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"READING SKILLS"
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The read-aloud handbook
\"The classic million-copy bestselling handbook on reading aloud to children-revised and updated Recommended by \"Dear Abby\" upon its first publication in 1982, millions of parents and educators have turned to Jim Trelease's beloved classic for more than three decades to help countless children become avid readers through awakening their imaginations and improving their language skills. It has also been a staple in schools of education for new teachers. This updated edition of The Read-Aloud Handbook discusses the benefits, the rewards, and the importance of reading aloud to children of a new generation. Supported by delightful anecdotes as well as the latest research (including the good and bad news on digital learning), The Read-Aloud Handbook offers proven techniques and strategies for helping children discover the pleasures of reading and setting them on the road to becoming lifelong readers. \"-- Provided by publisher.
Book
Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English
The twofold purpose of this meta-analysis was to determine the relative importance of decoding skills to reading comprehension in reading development and to identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation. A meta-analysis of 110 studies found a sizeable average corrected correlation (r̄c = .74). Two reader characteristics (age and listening comprehension level) were significant moderators of the relationship. Several assessment characteristics were significant moderators, particularly for young readers: the way that decoding was measured and, with respect to the reading comprehension assessment, text genre; whether or not help was provided with decoding; and whether or not the texts were read aloud. Age and measure of decoding were the strongest moderators. We discuss the implications of these findings for assessment and the diagnosis of reading difficulties.
Journal Article
Reading instruction that works : the case for balanced teaching
\"This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling. New to This Edition *Updated throughout to reflect important recent research advances. *Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching. *New and revised vignettes of exemplary teachers. Subject Areas/Key Words: balanced instruction, classrooms, comprehension, decoding, elementary reading methods, engagement, exemplary teachers, explicit instruction, fluency, literacy, meaning, motivation, primary grades, reading instruction, skills, strategies, struggling readers, teaching, vocabulary, whole language, word recognition Audience: Teacher educators and graduate students; reading and literacy specialists; K-8 classroom teachers. Serves as a text in such courses as Reading Methods, Elementary Literacy Instruction, Reading Diagnosis and Instruction, and Psychology of Reading. \"-- Provided by publisher.
Book
Developmental dynamics of early reading skill, literacy interest and readers’ self-concept within the first year of formal schooling
Previous studies have documented robust relationships between emergent literacy and later reading performance. A growing body of research has also reported associations between motivational factors and reading in early phases of reading development. However, there is less research about cross-lagged relationships between motivational factors and reading skills in beginning readers. To examine relationships between early reading skills, literacy interest and reader self-concept, we tested 1141 children twice during their first year of formal reading instruction in school. Cross-lagged analysis showed strong stability in reading skills and medium stability in literacy interest and reader self-concept over the first school year. We also found bidirectional relationships between reading skills and self-concept and between the motivational components of literacy interest and reader self-concept. In the final part of the article, we address the potential theoretical progress attainable through the use of cross-lagged designs in this field.
Journal Article
Diagnosis and correction of reading problems
\"This widely adopted text and teacher resource provides a comprehensive approach to assessing and remediating reading difficulties in grades K-6. Darrell Morris presents rich case studies of beginning and older readers struggling with different types of reading problems. He shows how to administer and score a thorough diagnostic battery and provide instruction tailored to each student's needs. In addition to one-to-one tutoring strategies, small-group and whole-class applications are discussed. Reproducible assessment tools, book lists, and other user-friendly materials can be photocopied from the book or downloaded and printed in a convenient 8 1/2\" x 11\" size\"-- Provided by publisher.
