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"Reading programs"
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Literacy moments : creating daily teachable moments with beginning readers
\"This book provides teachers with the tools to capture teachable opportunities as literacy moments: brief, authentic, joyful encounters with texts in all forms. Here, teachers learn to nurture joyful readers by infusing their classrooms' daily lives with authentic literacy moments every day\"-- Provided by publisher.
Book
The efficacy of a computer-adaptive reading program on grade 5 students’ reading achievement scores
Reading in upper-elementary grades includes comprehending complex texts and learning disciplinary-specific vocabulary. This study aims to determine the effects of a computer-adaptive supplementary reading program on fifth-grade students’ reading achievement. Using propensity score matching to create equivalent groups of 450 students for both control and intervention groups (N = 900), a quasi-experimental design was employed to examine changes in fifth-grade students’ overall, comprehension, vocabulary, reading achievement scores who used this program as compared to those who did not. Students from eight school districts and 108 schools in a Southeastern state were matched based on demographics and initial reading ability, and the Title I status of their schools. Students in the intervention group received at least 30 min per week of supplemental computer-adaptive reading instruction between the months of September and May. Mean differences between pre- and post-test scores identified that students in the intervention group utilizing a computer adaptive reading curriculum had statistically significant higher gains than students in the control group on their overall reading, vocabulary, and reading comprehension scores with small effect sizes. The findings support the use of a supplemental computer adaptive reading program for improving overall reading and reading comprehension outcomes among these fifth-grade students.
Journal Article
Reading program research proposal
IntroductionThere is a significant problem of unidentified and unaddressed reading disabilities leading to psychiatric problems in children and adolescents because of not having proper tools of assessments in schools. This research proposal can be a revolutionary paradigm in identifying, classifying, modeling, and benefitting children and adolescents with a specific learning disorder (SLD).ObjectivesThe objective of the current research proposal is to provide a framework of our reading program and collect data over time as cohorts to reflect the positive outcomes of the reading program.Sub-Objectives1. To provide an intervention that is accessible and feasible for children and their parents that will improve their academic and socio-emotional aspects.2. Educate parents regarding SLD.3. To provide reading training to address SLD in reading and improve reading.4. To provide Cognitive Behavioral Therapy (CBT) to target the anxiety and depression that results because of having a SLDin reading.MethodsAfter a reading assessment, students with specific reading disabilities will be registered in the program for 10 weeks. Every student will have reading training and CBT on different days of the week via video conference. Data will be collected retrospectively from the initial cohort and subsequent cohorts will be added to the data collection process for a final analysis when 60 students have completed the program.ResultsInitial two weeks of reading training and CBT shows positive and promising results so far.ConclusionsChildren need to be screened at a young age for a reading disability before they struggle academically, and develop psychiatric issues later in life.Conflict of interestThe aim of this research proposal is to help us understand, evaluate and benefit children with Specific Learning Disorder (SLD) with our newly setup reading program at RUSH University Medical Center, Department of Child and Adolescent Psychiatry.
Journal Article
I can do it!
Engaging photographs help children explore their different skills and abilities, from reading and singing to helping care for younger siblings. By naming the things they can do, children will feel empowered and motivated to continue learning and growing.
Book
Partnerships and Progress: How University–Community Summer Partnerships Drive Literacy Gains in District Schools
This study examines the factors behind significant improvements in elementary student reading scores within South Carolina’s Camp iRock summer program. South Carolina presents a unique context of high childhood poverty, yet proficient literacy rates. To conduct a quantitative descriptive analysis of student improvement on the Measures of Academic Progress (MAP) Reading test, this study employed a mixed methods approach as well as a qualitative content analysis of the South Carolina’s reading plan program components. A trend analysis reveals a substantial increase in student improvement from 54 (n = 189) in 2022 to 183 (n = 319) in 2023. The study explores the role of university–community partnerships, professional development, data-driven decision-making, and personalized small group instruction. This growth suggests the impact of the identified factors, emphasizing the importance of collaborative models and data-informed strategies in enhancing literacy outcomes.
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
Extensive reading practices in the Arabian Gulf region
This study examined the English extensive reading (ER) programs across the Arabian Gulf region. It investigated the ER models and approaches adopted by different higher education institutions (HEIs) in the region, their ER practices and activities, and the challenges they encountered in implementing their ER programs. Utilizing qualitative research design with seventeen (17) cases from prominent colleges and universities in Saudi Arabia, United Arab Emirates, Qatar, Bahrain, Oman, and Kuwait, the study found that most English ER programs in the region adopted the Graded Readers approach with the Supervised-Modified ER model and course-component integration scheme. The study further discovered that the ER programs varied in terms of duration, number of hours and sessions, target number of words, required number of books read, engagement and enrichment activities, and assessment system. Lastly, the study also found that HEIs in the region experienced challenges in sustaining meaningful, varied, and sufficient resources, changing the negative attitudes of the stakeholders toward extensive reading, providing more sufficient space for ER in English language curriculum, and building a strong culture of reading in the community as a whole. The study concludes with recommendations on how to improve English ER implementation in the Arabian Gulf region.
Journal Article
Making and tinkering with STEM : solving design challenges with young children
\"Teaching and learning STEM subjects (science, technology, engineering, and mathematics) is more accessible than ever before! Children will be inspired, delighted, and challenged as they use everyday materials and STEM concepts to design and build solutions to problems faced by characters in their favorite books\"-- Back cover.
Book
Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades: A Synthesis of Research
This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant English language learners (ELLs) in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction and one on reading approaches for ELLs holding constant language of instruction. A total of 13 qualifying studies met the inclusion criteria for language of instruction. Though the overall findings indicate a positive effect (effect size = .21) in favor of bilingual education, the largest and longest term evaluations, including the only multiyear randomized evaluation of transitional bilingual education, did not find any differences in outcomes by the end of elementary school for children who were either taught in Spanish and transitioned to English or taught only in English. The review also identified whole-school and whole-class interventions with good evidence of effectiveness for ELLs, including Success for All, cooperative learning, Direct Instruction, and ELLA. Programs that use phonetic small group or one-to-one tutoring have also shown positive effects for struggling ELL readers. What is in common across the most promising interventions is their use of extensive professional development, coaching, and cooperative learning. The findings support a conclusion increasingly being made by researchers and policymakers concerned with optimal outcomes for ELLs and other language minority students: Quality of instruction is more important than language of instruction.
Journal Article