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O conhecimento de professores de 1ª a 4ª série quanto aos distúrbios da leitura e escrita; The knowledge of elementary education of first to fourth grade teachers as for reading and writing disabilities

FERNANDES, Graciela Barbosa; CRENITTE, Patrícia de Abreu Pinheiro
Fonte: CEFAC Saúde e Educação Publicador: CEFAC Saúde e Educação
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
37.750024%
OBJETIVO: investigar o conhecimento dos professores de 1ª a 4ª série quanto ao distúrbio da leitura e escrita, pesquisando quais dificuldades referentes a esse distúrbio, foram apresentadas por estes professores. MÉTODOS: esses dados foram obtidos, por meio de um questionário informativo de 10 questões, aplicados a 50 professores de 1ª a 4ª série, da cidade de Bauru. Os questionários foram analisados e tabulados, e receberam tratamento estatístico pertinente. RESULTADOS: os resultados obtidos revelaram que os professores possuem um conhecimento superficial a respeito do distúrbio da leitura e escrita, sendo que muitos adquiriram tal conhecimento fora do ambiente de graduação. Verificou-se também que os professores apesar de encaminharem seus alunos ao fonoaudiólogo, possuem visão limitada quanto à atuação deste profissional. O distúrbio da leitura e escrita foi considerado como um problema próprio da criança, sendo pouco reconhecido como uma falha que também pode ser da escola ou da metodologia de ensino. CONCLUSÃO: os professores logram um saber pouco fundamentado a respeito do distúrbio da leitura e escrita; sendo que, as dificuldades giraram em torno: da identificação real do problema; de quais manifestações caracterizam esse problema; e de como intervir e prevenir.; PURPOSE: to investigate the knowledge of the elementary education of first to fourth grade teachers as for reading and writing disorder...

Avaliação da compreensão de leitura de legendas de filmes em escolares de Ensino Fundamental; Evaluation of the movie subtitle reading comprehension in Elementary School children

Minucci, Michele Viana
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 26/03/2010 Português
Relevância na Pesquisa
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A compreensão da leitura de textos fixos em escolares é um tema amplamente conhecido; no entanto, na revisão de literatura não foi localizado um perfil da leitura de textos móveis nessa população, fato que demonstra a relevância deste estudo. O objetivo desta pesquisa foi avaliar a compreensão da leitura de legendas de filmes em escolares de Ensino Fundamental (EF). Participaram deste estudo 60 escolares, sendo 30 de 2ª série e 30 de 4ª série, pareados quanto ao gênero e idade e constituindo o Grupo-Pesquisa (GP); e mais 20 escolares, sendo 10 de 2ª série e 10 de 4ª série, pareados quanto ao gênero e idade e constituindo o Grupo-Controle (GC). Esta pesquisa foi dividida em dois estudos. No Estudo I, buscou-se traçar um perfil da compreensão da leitura de legenda de filmes dos escolares de 2ª e 4ª séries do GP, por meio da análise do nível e habilidades de Leitura de Legenda de Filmes na recontagem de um trecho de filme visto, de forma individual, sem som e com legenda; e também se analisou a recontagem do mesmo trecho de filme visto, de forma individual, sem som e sem legenda pelo GC com o intuito de averiguar a influência do conhecimento prévio do filme na compreensão da leitura. Os resultados indicaram correlação positiva entre o desempenho em compreensão da leitura e o grau de escolaridade no GP...

Compreensão leitora nas aulas de ciências; Reading comprehension in science classes

Souza, Luciana Sedano de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 16/04/2010 Português
Relevância na Pesquisa
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A formação de leitores autônomos e competentes é uma meta presente em diferentes sistemas educacionais e almejada nas diversas disciplinas escolares. Nos primeiros anos do ensino fundamental, a formalização do processo de leitura se dá junto com a construção de outros conceitos presentes nas áreas de conhecimento. Neste trabalho apresentamos alguns indícios da compreensão leitora em aulas de Ciências. A partir da aplicação de uma sequência didática (SD) em ensino de Ciências, os alunos são convidados a ler os textos apresentados grifando o que consideram ser as ideias principais. Após cada leitura, há uma discussão coletiva, na qual os alunos podem relatar seus destaques e explicar o porquê de cada um deles. A sequência didática em questão traz uma proposta de ensino de Ciências baseada na problematização, investigação, experimentação e trabalho em grupo. Parte do problema físico o problema do submarino. Após a resolução do problema, discussão coletiva sobre o como e o porquê, relação com o cotidiano e registro, a SD apresenta ao aluno uma série de atividades que acreditamos proporcionar e valorizar o fazer Ciências. Parte dessa SD trabalha com a proposta de leitura de textos científicos...