Book
Kindergarten pre-reading skills predict Grade 9 reading comprehension (PISA Reading) but fail to explain gender difference
One of the aims for compulsory education is to diminish or alleviate differences in children’s skills existing prior to school entry. However, a growing gender gap in reading development has increasingly been documented. Regrettably, there is scant evidence on whether differences between genders (favouring girls) have their roots in pre-reading skills or whether determining mechanisms are related to factors to do with schooling. We examined the extent to which pre-reading skills assessed in Kindergarten (age 6) predict reading comprehension in Grade 9 (age 15) and, whether the gender difference in reading comprehension can be explained by gender differences in the Kindergarten pre-reading skills. A sample of 1010 Finnish children were assessed on letter knowledge, phonological awareness, rapid naming, vocabulary, and listening comprehension in Kindergarten and on reading comprehension using PISA Reading tasks in Grade 9. Path models showed that gender as well as Kindergarten pre-reading skills except for phonological awareness were significant predictors of reading comprehension in Grade 9 accounting for 28% of the variance. There were gender differences in most of the measures, but the prediction model estimates were similar for boys and girls except that for boys, letter knowledge was a somewhat stronger predictor of reading comprehension than for girls. The gender effect on reading comprehension was only partially mediated via pre-reading skills. The findings suggest that Kindergarten pre-reading skills are powerful predictors of reading comprehension in Grade 9, but the gender difference found in PISA Reading in Finland does not appear to be pronounced in Kindergarten but rather emerges during the school years.
Journal Article
The effects of supplementary reading materials on the strategic reading skills of EFL students: an experimental study
This study examined the effect of supplementary reading materials on the development of strategic reading skills among Kurdish undergraduate EFL learners. The present study adopted a pre-test–post-test control group design to investigate the role of supplementary reading materials in enhancing skimming and scanning strategies among 155 Kurdish undergraduate EFL learners. Data were analyzed using paired-samples t-tests and analysis of covariance (ANCOVA). While both the control and experimental groups showed significant improvement over time, the experimental group demonstrated greater gains in reading strategy performance. The ANCOVA results revealed a statistically significant group effect on post-test scores after controlling for initial reading ability, indicating that supplementary materials contributed to improved strategic reading development beyond regular instruction. Gender-related analyses were treated as exploratory and did not reveal statistically significant differences. The findings highlight the instructional value of integrating supplementary materials into EFL reading courses to support the development of strategic reading skills.
Journal Article
40 strategies for guiding readers through informational texts
\"Gaining the skills to critically read a wide variety of informational texts is more important than ever for today's K-12 students. This carefully crafted book offers 40 standards-based instructional activities that teachers can immediately put to use in the classroom. Clear rationales and step-by-step instructions are provided for implementing each strategy, together with helpful classroom examples and suggested texts for different grade levels. In a large-size format for easy photocopying, the book includes 44 reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. (Prior edition title: 35 Strategies for Guiding Readers through Informational Texts.) New to This Edition *Now features more strategies, including 16 that are completely new. *Explicit links throughout to the Common Core State Standards (CCSS) and other current standards. *Two additional strands of activities: Reading Closely and Discussion. *Numerous new and revised reproducible tools--all downloadable\"-- Provided by publisher.
Book
Media multitasking, attention, and comprehension: a deep investigation into fragmented reading
As students are processing information from digital media and educational materials, they are increasingly being interrupted by competing media and their surroundings. This trend of increased interruptions suggests the continuous increase of instances of fragmented reading in learning settings for the younger generation of students. This study investigated learning in situations where information and the processing of information were either fragmented or congruous. In this study, information (congruous and fragmented) and information processing (congruous and fragmented) were examined using a 2 × 2 design on reading materials. Four classes totaling 129 students participated in the study. The effects of these two factors on reading skills (including reading attention and comprehension), perceived reading motivation, persistence, and attitude of primary school students were investigated. The findings showed four effects. (1) Significant differences in the reading comprehension and attention scores of the four student groups; (2) significant influence of reading processing (congruous vs. fragmented) on reading comprehension results; (3) an interaction between genders and reading conditions, that is, girls exhibited higher reading attention than boys when using fragmented reading materials; and (4) a relationship among different levels of reading engagement and reading skills, that is, readers with medium-level reading engagement gained high reading scores regardless of their reading conditions. Fragmented information and fragmented information processing are increasingly common in and out of classroom. The results of this study may help in the design of instruction, instructional activities, and instructional support, especially amid the expansion of ICT in various educational contexts.
Journal Article