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Journal articles on the topic 'Reading instructional strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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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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2

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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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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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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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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Anders, Patricia L. "Reading to Learn: Theory, Strategies and Instructional Research." Journal of Adolescent Research 1, no. 2 (1986): 163–74. http://dx.doi.org/10.1177/074355488612003.

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Nichols, William D., Luana J. Zellner, Victor L. Willson, Sandra Mergen, and Carl A. Young. "What Affects Instructional Choice? Profiles of K-2 Teachers' Use of Reading Instructional Strategies and Methods." Journal of Literacy Research 37, no. 4 (2005): 437–58. http://dx.doi.org/10.1207/s15548430jlr3704_2.

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This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a reading strategies/methods measure, followed by discriminant analysis on the three predominant types of teachers: (a) those using a structured approach to reading, (b) those using an integrated approach, and (c) those using an eclectic approach—to determine

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Kourea, Lefki, Lenwood Gibson, and Robai Werunga. "Culturally Responsive Reading Instruction for Students With Learning Disabilities." Intervention in School and Clinic 53, no. 3 (2017): 153–62. http://dx.doi.org/10.1177/1053451217702112.

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As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students’ learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and linguistically diverse background. This article analyzes three main domains of culturally responsive reading instruction for students with LD: (a) instructional delivery, (b) environmental support, and (c) curriculum context. Specific strategies and teaching t

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Duffyy, Gerald G., Laura R. Roehler, Michael S. Meloth, et al. "Developing and Evaluating Measures Associated with Strategic Reading." Journal of Reading Behavior 19, no. 3 (1987): 223–46. http://dx.doi.org/10.1080/10862968709547602.

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This paper describes and evaluates four measures recently developed for use in an instructional study of students' awareness and use of reading skills as strategies. The focus here is on the evaluation of the measures, rather than the study itself. Included are measures of (a) students' awareness of lesson content following skill instruction, (b) students' reasoning as they perform a particular skill task, (c) students' reasoning when reading connected text, and (d) students' awareness of the general need to be strategic when reading. Recommendations are provided regarding the modification and

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Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

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Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in

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Ennis, Robin Parks, Kathleen Lynne Lane, Wendy Peia Oakes, and Sarah Cole Flemming. "Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction." Journal of Positive Behavior Interventions 22, no. 2 (2019): 78–92. http://dx.doi.org/10.1177/1098300719870438.

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Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instruc

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Suh, Young-Mee. "Strategy-Based Reading Instruction Utilizing the CALLA Model in an ESL/EFL Context." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 199–212. http://dx.doi.org/10.14434/ijlcle.v1i0.26834.

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This paper describes four English reading instruction approaches which are primarily used in ESL/EFL reading classes: ExperienceTextRelationship, the Reciprocal Teaching Approach, Transactional Strategy Instruction, and the Cognitive Academic Language Learning Approach. Each reading approach is based on reading strategy instruction, and students are considered active learners in these paradigms. The CALLA model in particular puts emphasis on both language and content development while teaching strategies explicitly. Considering that the CALLA model is based on promotion of language and content

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Xu, Wei. "Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction." English Language Teaching 8, no. 11 (2015): 155. http://dx.doi.org/10.5539/elt.v8n11p155.

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<p>Any instructional practice must be derived from a teacher’s knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers’ practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of teachers are still scarce. This paper tends to synthesize ESL/EFL teachers’ pedagogical content knowledge of reading strategy instruction through learning the expertise conveyed in literature. Drawing on related studies in the field of reading

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Bartlett, Dana, Michael Vinella, and Sunddip Panesar-Aguilar. "How Benchmark Is Used in Third Grade Reading Instruction." Education, Language and Sociology Research 2, no. 1 (2021): p85. http://dx.doi.org/10.22158/elsr.v2n1p85.

