Journal articles: 'Reading instructional strategies'

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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 first-grade basal reading programs, which reveals significant discrepancies between the instructional strategies supported by the literature and the strategies endorsed by many basal reading programs; cautions are included. The authors conclude with recommendations for educators involved in evaluating, selecting, and modifying beginning reading curriculum materials.

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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 traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

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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 program emphasis. results also indicated that the majority of respondents believe that a combination approach using both direct instruction and whole language is effective. the most commonly used instructional strategies by respondents include journal writing, writers' workshop, tradebooks, sustained silent reading, individualized reading, guided reading, and thematic units.

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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 teachers’ reading instruction. Teachers reported limited knowledge about how to teach reading.

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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 related to science expository text materials in grades 2-5. Further research could include alignment of reading strategy instruction with science instruction using print materials that are matched with the students’ instructional reading levels.

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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 improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

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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 to separate the effects of peer mediation from the instructional methods used. Implications for classroom practice and for future research are discussed.

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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 study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners’ independent comprehension strategy use. Furthermore, the study has disclosed that the teachers’ inability to engage learners in reading comprehension strategies might signify the teachers’ lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies.

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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 level of cognitive load were found to be positively related to children’s growth in receptive vocabulary and word reading skills. Teacher’s lexical sophistication was found to be positively associated with children’s vocabulary size. Years of teaching experience was revealed to predict teacher’s variation in medium-level instructions.

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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 the most important strategies and methods characterizing the different groups. Analysis of variance and qualitative analysis of written evaluations revealed that teachers involved in the professional development experience made significant gains in their use of several reading strategies and methods. Three years after initial training, follow-up interviews with selected teachers from each of the three cluster groups provided an understanding of the long-term effects of the professional development activities. Overall results showed that the teachers' reported use of selected reading instructional strategies and methods was influenced by several factors: (a) the workshop, (b) the district curriculum policy, (c) teacher implementation of targeted reading strategies, (d) teachers' perceptions of their own instructional efficacy, and (e) teachers' perceptions of students' academic needs and performance.

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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 tools are described in each domain to assist teachers in making their daily reading instruction more culturally responsive and relevant to the needs of their students.

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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 use of these measures in future instructional studies.

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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 SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

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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 instructional choice during reading instruction while collecting direct observation data on a student’s academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.

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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 at the same time, it can be a desirable instructional model in ESL/EFL reading classes. Targeting post-secondary school students whose English reading proficiency levels are in between intermediate and highintermediate, this paper illustrates each stage of the CALLA instructional model and provides a sample lesson plan. ESL/EFL teachers may utilize the demonstration or the lesson plan in a real teaching situation to help learners be successful ESL/EFL readers while increasing their content knowledge and language proficiency.

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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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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 strategy instruction either in general or in ESL/EFL contexts, this argumentative article first proposes a synthesized reading strategy instruction model which consists of one key component and two general principles, all of which create and are created by a safe and risk-free environment where students learn to use strategies actively and consciously with motivation and assistance. This article then elaborates on eight instructional strategies using summarizing instruction as an example in terms of three types of knowledge: declarative, procedural, and conditional. With the enrichment of the pedagogical content knowledge on strategy instruction, ESL/EFL teachers might teach reading strategies effectively both with metacognition, i.e., consciously planning, monitoring, and evaluating their teaching, and for metacognition, namely, to affect their students’ metacognitive awareness of strategy use in 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 benchmark assessment data to improve student reading performance. RQ 2 addressed specific instructional strategies that third grade teachers are using from reading benchmark assessment data to effectively improve student reading performance. Data-driven decision making (DDDM) was the conceptual framework that was the foundation for this study. This basic qualitative design for this research study included 13 participants. Data were collected through open-ended semistructured interviews, and qualitative analyses were conducted through open coding and thematic analysis. According to the findings of this study, immediately analyzing data, collaboration, and data driven instruction were the themes that emerged guided by RQ 1. Emerging themes for RQ 2 included test taking strategies, modeling, and guided reading. Leadership in this district may use these findings to make decisions about the effectiveness of teachers’ use of these benchmark assessments or the data gathered from the assessments to impact student reading proficiencies. This research may provide specific instructional strategies used through the DDDM process that increases student reading proficiency. The findings could possibly yield results that have positive social change implications for reading achievement.

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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 comprehension into effective reading instruction.

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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) teachers provide a supervised practice time for students and require high levels of student mastery; (e) teachers increase their, rates of particular teaching behaviors; (f) instruction is introduced in a three-step process: demonstration, prompt, and practice; and (g) the teaching of language skills is correlated.

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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 comprehension scores in a posttest performed 1 week after the instruction, as compared with a control group that have received a control instruction using written case examples. Students working with EMMEs also spend more time reading the main digital document, but they do not differ in terms of visits and time to relevant and irrelevant pages. Our study suggests that EMMEs can be used to foster literacy strategy instruction.

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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 meaning. Four principles for effective fluency instruction are also presented: Modeling, extensive opportunities for practice, the use of scaffolding, and the incorporation of prosodic elements. The four instructional approaches presented in this article are based on two different strategies for integrating extensive opportunities to read: Repeated versus wide reading. All four approaches use challenging texts, or texts at the upper end of the learners’ zone of proximal development, thus providing learners with access to a broader range of vocabulary and concepts than would be the case if they read only instructional level texts. All four also provided highly effective procedures for either whole-class or small-group reading instruction. The goal of this summary is to provide readers with effective approaches for classroom instruction.