Consciência fonêmica, nomeação automática rápida e velocidade de leitura em escolares do ensino fundamental; Phonemic awareness, rapid automatized naming and reading rate in students of elementray school

Soares, Aparecido José Couto
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 27/09/2013 Português
Relevância na Pesquisa
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A leitura é uma habilidade complexa composta por múltiplos processos interdependentes e envolve a integração de diferentes habilidades linguístico-cognitivas, em particular aquelas relacionadas ao processamento fonológico como a consciência fonológica e a nomeação automática rápida. Nos últimos anos, os pesquisadores brasileiros tem estudado a fluência de leitura, que possui como componentes a velocidade e acurácia, porém utilizando medidas que não consideram as características das palavras, como extensão e estrutura silábica. Nesse sentido, nota-se a importância de investigar mais profundamente qual a relação existente entre as habilidades subjacentes da leitura e seus parâmetros de fluência bem como as possíveis implicações no processo de aquisição e desenvolvimento da leitura. Dessa forma, o objetivo deste estudo foi investigar a influência da consciência fonêmica e da nomeação automática rápida na fluência de leitura de escolares do terceiro e quarto ano do ensino fundamental. Participaram desta pesquisa 29 crianças do terceiro ano (GP1) e 28 do quarto ano do ensino fundamental (GP2), num total de 57 sujeitos. As crianças foram avaliadas quanto à leitura por meio de textos adequados para sua escolaridade...

Development and interactions among academic performance, word recognition, listening, and reading comprehension

Dias,Natália Martins; Montiel,José Maria; Seabra,Alessandra Gotuzo
Fonte: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul Publicador: Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/06/2015 Português
Relevância na Pesquisa
37.784678%
This study investigated how the development of word recognition, listening and reading comprehension skills correlates with academic performance over the course of elementary school. The Contrastive Test of Listening and Reading Comprehension and the Words and Non-words Reading Competence Test were used to assess 301 Brazilian students attending the 1st to 4th grades of elementary education, whose academic performance records were provided by the school at the end of the year. Analysis shows a significant effect of grade level on all variables and a pattern of higher scores in items that can be read by logographic strategy and lower scores for items that need orthographic processing. Several significant correlations between measured skills and academic performance were found, though the pattern of these correlations shifted within different grade levels. There were stronger relations between academic performance and more elementary abilities, such as logographic strategy of reading and listening comprehension in the 1st grade, and with more complex skills developing during the next three grades, as shown by the increase of correlations with alphabetic and orthographic strategies and reading comprehension. These data can help guide practices that stimulate relevant skills in each school level.

Interação e mediação : um binômio nas práticas de leitura em sala de aula.; Interaction and mediation: a binomial in practices of reading in the classroom.

Silva, Wellington Barbosa
Fonte: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL Publicador: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL
Tipo: Dissertação Formato: application/pdf
Português
Relevância na Pesquisa
37.833604%
During these last decades, Portuguese language teaching has been the center of the discussion on the necessity of school education improvement in our country. In fact, this discussion focuses on the development of reading and writing skills among our students. Considering more specifically reading practices in elementary schools, this dissertation deals with the issue of teacher mediation in reading activities in Portuguese language in two teams of students in elementary school (5th grade) in two municipal schools, in the town of Arapiraca, State of Alagoas, Northeast of Brazil. The main objective of the work is to analyze the mediation quality of the teacher, during the interactional process which occurs during reading activities in the classroom. This research has been guided by the following questions: How does teacher mediation help students with the construction of meaning in reading? Which is teacher‟s real aim when he/she uses texts in the classroom? Which reading approach does the teacher have in mind, even unconsciously, when he/she leads students to read in the classroom? To carry out his research, the author used a qualitative methodology based on ethnographic principles and techniques, such as questionnaires, interviews...