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Third grade reading teachers at the local setting are not consistently using formative benchmark data to improve student reading performance, creating a gap in practice. This gap in practice may be due to teachers’ lack of capacity to use the data to make changes to their instructional practices. The purpose of this qualitative study was to explore how third grade reading teachers are using data from reading benchmark assessments to improve student reading performance. This research study was guided by two Research Questions (RQs). RQ 1 addressed how third grade teachers are using reading benc

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McKenna, John William, Justin D. Garwood, and Robai Werunga. "Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension." Beyond Behavior 29, no. 1 (2020): 18–30. http://dx.doi.org/10.1177/1074295619900379.

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Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of compre

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Lee, Guang-Lea, Robert Gable, and Verla Kroeker Klassen. "Effective Reading Remediation Instructional Strategies for Struggling Early Readers." Procedia - Social and Behavioral Sciences 46 (2012): 822–27. http://dx.doi.org/10.1016/j.sbspro.2012.05.206.

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O'Callaghan, Catherine. "Social construction of preservice teachers’ instructional strategies for reading." Teacher Educator 36, no. 4 (2001): 265–81. http://dx.doi.org/10.1080/08878730109555271.

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Reid, Ethna R. "Practicing Effective Instruction: The Exemplary Center for Reading Instruction Approach." Exceptional Children 52, no. 6 (1986): 510–19. http://dx.doi.org/10.1177/001440298605200604.

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The Exemplary Center for Reading Instruction (ECRI) teaches teachers how to use instructional strategies and a management system that have been proven to prevent reading failure and enhance the learning of ail language skills. Through a series of early research studies, ECRI found that student learning increased when (a) pupils are provided with greater amounts of quality instructional time; (b) teachers positively reinforce their students for increasing oral reading speed and accuracy; (c) students are taught to display overt, rapid, and accurate responses to specific teacher directives; (d)

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Salmerón, Ladislao, and Ana Llorens. "Instruction of Digital Reading Strategies Based on Eye-Movements Modeling Examples." Journal of Educational Computing Research 57, no. 2 (2018): 343–59. http://dx.doi.org/10.1177/0735633117751605.

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During the last decade, several studies have proposed and tested different instructional methods for teaching digital reading strategies to young students. In this study, we have tested the effectiveness of a program combining eye-movements modeling examples (EMMEs) and contrasting cases to instruct ninth-grade students how to plan, evaluate, and monitor their digital reading. EMMEs are videos that display a dot representing the eye movements of a model and an oral transcription of her thoughts while answering a specific question in a hypertext. Students in the EMME condition obtain higher com

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Kuhn, Melanie R. "Whole Class or Small Group Fluency Instruction: A Tutorial of Four Effective Approaches." Education Sciences 10, no. 5 (2020): 145. http://dx.doi.org/10.3390/educsci10050145.

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Four scientifically validated approaches to fluency instruction (Fluency-Oriented Reading Instruction, Wide Fluency-Oriented Reading Instruction, Fluency-Oriented Oral Reading, and Wide Fluency-Oriented Oral Reading) are reviewed. Two for the whole class and two for small groups. Key components of fluency, automaticity, and prosody are defined, and their contribution to reading comprehension is discussed. Automaticity contributes through its freeing up of attention to attend to meaning, and prosody contributes through its addressing of pacing and expression that, in turn, reflect textual meani

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Greenleaf, Cynthia L., Cindy Litman, Thomas L. Hanson, et al. "Integrating Literacy and Science in Biology: Teaching and Learning Impacts of Reading Apprenticeship Professional Development." Review & Expositor 95, no. 3 (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, experi

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Ammaralikit, Amornrat, and Wisa Chattiwat. "Effects of Business Reading Model on Thai Learners’ Reading and Creative Thinking Abilities." English Language Teaching 13, no. 5 (2020): 191. http://dx.doi.org/10.5539/elt.v13n5p191.

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In second language research, reading has attracted the attention of numerous researchers. However, little has been carried out to investigate effects of a reading instructional model on Thai learners&rsquo; business reading and creative thinking abilities. Thus, this study investigates whether a business reading model designed based on Concept-Oriented Reading Instruction (CORI) and Project-Based Learning (PBL) enhances Thai undergraduates&rsquo; reading and creative thinking abilities. The study also investigates what reading strategies the students use frequently to improve their rea

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Ingram, Cregg F., and Lois Dettenmaier. "LD College Students and Reading Problems." Academic Therapy 22, no. 5 (1987): 513–18. http://dx.doi.org/10.1177/105345128702200510.

