonald, and Frederick J. Morrison. "Individualizing Student Instruction in Reading." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (January 20, 2016): 54–61. http://dx.doi.org/10.1177/2372732215624931.

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Despite three decades of scientific and public attention on efforts to improve literacy in America, little progress has been made in closing achievement gaps across racial, ethnic, and socioeconomic lines. This article argues that one major reason is failure to take into account the mosaic of strengths and weaknesses individual children bring to school. With this comes the failure to develop personalized instruction for each child. We briefly review the research available and then describe how research, ours and others, supports the efficacy of individualizing student instruction (ISI) and illustrates how society might close achievement gaps. ISI, and other regimes, offer a systematic instructional program, incorporate child assessment, and present personalized small-group instruction. In ISI, this is aided by computer-generated recommendations and planning tools in the A2i online technology, coupled with extensive, ongoing professional development (PD). ISI has been shown to be highly effective from preschool through third grade in improving children’s literacy skills. The practical and policy implications of implementing effective instruction are discussed.
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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, and Barbara Jones. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (August 1998): 647–717. http://dx.doi.org/10.1177/003463739809500319.

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This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.
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Schumm, Jeanne Shay, Sharon Vaughn, Diane Haager, and Janette Kettmann Klingner. "Literacy Instruction for Mainstreamed Students." Remedial and Special Education 15, no. 1 (January 1994): 14–20. http://dx.doi.org/10.1177/074193259401500104.

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In this study we investigated six widely used basal reading programs for suggestions for literacy instruction for mainstreamed special education students (MSE). The kindergarten, first-, third-, and fifth-grade materials were analyzed for each of the six basal reading programs selected. A basal analysis instrument, based on a literature review and focus-group interviews, was designed to record teaching suggestions for mse students. Only two of the basal reading programs included suggestions directed to the needs of mse students, and their suggestions were few. Discussion focuses on the need to provide general education teachers with teachers' manuals and professional development opportunities that offer explicit suggestions for meeting the needs of mse students in general education classrooms.
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V. Rasinski, Timothy, Barbara Tschantz, Jennifer Austin, Kristen Evans, Jennifer Lowers, Jeffrey Papa, and Erin Spear-Hoffman. "Time for Reading Instruction: How Much Time Should Schools and Teachers Devote to Reading Instruction in Grades K-2?" World Journal of Educational Research 7, no. 1 (January 26, 2020): p68. http://dx.doi.org/10.22158/wjer.v7n1p68.

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Although research has indicated that time allotted for instruction in reading is associated with reading achievement, no studies have examined what is the appropriate or optimal time that should be given to reading instruction in the primary grades (grades K-2). Given the understanding that it is the teachers themselves who would have the best sense of the appropriate time for reading instruction and its various components. Results of the survey indicate that teachers feel that 178-198 minutes be devoted to the general literacy curriculum, while 62-71 minutes be devoted to the core reading curriculum per day. We note that the allocation of time to the major components of reading instruction (word study, fluency, and comprehension) varied considerably. In follow-up survey inquiries, a significant number of teachers manifest difficulties in actually meeting their own recommendations for time appropriation for reading instruction. Among the factors that keep teachers from meeting their recommendations for instructional time are special events that disrupt and disturb the time given for instruction. Recommendations for making time for literacy instruction for effective and efficient are considered.
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Pelttari, Carole. "Imagination and Literacy Instruction: A Content Analysis of Literature within Literacy-Related Publications." Language and Literacy 18, no. 3 (July 26, 2017): 106. http://dx.doi.org/10.20360/g20027.

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Through content analysis of research conducted during the last 25 years, this paper identifies five vital uses of imagination within literacy instruction. First, readers use imagination to comprehend text. Second, readers use imagination to engage in the world depicted through the text. Third, readers use imagination to make sense of both narrative and expository texts. Fourth, readers use imagination to learn about self and others. Finally, readers benefit from instruction regarding the use of imagination to enhance reading. A compilation of instructional methods are presented. This analysis establishes the need for classroom instruction connecting imagination and literacy.
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Hiebert, Elfrieda H. "The Texts of Literacy Instruction." Literacy Research: Theory, Method, and Practice 66, no. 1 (July 12, 2017): 117–34. http://dx.doi.org/10.1177/2381336917718521.