The Effect of Authentic Literacy Experiences as Book Buddies with Hispanic Fourth Graders on Preservice Teachers’ Literacy Content Knowledge and Reading Maturity

Veiga, Vivian L
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
37.784678%
From a sociocultural perspective, individuals learn best from contextualized experiences. In preservice teacher education, contextualized experiences include authentic literacy experiences, which include a real reader and writer and replicate real life communication. To be prepared to teach well, preservice teachers need to gain literacy content knowledge and possess reading maturity. The purpose of this study was to examine the effect of authentic literacy experiences as Book Buddies with Hispanic fourth graders on preservice teachers’ literacy content knowledge and reading maturity. The study was a pretest/posttest design conducted over 12 weeks. Preservice teacher participants, the focus of the study, were elementary education majors taking the third of four required reading courses in non-probabilistic convenience groups, 43 (n = 33 experimental, n = 10 comparison) Elementary Education majors. The Survey of Preservice Teachers’ Knowledge of Teaching and Technology (SPTKTT), specifically designed for preservice teachers majoring in elementary or early childhood education and the Reading Maturity Survey (RMS) were used in this study. Preservice teachers chose either the experimental or comparison group based on the opportunity to earn extra credit points (experimental = 30 points...

El papel de la lectura a lo largo de las unidades didácticas en educación primaria; The role of classroom readings sessions throught a lesson play in elementary school

Velasco López, María Jesús
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
Português
Relevância na Pesquisa
37.953757%
RESUMEN La comprensión de textos es una habilidad de importancia capital en la vida académica, profesional y personal, cuyo desarrollo toma mucho tiempo y requiere apoyo. Los maestros han de propiciar dicho desarrollo a través de las lecturas de aula. Para ello, esas lecturas deben servir para interpretar los textos, lo que incluye usar el texto como fuente de contenido relevante y algún tipo de supervisión de la comprensión por parte del maestro. En este trabajo examiné qué formas de lectura se dan a lo largo de dos unidades didácticas completas de la asignatura de Lengua Castellana en Cuarto de Educación Primaria. El objetivo fue determinar qué otras cosas se hacen con los textos, además de lecturas de interpretación, y registrar la frecuencia con que aparece cada tipo de actividad. El análisis me permitió identificar cinco actividades de aula, cuatro de las cuales incluían alguna forma de lectura. De las actividades de lectura, sólo la mitad se pueden considerar claramente de interpretación y por tanto adecuadas para promover el desarrollo de la comprensión. Además, la actividad sin lectura ocupó buena parte del tiempo, siendo de hecho la actividad principal en las unidades didácticas. En la medida en que este patrón representa el modo de obrar característico en nuestras aulas...

Leer es un buen plan. Un proyecto para animar a leer en Educación Primaria; Reading is a good plan. A project to encourage reading elementary education

Díaz Quintanilla, Ángela
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
Português
Relevância na Pesquisa
47.350264%
RESUMEN: Con el presente trabajo se pretende profundizar en la Animación a la Lectura en Educación Primaria, entendiendo la lectura no solo como la habilidad de decodificación de grafías, sino como algo placentero. Se plantea una propuesta de Proyecto de Animación a la Lectura para Educación Primaria (EP). En primer lugar, se realiza una presentación de los aspectos y bases teóricas sobre el aprendizaje de la competencia lectora, en la que se evidencia la importancia de trabajar este tema en las aulas desde los primeros cursos de Educación Primaria, así como la importancia de la implicación de las familias en este proceso. A continuación, se propone la creación de un Plan de Animación a la lectura para EP, basado en la creación de una Biblioteca escolar y tres experiencias didácticas: una técnica de cuentacuentos llamada Kamishibai, tertulias literarias y guías de lectura.; ABSTRACT: With this work I have tried to present a proposal for Project Reading Promotion for Primary Education, understood not only as reading decoding ability spellings, but as something pleasurable. A proposal for Reading Promotion for Primary Education (PE) is proposed. First, is made a presentation of the foundations and theoretical aspects of learning of literacy skills in the work of the importance of this topic in the classroom from the early years of primary education is evident...