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Parker, Nicole, Janet Breitenstein, and Cindy Jones. "Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher." Journal of Curriculum and Teaching 9, no. 2 (2020): 91. http://dx.doi.org/10.5430/jct.v9n2p91.

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Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance.

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Dinsmore, Julie A., and Douglar K. Isaacson. "Tactics for Teaching Dyslexic Students." Academic Therapy 21, no. 3 (1986): 293–300. http://dx.doi.org/10.1177/105345128602100306.

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Lowman, Joneen, Laura T. Stone, and Jing Guo. "Effects of Interactive Book Reading for Increasing Children’s Knowledge of Instructional Verbs." Communication Disorders Quarterly 39, no. 4 (2018): 477–89. http://dx.doi.org/10.1177/1525740117745639.

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Interactive book reading (IBR) has proven effective for increasing children’s lexicons with most of the results based on students’ learning of nouns. Little is known about the application of IBR to instructional verbs (i.e., words used during the instruction of academic content). To address this gap, 122 prekindergarten children were recruited from seven elementary schools. Each school was randomly assigned to the intervention group or the control group. Children in the intervention group were taught 12 instructional verbs across a 3-week period using interactive book-reading strategies. Child

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Housand, Angela, and Sally M. Reis. "Self-Regulated Learning in Reading: Gifted Pedagogy and Instructional Settings." Journal of Advanced Academics 20, no. 1 (2008): 108–36. http://dx.doi.org/10.4219/jaa-2008-865.

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Personal processes, the environment, and individual behaviors of both teachers and students are factors that facilitate students' use of self-regulation learning strategies in reading. Some environmental conditions, such as organization of materials and clear expectations, support the development and use of self-regulation learning (SRL) strategies in reading. Teachers who use explicit instruction and modeling of SRL strategies have more students who can use self-regulation to read for longer periods and respond to higher order thinking questions. However, there are highly self-regulated stude

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Shobeiry, Maria. "The effect of intensive authentic reading tasks on reading performance of academic ielts test takers." Revista Tempos e Espaços em Educação 13, no. 32 (2020): 1–17. http://dx.doi.org/10.20952/revtee.v13i32.13858.

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This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42 were categorized as the experimental group which received IR treatment and the rest o

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Shobeiry, Maria. "The Effect of Intensive Authentic Reading Tasks on Reading Performance of Academic IELTS Test Takers." Revista Tempos e Espaços em Educação 13, no. 32 (2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14447.

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This study aimed at investigating the effect of employing intensive reading (IR) authentic tasks as supplementary materials on reading comprehension development of Academic IELTS test takers within the framework of schema theory and three instructional models of reading strategies suggested by Pearson and Duke (2009). Participants of this study consist of 81 individuals comprising 41 male and 40 female language learners at pre-advanced level of English proficiency with the age range of 25 to 37 among which 42 were categorized as the experimental group which received IR treatment and the rest o

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Berrio, Ana T., Raul J. Martelo, and David Franco. "Instructional strategies for reading comprehension in basic primary educational institutions." Contemporary Engineering Sciences 11, no. 30 (2018): 1491–98. http://dx.doi.org/10.12988/ces.2018.83144.

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Fuchs, Lynn S., Douglas Fuchs, and Sarah Kazdan. "Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems." Remedial and Special Education 20, no. 5 (1999): 309–18. http://dx.doi.org/10.1177/074193259902000507.

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This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and flue

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Ponce, Gregorio A., and Leslie Garrison. "Overcoming the Walls Surrounding Word Problems." Teaching Children Mathematics 11, no. 5 (2005): 256–62. http://dx.doi.org/10.5951/tcm.11.5.0256.