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Texts are a central part of reading. Yet our understandings of appropriate text features and distributions of text diets at different points in students’ reading development are limited. The thesis of the essay is that, if the trajectory of struggling readers is to change, attention is needed to the features of texts and students’ text diets, especially those of students who attend schools in heavily impacted communities. Three issues are identified that require the attention of researchers to ensure appropriate texts and text diets for struggling readers: (a) texts from the earliest levels need to be meaningful, (b) at least part of struggling readers’ text diets need to be with texts in which words with morphological and phonological consistency are repeated, and (c) amount of text read by struggling readers needs to be substantial for reading capacity to increase. For each issue, the manner in which current practices can contribute to potential obstacles for struggling readers is described. Next, research on alternative practices is presented that shows how shifts in texts and text diets can support higher reading proficiency. The essay ends with a description of a research agenda that uses digital resources to increase students’ facility with vocabulary in complex texts.
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McKenzie, Cori Ann, and Scott Jarvie. "The limits of resistant reading in critical literacy practices." English Teaching: Practice & Critique 17, no. 4 (November 12, 2018): 298–309. http://dx.doi.org/10.1108/etpc-01-2018-0017.

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Purpose This paper aims to draw from work in the field of English that questions the “limits of critique” (Felski, 2015) in order to consider the limits of critical literacy approaches to literature instruction. The study focuses on the relational and affective demands that resistant reading places on readers and texts. Design/methodology/approach Drawing from post-critical (Felski, 2015) and surface (Best and Marcus, 2009) reading practices in the field of English, the authors perform analyses of two recent articles that illustrate critical literacy approaches to literature instruction, drawing attention to the ways the resistant reading practices outlined in each article reflect Felski’s description of critique. Findings The authors’ readings of two frameworks of critical literacy approaches to literature instruction produce two key findings: first, in emphasizing resistant readings, critical literacy asks readers to take up a detective-like orientation to literature, treating texts as suspects; second, resistant reading practices promote a specific set of affective orientations toward a text, asking readers to cultivate skepticism and vigilance. Originality/value While the authors do not dismiss the importance of critical literacy approaches to literature instruction, the study makes room for other relational and affective orientations to literature, especially those that might encourage readers to listen to – and be surprised by – a text. By describing critical literacy through the lens of Felski’s work on critique, the authors aim to open up new possibilities for surprising encounters with literature.
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Alvermann, Donna E. "Effective Literacy Instruction for Adolescents." Journal of Literacy Research 34, no. 2 (June 2002): 189–208. http://dx.doi.org/10.1207/s15548430jlr3402_4.

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This article, written for a general audience, focuses on the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. It is a slightly revised version of a position paper that the Board of Directors of the National Reading Conference (NRC) commissioned this past year to underscore the need to continue literacy instruction beyond the elementary grades. Posted originally to NRC's web page ( http://nrc.oakland.edu ), the paper argues that adolescent literacy instruction, if it is to be effective, must address issues of self-efficacy and student engagement with a variety of texts (e.g., textbooks, hypermedia texts, digital texts) in diverse settings. It must also attend to the literacy demands of subject area classes, to struggling readers, to issues of critical literacy, and to participatory instructional approaches that actively engage adolescents in their own learning.
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Sitthitikul, Pragasit. "Utilizing the QRI as a Diagnostic Assessment and Intervention Instruction: A Case of a Thai Learner." English Language Teaching 11, no. 7 (June 14, 2018): 101. http://dx.doi.org/10.5539/elt.v11n7p101.