DIAGNOSING DISABILITY THROUGH RESPONSE-TO-INTERVENTION: AN ANALYSIS OF READING RECOVERY AS A VALID PREDICTOR OF READING DISABILITIES

Dunn, Michael W.
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
Português
Relevância na Pesquisa
37.76148%
Thesis (PhD) - Indiana University, School of Education, 2005; There is growing evidence that the current method of identifying students with a reading disability is ineffective. The wait-to-fail model of assessing students after second/third grade and conceptual problems using intelligence tests for identification result in students not being provided the assistance they need during the early-elementary school years (Lyon, Fletcher, Shaywitz, Shaywitz, Torgensen, Wood, Schulte, & Olson, 2001). The educational community is pursuing this discussion in terms of response-to-intervention (RTI) methods of assessment. A student can be considered for identification by an assessment of: the amount of progress demonstrated over time during a remedial intervention program, and by attaining an established cut-off score of success. Reading Recovery, a one-on-one intervention program, is a widely implemented remedial literacy program to assist struggling readers in first-grade classrooms. This program meets the criteria of response-to-intervention because of its daily assessments, which track students' progress and cut-off score of reaching book 15 by the end of the 20-week intervention. The program uses a series of story books (numbered 0-25) that increase in difficulty. By means of a discriminant function analysis...

The Effect of a Clinical Practicum on Elementary Education Preservice Teachers' Development of Reading Expertise

Robbins, Helen Jean
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
48.231885%
The purpose of the study was to measure gains in the development of elementary education teachers’ reading expertise, to determine if there was a differential gain in reading expertise, and last, to examine their perceptions of acquiring reading expertise. This research is needed in the field of teacher education, specifically in the field of reading. A quasi-experimental design with a comparison group using pretest-posttest mixed-method, repeated measures was utilized. Quantitative data analysis measured the development of reading expertise of elementary preservice teachers compared to early childhood preservice teachers; and, was used to examine the differential gains in reading expertise. A multivariate analysis of variance (MANOVA) was conducted on pre- and posttest responses on a Protocol of Questions. Further analysis was conducted on five variables (miscue analysis, fluency analysis, data analysis, inquiry orientation and intelligent action) using a univariate analysis of variance (ANOVA). A one-way ANOVA was carried out on gain scores of the low and middle groups of elementary education preservice teachers. Qualitative data analysis suggested by Merriam (1989) and Miles and Huberman (1994) was used to determine if the elementary education preservice teachers perceived they had acquired the expertise to teach reading. Elementary education preservice teachers who participated in a supervised clinical practicum made significant gains in their development of reading expertise as compared to early childhood preservice teachers who did not make significant gains. Elementary education preservice teachers who were in the low and middle third levels of expertise at pretest demonstrated significant gains in reading expertise. Last...

The effect of a clinical practicum on elementary education preservice teachers' development of reading expertise

Robbins, Helen J
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
48.248228%
The purpose of the study was to measure gains in the development of elementary education teachers’ reading expertise, to determine if there was a differential gain in reading expertise, and last, to examine their perceptions of acquiring reading expertise. This research is needed in the field of teacher education, specifically in the field of reading. ^ A quasi-experimental design with a comparison group using pretest-posttest mixed-method, repeated measures was utilized. Quantitative data analysis measured the development of reading expertise of elementary preservice teachers compared to early childhood preservice teachers; and, was used to examine the differential gains in reading expertise. A multivariate analysis of variance (MANOVA) was conducted on pre- and posttest responses on a Protocol of Questions. Further analysis was conducted on five variables (miscue analysis, fluency analysis, data analysis, inquiry orientation and intelligent action) using a univariate analysis of variance (ANOVA). A one-way ANOVA was carried out on gain scores of the low and middle groups of elementary education preservice teachers. Qualitative data analysis suggested by Merriam (1989) and Miles and Huberman (1994) was used to determine if the elementary education preservice teachers perceived they had acquired the expertise to teach reading. ^ Elementary education preservice teachers who participated in a supervised clinical practicum made significant gains in their development of reading expertise as compared to early childhood preservice teachers who did not make significant gains. Elementary education preservice teachers who were in the low and middle third levels of expertise at pretest demonstrated significant gains in reading expertise. Last...

