Bibliografías temáticas / Reading, remedial teaching, bibliography

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Literatura académica sobre el tema "Reading, remedial teaching, bibliography"

Autor: Grafiati
Publicado: 27 de julio de 2024
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Reading, remedial teaching, bibliography"

1

Lu, Yisong. "Study on Integrating Diagnostic Assessment into College English Reading Teaching Practice." International Journal of Education and Humanities 7, no. 2 (2023): 87–90. http://dx.doi.org/10.54097/ijeh.v7i2.5408.

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This study examined how Udig reading assessment improved English teaching and learning at college level. With the help of the Udig feedback reports and a reading strategy questionnaire of students, teachers were able to identify the strength and weakness in students’ reading ability and deliver the follow-up remedial activities based on the targeted needs for ability development. Students learnt to understand their reading deficiency and adjusted their learning activities. Results show that students’ performance of reading ability improved and their scores of reading subskills rose after the r
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Gigante, Lorenza T. "Effectiveness of the Remedial Reading Program on Pupils' Performance." Psychology and Education: A Multidisciplinary Journal 20, no. 3 (2024): 307–16. https://doi.org/10.5281/zenodo.11350117.

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The study aimed to determine the effectiveness of the remedial reading program on the reading comprehension of pupils at Sta. Lucia Elementary School. Specifically, this study aimed to verify the effectiveness of the proposed special remedial teaching program in developing the skills in getting from the context, noting details and making inferences. The pre-test/ posttest Time Series Experimental Design was used in the study. Based on the Phil-IRI pre-test results, there were a total of sixty pupils who were identified frustration level of readers which were taken as the subjects out of 204 Gr
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Brown, Donna M. "Fundamentals of Literature: Teaching High School Students with Special Needs." English Journal 92, no. 4 (2003): 42–46. http://dx.doi.org/10.58680/ej20031037.

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Suggests that a remedial English classroom should be simple, emphasize respect, and make students comfortable. Notes that regardless of the special challenges each student may bring to the classroom, basic language skills improve through practice. Describes a remedial English class, which incorporates journal writing, reading aloud, sustained silent reading, and discussion.
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Jain, Ivy, and Norasmah Othman. "Reading Problems among Primary School Remedial Pupils in One of Miri, Sarawak." Social and Management Research Journal 16, no. 1 (2019): 73. http://dx.doi.org/10.24191/smrj.v16i1.6083.

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Reading is a difficult skill to be mastered by children mainly remedial students prone to problems in basic reading skill. Remedial students are students with learning disabilities who have been selected to attend the Remedial Programme in their schools. This study was conducted to identify the problems faced by these students in mastering basic reading skill. Basic reading skill that is the focus of this article is the open syllables words; Consonant Vowel Consonant Vowel (KVKV). This study aimed to identify the main problems faced by students in reading open syllables words (KVKV). The study
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Kajapati Mutty and Hasnah Toran. "EXPLORING THE TEACHING AND FACILITATION PRACTICES OF REMEDIAL TEACHERS." Special Education [SE] 3, no. 1 (2025): e0033. https://doi.org/10.59055/se.v3i1.33.

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Remedial education is an area that is specific to students who are less proficient in the basic skills of reading, writing and arithmetic. This study aims to explore the teaching and facilitation practices of remedial teachers in the Rembau district, focusing on their efforts to support students in mastering the basic 3R skills (reading, writing, and arithmetic). Using a qualitative approach, the study involved semi-structured interviews with 10 special education remedial teachers. The findings reveal that these teachers adopt student-centred, individualized approaches and utilize interactive
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Rosano, Daisy A., Genevieve R. Conjusta, Joni B. Gallardo, and Leilani F. Sindingan. "Teaching Remedial Reading: Content Area Teachers’ Difficulties and Needs." International Journal of Learning, Teaching and Educational Research 24, no. 2 (2025): 153–69. https://doi.org/10.26803/ijlter.24.2.8.

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Teachers’ capabilities inside the classroom are impacted by their teaching difficulties and needs. This participatory action research presents both the difficulties and the needs of junior high school content area teachers in teaching remedial reading, with the aim of providing recommendations for systemic changes. A total population of 31 teachers across various subject areas— particularly those teaching English, Filipino, Science, Mathematics, Araling Panlipunan (Social Studies), Edukasyon sa Pagpapakatao (Values Education), Technology and Livelihood Education as well as Music, Art, Physical
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Simm, T. "The Long‐term Results of Remedial Teaching of Reading." Educational Psychology in Practice 1, no. 4 (1986): 142–47. http://dx.doi.org/10.1080/0266736860010403.

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Richdale, Amanda L., John E. Reece, and Angela Lawson. "Teachers, Children with Reading Difficulties, and Remedial Reading Assistance in Primary Schools." Behaviour Change 13, no. 1 (1996): 47–61. http://dx.doi.org/10.1017/s0813483900003946.