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The present exploration aimed to assess a reading level of a young Thai student by using the Qualitative Reading Inventory (QRI), and to plan reading intervention instruction targeted on the identified needs based on the assessment results. In this study, a single case study approach was employed. A seven-year old Thai learner was the focal participant. The research questions are threefold as follows: (1) What was the student’s diagnostic assessment result measured by the Qualitative Reading Inventory?, (2) Did the designed QRI-based reading intervention instruction lead to student’s literacy growth?, and (3) What was the student’ attitude towards the self as a reader, reading, and school before the diagnostic assessment took place, and after the reading intervention? The research instruments used in this study included the QRI tests, semi-structured interviews and observations. The diagnostic assessment results revealed that the student’s instructional reading level was at the pre-primer, and the QRI-based intervention instruction proved to assist the student in literacy growth. Moreover, the results from the interviews and observations showed that the student had a better attitude towards reading.
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Schoenbach, Ruth, and Cynthia Greenleaf. "Leading for literacy." Phi Delta Kappan 99, no. 3 (October 23, 2017): 59–64. http://dx.doi.org/10.1177/0031721717739596.

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Two-thirds of U.S. high school students today are unable to read and comprehend complex academic materials, think critically about texts, synthesize information from multiple sources, or effectively communicate what they have learned. And in response, many teachers simply stop assigning challenging texts, opting instead to “deliver content” through lectures. For 25 years, though, the Reading Apprenticeship program has shown that when school and district leaders embrace a collective responsibility to provide effective reading and writing instruction, they can help subject-area teachers reflect on their own literacy practices and fundamentally rethink their approach to literacy instruction.
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Dissertations / Theses on the topic "Reading instruction literacy"

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Towle, Brenna Renee. "Literacy mentorship| Negotiating pedagogical identities around disciplinary literacy strategy instruction." Thesis, State University of New York at Buffalo, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629864.

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This qualitative study examined a professional development model of literacy coaching in which secondary content teachers were trained in literacy strategy instruction and in literacy mentorship. I attempted to understand the negotiation of pedagogical identities of content teachers engaged in literacy strategy instruction within their own classrooms while also providing literacy mentorship for a peer within the district. Data sources included interviews, video of strategy instruction, field notes, and artifacts from three participants in a suburban high school. Findings revealed that participants engaged in strategy instruction in their own practices and identified themselves regularly as literacy strategy experts within the district but not typically as mentoring experts. Three metaphors were used to explore the separate identities exhibited by the teachers in their role of mentor: the Peer Coach; the Content Warrior, and the Fake Mentor. The findings also revealed that cooperative reflection around video of strategy instruction was essential for negotiation of identity. Several implications for administrators, teachers, teacher educators and professional development were drawn from the findings of this study in regard to developing and selecting professional development models around disciplinary literacy strategy instruction.

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Giddens, April Jessup. "Perceptions and Experiences of Teachers and Literacy Coaches' Literacy Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5080.

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The literacy rate in Louisiana remains lower than the national average. This is especially true at Rosewood Elementary School (pseudonym), a D-rated school on a scale of A-F. The problem is that teachers are unsuccessful in trying to improve students' literacy test scores, despite several targeted efforts to give them tools to make these improvements. The purpose of this study is to explore the literacy practices, beliefs, and professional development of teachers at Rosewood Elementary. The conceptual framework of this study included Clark and Peterson's cognitive process teacher model, which focuses on teachers' thought processes and their behaviors in the classroom and guides the questions about these processes. The key research questions involve 3rd-5th grade teachers' and literacy coaches' perceptions of their current professional learning on and support for effective literacy instruction, as well as the literacy coaches' perceptions of teachers' needs and struggles with teaching literacy. This case study includes sequential data collection including a survey, interviews, and classroom observations from 9 purposefully selected literacy teachers in Grades 3-5 and 2 literacy coaches, all from Rosewood Elementary School. Constant comparative data analysis was used for interview and observational data, and descriptive analysis was used for the survey. Findings include both teacher and coach perspectives. Training on classroom management and differentiated instruction was needed. A 4-day professional development was developed to address these needs. Implications for social change with improved literacy instruction include an increase in student literacy rates as well as teachers' self-efficacy in literacy instruction.
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Campbell, Jeanette Lynn. "California early literacy learning as an effective alternative to reading recovery for school-wide literacy instruction." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1656.