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The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

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Nasri, Mehdi, and Reza Biria. "Integrating Multiple and Focused Strategies for Improving Reading Comprehension and L2 Lexical Development of Iranian Intermediate EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 1 (2016): 311. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.311.

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Effective reading is essential for success in learning a foreign language. EFL learners, therefore, need to master a number of reading strategies to be able to comprehend text information. Strategic reading research has already evidenced the possibility of teaching comprehension strategies to enhance learner’ comprehension and metacognitive abilities. Further research is needed though to examine the procedures or methodologies through which the approach can be applied. This pretest-posttest quasi-experimental article aimed, firstly, to compare the effects of the two widespread methods of expli

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Moody, Sally Watson, Sharon Vaughn, and Jeanne Shay Schumm. "Instructional Grouping for Reading: Teachers' Views." Remedial and Special Education 18, no. 6 (1997): 347–55. http://dx.doi.org/10.1177/074193259701800604.

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The purpose of this study was to gain understanding of general and special education teachers' perceptions of grouping for reading and the types of grouping patterns that are implemented in classrooms in a diverse urban school district. Forty-nine third-grade teachers (29 general education teachers who had students with learning disabilities in their class for part of the day and 20 special education teachers) participated in the study. Individual and focus group interviews were used. The results of the interviews revealed that teachers value control over their decisions on how to group for re

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Mudzielwana, Ndileleni P. "Research-based Instructional Reading Strategies to Enhance Reading Ability in Learners: A Compelling Case." International Journal of Educational Sciences 7, no. 3 (2014): 429–38. http://dx.doi.org/10.1080/09751122.2014.11890204.

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Borasi, Raffaella, Marjorie Siegal, Judith Fonzi, and Constance F. Smith. "Using Transactional Reading Strategies to Support Sense-Making and Discussion in Mathematics Classrooms: An Exploratory Study." Journal for Research in Mathematics Education 29, no. 3 (1998): 275–305. http://dx.doi.org/10.5951/jresematheduc.29.3.0275.

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In this study we explore the potential for mathematics instruction of four reading strategies grounded in transactional reading theory. On the basis of the descriptive study of 18 instructional episodes developed in 4 secondary mathematics classes as a result of collaborative action research, we show that encouraging mathematics students to talk, write, draw, and enact texts can provide them with concrete ways to construct and negotiate interpretations of what they read. In addition to helping students better understand the text read, acting on and acting out a text allow students to use that

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Channa, Mansoor Ahmed, Zaimuariffudin Shukri Nordin, and Abdul Malik Abassi. "Metacognitive Scaffolding in Reading Comprehension: Classroom Observations Reveal Strategies to Overcome Reading Obstacles of Engineering Students at QUEST, Nawabshah, Sindh, Pakistan." International Journal of English Linguistics 8, no. 3 (2018): 131. http://dx.doi.org/10.5539/ijel.v8n3p131.

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This study aimed at investigating the development of reading comprehension of engineering students through metacognitive strategies and scaffolding. This study used 12 classroom observations in four engineering departments of one public university in Pakistan. The researcher observed 3 classes in each department at the time of read-aloud sessions. The class in each department was comprised on minimum 55 students and maximum 75 students. The researcher himself conducted all the 12 observations to maintain reliability without interfere of the complete teaching method. Teacher in each class was i

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강종구, 허명진, and CHOI, SUNG KYU. "Instructional Strategies for Students with Reading Disability: Based on Case Studies." Journal of speech-language & hearing disorders 16, no. 4 (2007): 125–42. http://dx.doi.org/10.15724/jslhd.2007.16.4.008.

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Ofodu, Graceful Onovughe, and Raheem Adebayo Lawal. "Cooperative Instructional Strategies and Performance Levels of Students in Reading Comprehension." International Journal of Educational Sciences 3, no. 2 (2011): 103–7. http://dx.doi.org/10.1080/09751122.2011.11890014.

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Darch, Craig, and Russell Gersten. "Direction-Setting Activities in Reading Comprehension: A Comparison of Two Approaches." Learning Disability Quarterly 9, no. 3 (1986): 235–43. http://dx.doi.org/10.2307/1510469.