Show me, help me, let me : supporting teachers' changing conceptions of reading assessment and reading instruction

Grierson, Arlene L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
47.53804%
This qualitative inquiry used case study methodology to explore the change processes of 3 primary-grade teachers throughout their participation in 7 -month professional learning initiative focused on reading assessment and instruction. Participants took part in semimonthly inquiry-based professional learning community sessions, as well as concurrent individualized classroom-based literacy coaching. Each participant's experiences were first analyzed as a single case study, followed by cross-case analyses. While their patterns of professional growth differed, findings documented how all participants altered their understandings of the roles and relevancy of individual components of reading instruction (e.g., comprehension, decoding) and instructional approaches to scaffold students' growth (e.g., levelled text, strategy instruction), and experienced some form of conceptual change. Factors identified as affecting their change processes included; motivation, professional knowledge, professional beliefs (self-efficacy and theoretical orientation), resources (e.g., time, support), differentiated professional learning with associated goal-setting, and uncontrollable influences, with the affect of each factor compounded by interaction with the others. Comparison of participants' experiences to the Cognitive-Affective Model of Conceptual Change (CAMCC) and the Interconnected Model of Teacher Professional Growth (IMTPG) demonstrated the applicability of using both conceptual models...

A multidimensional measurement approach and analysis of children's motivation for reading, attributional style, and reading achievement

Fulmer, Sara M.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
Português
Relevância na Pesquisa
47.927627%
The present study investigates the usefulness of a multi-method approach to the measurement of reading motivation and achievement. A sample of 127 elementary and middle-school children aged 10 to 14 responded to measures of motivation, attributions, and achievement both longitudinally and in a challenging reading context. Novel measures of motivation and attributions were constructed, validated, and utilized to examine the relationship between ~ motivation, attributions, and achievement over a one-year period (Study I). The impact of classroom contexts and instructional practices was also explored through a study of the influence of topic interest and challenge on motivation, attributions, and persistence (Study II), as well as through interviews with children regarding motivation and reading in the classroom (Study III). Creation and validation of novel measures of motivation and attributions supported the use of a self-report measure of motivation in situation-specific contexts, and confirmed a three-factor structure of attributions for reading performance in both hypothetical and situation-specific contexts. A one-year follow up study of children's motivation and reading achievement demonstrated declines in all components of motivation beginning at age 10 through 12...

Avaliação do Programa Informatizado de Leitura Estratégica para estudantes do ensino fundamental; Evaluación del programa informatizado de lectura estratégica para estudiantes de escuela primaria; Evaluation of the Computerized Strategic Reading Program applied to elementary school students

Joly, Maria Cristina Rodrigues Azevedo; Piovezan, Nayane Martoni
Fonte: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Publicador: Universidade de São Paulo. Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf; application/pdf
Publicado em 01/04/2012 Português
Relevância na Pesquisa
37.886924%
Estudos e avaliações nacionais realizadas no Brasil têm revelado que alunos do ensino fundamental apresentam, em sua maioria, dificuldades para compreender textos, apesar de esta competência ser imprescindível para o sucesso escolar. O presente estudo objetivou avaliar o Programa Informatizado de Leitura Estratégica (PILE) destinado a promover a compreensão em leitura de alunos do ensino fundamental. Participaram 58 alunos de 5ª a 8ª séries, com idade de 12,52 anos, em média, 29 estudantes compuseram o grupo controle (GC) e 29 o de intervenção (GI). O Teste Cloze Básico-MAR foi utilizado como pré e pós-medida. O PILE foi administrado durante seis semanas, totalizando 19 encontros. Verificaram-se melhoras significativas, da pré para a pós-medida, para os níveis de compreensão em leitura de GI e GC. Constatou-se que GI sofreu grande efeito da intervenção, o que sugere que o PILE foi efetivo na implementação da compreensão em leitura desses estudantes.; Estudios y evaluaciones realizadas en Brasil revelaron que alumnos de enseñanza primaria presentaron, en su mayoría, dificultades para comprender textos, aunque esta competencia sea imprescindible para el éxito escolar. Así, el objetivo de este estudio es evaluar el Programa Informatizado de Lectura Estratégica (Programa Informatizado de Leitura Estratégica-PILE) que tiene el propósito de promover la comprensión en lectura de alumnos de enseñanza primaria. Participaron 58 alumnos de 5º a 8º años...