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Killian, Melissa R. "The Mediated Relationship Between Everyday Literacy Skills and Adult Literacy Scores by Vocabulary Proficiency." Thesis, Tennessee Technological University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979453.

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This study is an ex post facto correlational study that analyzed the mediated relationship between everyday adult literacy practices (directions or instructions; letters, memos, or mail; newspapers or magazines; professional journals or publications; books, manuals or reference materials; financial statements; diagrams, maps, or schematics) and literacy scores, using vocabulary scores as the mediator while controlling for educational attainment, current educational practices, age, and number of books at home. This study used the Program of International Assessment of Adult Competency (PIAAC) 2012/2014 public use household dataset which includes data from over 8,000 participants. This dataset contains information about participants’ background, daily lives, and reading practices as well as literacy, numeracy, and informational technology skills. Analyses were completed using the IDB analyzer to complete regression analyses on the final sample which included 1,599 participants who had taken both the literacy and print vocabulary assessment. The Sobel process was used to determine mediation. According to the Sobel test, the vocabulary score mediated the relationship between reading letters, memos, or mail (b = 4.18, SE = 0.23, p < .001) and newspapers or magazines (b = 2.55, SE = 0.29, p < .05) and the combined plausible literacy score. This showed that a portion of the ability to predict adult literacy scores from the frequency of reading letters, memos, or mail and newspapers or magazines could be due to vocabulary proficiency.

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Kimmy, Michelle. "Preschool Teachers' Views of Literacy Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4301.

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Students in Pennsylvania are falling behind in reading proficiency. Early literacy skills are the foundation for future reading success and students who have not learned to read proficiently by the end of 3rd grade have an increased chance of failing to achieve academic success. The purpose of this quantitative correlational study was to investigate the relationship between preschool teachers' perceived self-efficacy for literacy instruction and preschool literacy assessment scores of students at local private preschool classrooms. The research question focused on the relationship between preschool teacher self-efficacy for literacy instruction and student literacy achievement. Bandura's self-efficacy theory served as the theoretical foundation of the study. Preschool teachers' (n = 31) perceived levels of self-efficacy for early literacy instruction was measured using the Komlodi Assessment for Self-efficacy (KASE) survey. A Pearson correlation analysis of the KASE survey data along with preschool student literacy assessment scores from the Teaching Strategies GOLD preschool assessment was completed to determine whether a relationship exists. The results, however, revealed no significant correlation between teacher self-efficacy and student literacy achievement. The findings suggested that the preschool teachers perceived themselves as effective in both literacy instruction and knowledge of literacy concepts, but less efficacious in their ability to diagnose and provide successful interventions to students struggling with literacy. Recommendations include offering professional development opportunities to strengthen the skills where preschool teachers feel less effective. A focus on professional development and support for teachers may promote social change as students achieve higher early literacy proficiency and become successful members of society.
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Elder, Sharon M. Brabham Edna R. Greene. "Comprehension strategy instruction with teacher read alouds for first graders." Auburn, Ala., 2006. http://hdl.handle.net/10415/1292.

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Cummings, Brienne M. "Reading Instruction for All: A Study of the Status of Reading Instruction in Ohio High Schools." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206195511.

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Dwyer, Edward J. "Explicit Phonics Instruction within the Literature Based Reading Program." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/3733.

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Feldman, Donna B. "Writing Instruction and Standardized Reading Scores Among Secondary Students." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1259184678.

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Dean, Emily Ocker. "The efficacy of systematic, explicit literacy instruction in kindergarten and first grade." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1285.

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Books on the topic "Reading instruction literacy"

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M, Mason Jana, Scheu Judith A, and Mason Jana M, eds. Literacy instruction for today. New York: HarperCollins College Publishers, 1995.

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Reading instruction. 2nd ed. New York: Harper & Row, 1989.

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Murray, Carol. Scope & sequence for literacy instruction. 2nd ed. Austin, Tex: Pro-Ed, 2006.