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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, 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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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 reading abilities. Based on pretest-posttest design, this study measured 35 undergraduates&rsquo; reading abilities and strategies through a reading comprehension test. Additionally, a mini project was assigned to gauge the students&rsquo; creative thinking abilities following the treatment. The findings demonstrate that the business reading model significantly increased the participants&rsquo; reading abilities and helped promote their creative thinking abilities. It is also discovered that the top three reading strategies these students used frequently to increase their reading abilities include finding the main idea, taking notes, and mapping the concept and integrating information. The study concludes by providing useful insights for researchers or educators who are interested in business English reading instruction. Pedagogical recommendations for further studies are also offered in this study.&nbsp;

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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. Children assigned to the control group only received implicit exposure to instructional verbs during teacher talk. Children in the book-reading group knew significantly more words on a receptive picture identification task than children in the control group both at posttesting and at follow-up testing in the fall. No significant group differences were noted at spring testing.

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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 students (even though fewer numbers) in low self-regulation classrooms, suggesting that individual differences in SRL strategies exist among gifted students and perhaps some gifted students as early as fifth grade have already attained the individual ability to use self-regulated learning SRL strategies to read and learn. The combination of domain-specific strategy instruction in reading combined with the use of SRL strategies to support knowledge acquisition seems to help more students in the higher self-regulation classroom achieve and maintain focus during reading instruction.

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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 of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies. The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development.

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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 of 39 ,who are considered as control group, that did not receive IR treatment. The experimental group was further divided into two subgroups which each received the same IR authentic tasks with different instructional methods to teaching reading strategies. The results of an ANCOVA analysis illustrated a significant positive influence of authentic IR treatments on the development of participants' reading comprehension skills. However, an independent one-way t-test revealed that Pearson's and Duke's (2009) various instructional methods were not significantly influential on participants' final reading proficiency development.

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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 fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

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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 explicit teaching of comprehension strategies (focused vs. multiple) on EFL learner’ reading comprehension and lexical development and, secondly, to explore whether or not integration of fixed and multiple instructional techniques significantly improved intermediate EFL learners reading comprehension ability and lexical knowledge. To this end, four intact classes including 69 intermediate EFL learners in a language center in Isfahan were randomly assigned to one control and three experimental groups. The groups received the same amount of instruction, however differently, three receiving focused, multiple, and integrated strategy interventions respectively and the other receiving conventional reading-based instruction. The results revealed that while receiving focused strategy intervention did not offer a statistically significant advantage over the typical classroom setting, benefiting from multiple strategy intervention significantly improved the learners’ ability in reading comprehension. Moreover, the results asserted the efficacy of integrated strategy instruction in improving both reading comprehension and lexical development among Iranian intermediate EFL learners.Keywords: Focused strategy instruction, Lexical development, Multiple strategy instruction, Reading comprehension

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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 reading. General education teachers indicated that they feel constrained by the demands of the district and school administration, whereas special education teachers believe they have more autonomy in their grouping decisions. The majority of the general educators reported predominant use of a whole class grouping format, whereas special education teachers used a more varied format. For the most part, general educators endorsed mixed-ability grouping arrangements for both social and academic reasons. Special educators, on the other hand, supported same-ability groups. The discussion provides insights into why teachers do not differentiate instruction when teaching in classrooms that have culturally, linguistically, and academically diverse student populations. The need for professional development in flexible grouping strategies is also addressed.

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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 text as a springboard for sense-making and discussion of important mathematical ideas and issues about the nature of mathematics, especially when these reading experiences are supported by compatible classroom norms and values.

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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 introduced by the observer and his aim to come in the first observation session. The observer sat at the back of every classroom and noted all instructional practices carefully on the field-notes based on teachers using metacognitive strategies to support students in terms of reading comprehension instructions. This study revealed the promising results based on metacognitive scaffolding and strategies as the most important tools for engineering students and language teachers to use for the development of reading and comprehension.

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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 using an advance organizer in the form of a text outline designed to help students process information from the text. Daily instructional sessions lasted 50 minutes and continued for 9 school days. The dependent measures consisted of (a) three probe tests administered at the end of each 3-day unit and (b) a 12-item posttest. Results indicated that on both dependent measures the advance-organizer group significantly outperformed the basal group. The findings are discussed in terms of their implications for the development of teaching strategies for LD students.

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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 corresponding pictures. Three of the 5 participants demonstrated generalization of reading skills to novel-word reading, and 4 of the 5 generalized reading skills to book contexts. Implications and directions for future research are discussed.

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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 readers tended to lean towards the use of a single strategy. In addition, strong readers tended to combine strategies. These and other results are discussed in terms of the translation-based reading instruction currently dominating Taiwanese secondary school classrooms. Suggestions are also provided on how classroom English teachers should implement reading strategy training in the English language classroom.

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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 demonstrate appropriate reading strategies that their students need in reading the text.

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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 that a combination of RR and a listening passage preview would be the most effective method for students with RD.

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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 orientations and classroom reading assessment. This study included 20 teachers and 120 students. Data collection procedures included questionnaires and classroom observations. Data analysis exposed the congruence between teachers’ beliefs about reading and classroom reading assessment. Moreover, standardized classroom reading assessment negatively impacted learners’ comprehension ability and reading motivation. The discussions underscored the importance of alternative reading assessment methods such as portfolios, which represent genuine and effective language learning strategies according to modern research.

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Journal articles on the topic 'Reading instructional strategies'

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