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While there is a body of research addressing the causes of reading difficulty and the identification and remediation of children with a reading difficulty, little is reported regarding the type and adequacy of assistance that these children actually receive in school. This study addresses the latter two issues. A random sample of 110 Year 3 teachers from State primary schools answered questions concerning school resources for assisting children with a reading difficulty, main method of teaching reading, their beliefs concerning reading difficulty, and their own level of general teaching experi
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Rochman, Muhammad. "The Importance of Teaching Reading: Emphasize for Reading Fluency or Accuracy in Improving Students’ Reading Comprehension in EFL Context." Ethical Lingua: Journal of Language Teaching and Literature 4, no. 1 (2017): 11–29. http://dx.doi.org/10.30605/ethicallingua.v4i1.345.

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Current methods for teaching reading comprehension tend to emphasize the products of comprehension and neglect the processes of comprehension. Teachers often provide insufficient opportunities for learners to practice English in teaching reading. To make the situation worse, both teachers and learners frequently use Indonesian language throughout English classes. There are two sets of skills that are particularly important to teach. The first set includes comprehension monitoring skills that involve readers' monitoring their continuing processing for possible comprehension failure and taking r
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Adil, Zoraida M. "Teaching of Reading In the Midst of Uncertainties: The Narratives of Elementary Laboratory School Teachers." American Journal of Multidisciplinary Research and Innovation 1, no. 2 (2022): 34–38. http://dx.doi.org/10.54536/ajmri.v1i2.252.

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Teaching of reaching brought a monumental implication to teaching and learning. This qualitative-narrative research aimed to determine the narratives of Cotabato Foundation College of Science and Technology Elementary Laboratory School. Results showed that teachers were challenged by unresponsive learners, lack of parental support, and lack of reading materials. Meanwhile, they provided their learners with remedial reading activities. They advised that teachers must be passionate and compassionate in handling learners to enhance their reading skills.
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Tesis sobre el tema "Reading, remedial teaching, bibliography"

1

Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data
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Hynes, Myrna. "Chasing fireflies : understanding struggling readers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ64580.pdf.

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Handerhan, Eleanor Casagrande. "Reading instruction as defined by "successful" teachers and their first grade students within an early intervention program." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239368859.

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Foley, Christy Lee. "THE USE OF PREDICTION BY JUNIOR HIGH REMEDIAL READERS IN INDIVIDUALIZED AND SMALL GROUP SETTINGS." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183911.

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The purpose of the study was to examine the use of a prediction technique during the reading of short stories with surprise endings. Investigated were the effects of instructional setting and content familiarity upon interest, overall reading comprehension, literal comprehension, and inferential comprehension. Verbal predictions and supportive evidence generated at the midpoint and prior the story climax was also examined. The subjects, 54 Chapter I remedial readers in a metropolitan school district in Tucson, Arizona, were randomly assigned to experimental or control groups. The study spanned
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Swain, Claudia Jones. "Stress as a Factor in Primary Schoolchildren's Reading Difficulties: Some Implications for Remedial Reading." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc332139/.

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Stress is being linked increasingly to physiological, psychological, sociological, and educational problems. However, scant attention has been given to stress in recent reading research. This study investigated referral and evaluation statements and diagnostic data from parents, teachers, reading specialists, and counselors regarding signs of stress and potential stressors as factors in the reading difficulties of seventy-seven primary schoolchildren referred for evaluation at the pupil Appraisal Center (PAC) at North Texas State University between 1977 and 1984. Qualitative methods, specific
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Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.

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The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine
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Sudan, Brenda Naimah. "Multicultural literature based reading program." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/584.

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Yeung, Shin-kam, and 楊善錦. "The effects of corrective feedback and strategy training on the reading comprehension of poor readers in Form one." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626950.

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Fenn, Jean Campbell. "Reading recovery: An orchestration of literacy for the "at risk" first grader." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1284.

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Reading Recovery is a relatively new program in California as it was only introduced in 1991-1992 school year. Its growth in the last four years has been gratifying, but still there are many who do not know what Reading Recovery is and how it is different from the other programs that have been used to help children who are at risk. By design, Reading Recovery fits into an educational system and is meant to be something that children get in addition to their classroom learning. Each player in the educational system can contribute a part in the success of this program. For this reason, this medi
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Day, Therese. "What does it mean to be a learning support teacher? : a life-history investigation of ten learning support teachers in the east-coast of Ireland." Thesis, n.p, 2002. http://dart.open.ac.uk/abstracts/page.php?thesisid=104.

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Libros sobre el tema "Reading, remedial teaching, bibliography"

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Williams, Nancy S. Selecting and using good books for struggling readers: A resource for parents and caregivers. Scarecrow Press, 2002.

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2

J, Walker Barbara. Remedial reading. NEA Professional Library, 1990.

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Crawley, Sharon J. Remediating reading difficulties. 3rd ed. McGraw-Hill, 2000.

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1933-, Merritt King, ed. Remediating reading difficulties. 5th ed. McGraw-Hill, 2008.

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1933-, Merritt King, ed. Remediating reading difficulties. 2nd ed. Brown & Benchmark Publishers, 1996.