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Literacy difficulties: Diagnosis and instruction. Fort Worth, TX: Harcourt Brace College Publishers, 1997.

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Hiebert, Elfrieda H. Early literacy instruction. Fort Worth, Tex: Harcourt Brace College Publishers, 1998.

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Leu, Donald J. Effective literacy instruction, K-8. 4th ed. Upper Saddle River, N.J: Merrill, 1999.

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D, Stoodt Barbara, and Burns Paul C, eds. Secondary school literacy instruction: The content areas. 8th ed. Boston: Houghton Mifflin Co., 2004.

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D, Stoodt Barbara, Burns Paul Clay 1923-, and Roe Betty D, eds. Secondary school literacy instruction: The content areas. 6th ed. Boston: Houghton Mifflin, 1998.

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D, Stoodt Barbara, and Burns Paul Clay 1923-, eds. Secondary school literacy instruction: The content areas. Belmont, CA: Wadsworth, Cengage Learning, 2010.

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D, Stoodt Barbara, and Burns Paul C, eds. Secondary school literacy instruction: The content areas. 7th ed. Boston: Houghton Mifflin Co., 2001.

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Book chapters on the topic "Reading instruction literacy"

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Peery, Angela, and Tracey Shiel. "Monitoring Reading Instruction." In What to Look for in Literacy, 63–136. New York, NY : Routledge, 2021. | Series: Eye on education: Routledge, 2021. http://dx.doi.org/10.4324/9781003119272-4.

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Teaching Academic Reading." In ESL (ELL) Literacy Instruction, 192–222. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-6.

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Gunderson, Lee, Reginald Arthur D’Silva, and Dennis Murphy Odo. "Reading Programs, Practices, and Approaches." In ESL (ELL) Literacy Instruction, 1–32. 4th edition. | New York, NY : Routledge, 2019.Identifiers: LCCN 2019009919 (print) | LCCN 2019018278 (ebook) | ISBN 9780429458583 (eBook) | ISBN 9781138311862 (hardback) | ISBN 9781138311893 (paperback): Routledge, 2019. http://dx.doi.org/10.4324/9780429458583-1.

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McMaster, Kristen L., and Christine A. Espin. "Reading comprehension instruction and intervention." In Studies in Written Language and Literacy, 463–88. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/swll.15.25mcm.

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Mostow, Jack. "Project LISTEN’s Reading Tutor." In Adaptive Educational Technologies for Literacy Instruction, 263–67. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-18.

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Magliano, Joseph P., Melissa Ray, and Keith K. Millis. "The Reading Strategy Assessment Tool." In Adaptive Educational Technologies for Literacy Instruction, 282–87. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-21.

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Haines, Leonard P., and Che Kan Leong. "Computer Speech in Reading Research, Instruction, and Remediation." In Understanding Literacy and Cognition, 189–201. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4684-5748-3_10.

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Galloway, Emily Phillips, and Nonie Lesaux. "Reading Comprehension Skill Development and Instruction for Adolescent English Language Learners: A Focus on Academic Vocabulary Instruction." In Literacy Studies, 153–78. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_7.

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Frishkoff, Gwen A., Kevyn Collins-Thompson, SungJin Nam, Leslie Hodges, and Scott A. Crossley. "Dynamic Support of Contextual Vocabulary Acquisition for Reading (DSCoVAR)." In Adaptive Educational Technologies for Literacy Instruction, 69–81. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-6.

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Arrow, Alison W., Claire J. McLachlan, and Keith T. Greaney. "Teacher Knowledge Needed for Differentiated Early Reading Instruction." In Excellence and Equity in Literacy Education, 194–213. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415578_9.

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Conference papers on the topic "Reading instruction 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. Valencia: 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. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
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Hasanah, Mar’atun, Abdurrahman Adisaputera, and Evi Eviyanti. "The Instructional Development of Reading Material Based on Literacy with Local Culture in Indonesian Learning." In Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2018), 3rd November 2018, North Sumatra, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.3-11-2018.2285669.

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Reports on the topic "Reading instruction literacy"

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

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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