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Relevant bibliographies by topics / Reading instructional strategies

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Journal articles

Academic literature on the topic 'Reading instructional strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Reading instructional strategies"

1

Pedrotty Bryant, Diane, Nicole Ugel, Sylvia Thompson, and Allison Hamff. "Instructional Strategies for Content-Area Reading Instruction." Intervention in School and Clinic 34, no. 5 (1999): 293–302. http://dx.doi.org/10.1177/105345129903400506.

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Stein, Marcy, Barbara Johnson, and Linda Gutlohn. "Analyzing Beginning Reading Programs." Remedial and Special Education 20, no. 5 (1999): 275–87. http://dx.doi.org/10.1177/074193259902000503.

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This article bridges the gap between research and practice in beginning reading instruction by applying research-based evaluation criteria in a systematic analysis of recently published curriculum materials. Through a review of research on beginning reading instruction, the authors derived two instructional features characteristic of effective reading programs: explicit phonics instruction and a strong relationship between that phonics instruction and the words of the text selections in student reading materials. This article describes a curriculum analysis of several commercially published fi

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Jackson, Leonard. "Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students." Scholar Chatter 2, no. 1 (2021): 15–31. http://dx.doi.org/10.47036/sc.2.1.15-31.2021.

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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditio

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4

Drecktrah, Mary Ellen, and Berttram Chiang. "Instructional Strategies Used by General Educators and Teachers of Students with Learning Disabilities." Remedial and Special Education 18, no. 3 (1997): 174–81. http://dx.doi.org/10.1177/074193259701800306.

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A survey was conducted to determine the instructional strategies used by special education teachers and general educators in teaching reading and writing, their philosophical approach (direct instruction or whole language), and what influenced teachers in making their philosophical decision. a 21-item questionnaire was completed by 183 elementary teachers of second and fifth grades and teachers of students with learning disabilities. the results indicated that the most important factor influencing respondents' philosophical decisions in teaching reading and writing is their teacher training pr

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Levy, Shari, and Sharon Vaughn. "An Observational Study of Teachers’ Reading Instruction of Students with Emotional or Behavioral Disorders." Behavioral Disorders 27, no. 3 (2002): 215–35. http://dx.doi.org/10.1177/019874290202700303.

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The authors documented reading instructional practices for students with emotional or behavioral disorders (E/BD) as well as strategies used by teachers to redirect behavior and provide positive support during reading. Six teachers of students with E/BD were observed during reading instruction and interviewed. Three of the six teachers provided some reading instruction that was documented as effective and designed to meet the instructional needs of students. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative feedback dominated four te

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Fetters, Carol, Evan Ortlieb, and Earl H. Cheek. "Reading First, Science Last: An Investigation into Reading Comprehension Strategy Usage in Science Education." Journal of Sociological Research 5, no. 1 (2014): 74. http://dx.doi.org/10.5296/jsr.v5i1.5528.

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This qualitative exploration was designed to examine strategy-based reading instruction using science expository text in grades 2-5. This study centered on case studies of six elementary teachers and how they used reading strategies during science instruction. Findings revealed that although the teachers’ use of expository text was limited, teachers utilized particular reading strategies that extended and elaborated the students’ oral discussions during science instruction. The classroom conversations about science topics extended the students’ background knowledge of the science concepts that

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7

Bejos, Karla. "Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 16, no. 2 (2009): 45–53. http://dx.doi.org/10.1044/cds16.2.45.

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Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at

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Kuder, S. Jay. "Vocabulary Instruction for Secondary Students With Reading Disabilities: An Updated Research Review." Learning Disability Quarterly 40, no. 3 (2017): 155–64. http://dx.doi.org/10.1177/0731948717690113.

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This article presents an update and extension of the research on instructional methods for vocabulary learning by secondary-age students with learning disabilities. Seven studies that have been published since the last comprehensive review of the research were located. Four instructional methods were found to be the most effective: mnemonic instruction, learning strategies that utilized morphemic analysis, direct instruction, and multimedia instruction. In addition, peer-mediated instruction was found to be a successful approach for supporting vocabulary learning, although it was not possible

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9

Olifant, Tilla, Madoda Cekiso, Naomi Boakye, and Nophawu Madikiza. "Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction." Journal for Language Teaching 54, no. 2 (2021): 71–93. http://dx.doi.org/10.4314/jlt.v54i2.4.

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Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The st

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Sun, He, Weimin Toh, and Rasmus Steinkrauss. "Instructional strategies and linguistic features of kindergarten teachers’ shared book reading: The case of Singapore." Applied Psycholinguistics 41, no. 2 (2020): 427–56. http://dx.doi.org/10.1017/s0142716420000053.

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AbstractTeachers’ language practice during shared book reading may significantly affect the rate and outcome of early language proficiency. The current study has focused on 37 kindergarten teachers and 440 4- to 5-year-old kindergartners during their shared book reading sessions in Singapore, exploring teachers’ variation in instructional strategies and linguistic features, and its relations with children’s language development and teacher’s background. Results demonstrated that teacher’s language strategies and linguistic features varied considerably. Instructional strategies with a medium le

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