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1933-, Merritt King, ed. Remediating reading difficulties. 4th ed. McGraw-Hill, 2004.

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L, Shanker James, ed. Locating and correcting reading difficulties. Pearson, 2013.

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1921-, Chall Jeanne Sternlicht, and Roswell Florence G, eds. Reading difficulties: Effective methods for successful teaching, reading levels 1 through 12 and adults. Continental Press, 1999.

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P, Gipe Joan, ed. Corrective reading techniques for classroom teachers. 3rd ed. Gorsuch Scarisbrick, 1995.

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Jennings, Joyce Holt. Reading problems: Assessment and teaching strategies. 5th ed. Pearson/Allyn and Bacon, 2006.

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Capítulos de libros sobre el tema "Reading, remedial teaching, bibliography"

1

Tansley, A. E. "The teaching of phonics." In Reading and remedial reading. Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-7.

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Tansley, A. E. "The teaching of spelling." In Reading and remedial reading. Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-8.

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Tansley, A. E. "Phonic readiness and the beginnings of phonic teaching." In Reading and remedial reading. Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-6.

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Given, Carlson C., Christopher Hager, Emma C. Sternberg, Eric C. Stoykovich, and Hilary E. Wyss. "Reading Handwriting." In Teaching Text Technologies and Critical Bibliography Among the Disciplines. Routledge, 2025. https://doi.org/10.4324/9781003519133-27.

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"Bibliography." In Reading Catechisms, Teaching Religion. BRILL, 2016. http://dx.doi.org/10.1163/9789004305205_010.

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Small Roseboro, Anna J. "Bibliography." In Teaching Reading in the Middle School. Rowman & Littlefield Publishers, 2013. https://doi.org/10.5771/9781475805352-207.

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"Bibliography." In Teaching Reading Fundamentals and Strategies with Social-Emotional Learning, edited by Marjorie S. Schiering. Rowman & Littlefield Publishers, 2023. https://doi.org/10.5771/9781475868722-183.

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Carillo, Ellen C. "Appendix A: Annotated Bibliography." In Securing a Place for Reading in Composition: The Importance of Teaching for Transfer. Utah State University Press, 2015. http://dx.doi.org/10.7330/9780874219609.c008.

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Posenti, Ana Paula, José de Souza Neto, and Victória R. Dall’Apria Benites. "Historical-critical pedagogy and its possibilities for the teaching of literature." In UNITING KNOWLEDGE INTEGRATED SCIENTIFIC RESEARCH FOR GLOBAL DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/uniknowindevolp-103.

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This paper aims to present the contributions of Historical-Critical Pedagogy and Cultural Historical Psychology in the process of teaching and learning for children in early childhood education. A work like this is justified by the conception that the Historical-Critical Pedagogy has about the teaching and learning process, that is, that seeks to expand the possibilities of the learner, about the use of what is richest and most important in the sciences and arts. In this case, what we will treat is the literature focusing on the development and appropriation of values. To this end, this work u
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Petersmann, Marie-Catherine. "Conflicts between environmental protection and human rights." In Human Rights and the Environment. Edward Elgar Publishing, 2019. http://dx.doi.org/10.4337/9781788111461.vii.21.

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The Elgar Encyclopedia of Environmental Law is a landmark reference work, providing definitive and comprehensive coverage of this dynamic field. The Encyclopedia is organised into 12 volumes around top-level subjects – such as water, energy and climate change – that reflect some of the most pressing issues facing us today. Each volume probes the key elements of law, the essential concepts, and the latest research through concise, structured entries written by international experts. Each entry includes an extensive bibliography as a starting point for further reading. The mix of authoritative c
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Actas de conferencias sobre el tema "Reading, remedial teaching, bibliography"

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Catana, Elisabeta simona. "E-LEARNING TOOLS AND TASKS FOR DEVELOPING THE ENGINEERING STUDENTS' READING COMPREHENSION SKILLS IN ENGLISH FOR ACADEMIC AND WORK PURPOSES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-228.

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Arguing for the importance of e-learning in developing the engineering students' reading comprehension skills in English for achieving proficiency for academic and work purposes in the multicultural 21st century society, this paper shows that a special focus on using e-learning tools such as e-readers and certain recommended websites plays an important role in meeting our teaching objective and in fulfilling the students' educational needs. These e-learning tools motivate and encourage the engineering students to read at least a minimal bibliography in English to enable them to successfully me
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Araujo, Elking, Verónica Maldonado-garcés, and Nelson Salgado. "Inclusive dictionary for people with disabilities through an accessible technological platform." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002870.

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One of the greatest challenges for people with disabilities is the lack of accessibility to information, and communication, in addition, to learning processes, which results in few possibilities for labor and social inclusion. Currently, in this sense, research and projects are carried out to promote strategies that allow greater use of ICTs in the acquisition and exchange of knowledge to reduce inequalities in terms of accessibility, especially for people with disabilities and, in general, for priority care groups. However, sustained processes are required that allow comprehensive accessibili
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