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Two direction-setting activities designed to increase high-school LD students' comprehension of important concepts during content area instruction were compared. Subjects were randomly assigned to one of two instructional groups. The first group was taught with prereading activities based on a basal approach to teaching comprehension. The major focus of this condition was on (a) developing student interest and motivation, (b) highlighting the relevance of the passage to the students' past experience, and (c) offering a general introductory discussion. The second group received instruction usin

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Fallon, Karen A., Janice Light, David McNaughton, Kathryn Drager, and Carol Hammer. "The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication." Journal of Speech, Language, and Hearing Research 47, no. 6 (2004): 1424–39. http://dx.doi.org/10.1044/1092-4388(2004/106).

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Current literature suggests a lack of empirically validated strategies for teaching reading skills to children who use augmentative and alternative communication (AAC). The current study implemented a single-subject, multiple-probe-across-subjects design to investigate the effects of direct instruction in single-word reading on the performance of students who use AAC. The instructional program targeted the reading skills of 5 participants who had severe speech impairments and ranged in age from 9 to 14 years old. All 5 participants reached criterion for matching targeted written words to corre

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Shih, Ying-Chun, and Barry Lee Reynolds. "Exploring strong and weak EFL readers’ strategy use after a reading strategy and extensive reading instructional intervention." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 31, no. 1 (2018): 345–77. http://dx.doi.org/10.1075/resla.16032.shi.

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Abstract After 16 weeks of extensive reading and reading strategy instruction in an English as a Foreign Language class (n = 52) at a junior college in Taiwan, three weak and three strong second language readers were recruited to investigate reading strategy use. Strategies were inferred from verbal reports gained through a think aloud methodology as participants read a text equivalent to those encountered during regular classroom instruction. Results indicated strong readers used more global strategies than weak readers. Strong readers had a more diverse reading strategy repertoire while weak

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Pranata, Mohammad Sofyan Adi. "The Teaching of Reading in Senior Secondary School." International Journal of English Education and Linguistics (IJoEEL) 1, no. 2 (2019): 42–49. http://dx.doi.org/10.33650/ijoeel.v1i2.964.

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Reading English is an important skill that students need to learn. The teaching of reading in secondary school will help student to get a purpose for reading, focus on what they are learning, think actively as they read, monitor their comprehension, and review content and relate what they have learned to what they already know. In order to apply the strategies effectively in new instructional settings, teachers must have a clear understanding of the reading comprehension process and the natural reading strategies that commonly applied by our students. By knowing this, they can select and demon

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Lee, Jiyeon, and So Yoon Yoon. "The Effects of Repeated Reading on Reading Fluency for Students With Reading Disabilities." Journal of Learning Disabilities 50, no. 2 (2016): 213–24. http://dx.doi.org/10.1177/0022219415605194.

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The purpose of this research was to systematically review the effects of repeated reading (RR) interventions on reading fluency to provide instructional strategies for students with reading disabilities (RD). Correct words per minute were coded as an outcome variable in a search that yielded 34 RR intervention studies from 1990 to 2014 for students with RD in K-12. The estimated overall Hedges’ g of the 39 independent effect sizes indicated the positive effects of RR on gains in reading fluency for students with RD, especially at the elementary grade level. The current findings also suggested

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Anes BOUBRIS, Abdelbassed, and Faiza HADDAM. "Reading Assessment: A Case Study of Teachers’ Beliefs and Classroom Evaluative Practices." Arab World English Journal 11, no. 4 (2020): 236–53. http://dx.doi.org/10.24093/awej/vol11no4.16.

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Research has revealed that teachers’ thinking processes highly influence their instructional and evaluative behaviors. Understanding teachers’ beliefs and theoretical orientations about reading are more than necessary to rethink reading instruction and assessment. The present paper reviews a case study conducted at the Department of English, Tlemcen University, Algeria. The study looked at teachers’ beliefs and theoretical orientations regarding reading assessment and its effect on EFL learners’ comprehension ability. It examines the correspondence between reading teachers’ theoretical orienta

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