Teachers’ knowledge of English phonology and attitudes toward reading instruction as related to student outcomes

Lewis, Casey L.
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.64565%
The purpose of this study was to determine if teachers’ knowledge of English phonology and attitudes toward explicit and implicit reading instruction were related to student growth in reading. First-grade teachers completed a knowledge assessment and attitudes survey, and their students were administered reading measures in the spring of kindergarten and first grade. The data were analyzed to determine relationships between teacher variables and student achievement. Moderate correlations emerged between teachers’ knowledge, attitudes toward explicit instruction, and student achievement, but there were no significant correlations between these teacher variables and student reading growth. Teachers with higher levels of knowledge were found to have more positive attitudes regarding explicit instruction, and higher performance on kindergarten reading measures was related to higher performance on first-grade reading measures.

Elementary education teachers’ acceptability of reading curriculum-based measurements

Hinman, Sarah N.
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.97156%
With prevention models, such as Response to Intervention (RtI), becoming increasingly implemented by schools, it is important to examine special and general elementary education teachers' acceptability of reading curriculum-based measurement (R-CBM). A national sample of 26 elementary education teachers (23 general education, 3 special education) completed an online survey regarding R-CBM. The survey examined teacher acceptability, knowledge, training, resources, and belief that R-CBM is a valid general outcome measure of reading. Results indicated that special education teachers' reported knowledge of R-CBM was statistically greater than general education teachers'. In addition, there was a significant positive correlation between overall knowledge and acceptability of R-CBM. Teachers' belief regarding both resources and that R-CBM is a valid general outcome measure of reading had a significant positive correlation with overall acceptability. Lastly, there was a significant positive correlation between low acceptability of R-CBM and both resources and belief that it is a general outcome measure of reading. Implications for practice and further research are discussed.

The Relation of elementary students’ academic self-concept of reading to grade level, achievement, and teacher perceptions

Diehl, Jessica M.
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.78468%
The present study examined the relationships among grade level, students' reading achievement, teacher perceptions of student ability, and students' reading self-concept beliefs. Spearman correlations and independent samples t-tests were used to determine the relationships, if any, among these variables. Results revealed significant relationships between student and teacher perceptions of reading ability and students' actual reading achievement. A significant difference was also found between first and fifth grade students with respect to reading competency beliefs. Implications of the findings are discussed.

Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment

Zonneville, Adrienne M.
Fonte: Rochester Instituto de Tecnologia Publicador: Rochester Instituto de Tecnologia
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
47.368174%
The current study examined the abilities of Dynamic Indicator of Basic Early Literacy Skills Oral Reading Fluency (DORF) and the Developmental Reading Assessment (DRA) to be used as screening measures for predicting performance on the yearly state reading assessment in New York. Data from 194 students’ performance on DORF, DRA, and the English Language Arts (ELA) assessment were examined from an existing data base. Participants’ scores on the DORF and the DRA in third grade were compared to their performance on the fourth grade ELA. Screening cut scores were developed for each benchmarking period to assist in identifying students who need additional reading support and intervention. Patterns of correlations between the screening measures and the ELA were examined. Risk indicators were determined by examining receiver operating characteristic (ROC) curves and by creating screening outcome matrices. Results support DORF risk indicators 70 words read correct (WRC) or fewer in the fall, 80 WRC or fewer in the winter, and 100 WRC or fewer in the spring and DRA risk indicators of 14 or fewer in the fall and 16 or fewer in the spring. Results further support the use of the DORF and DRA as screening measures for identifying students at risk for low reading skills and failing state assessments.

Improving comprehension instuction of literary texts in an elementary-level enrichment program

Klima, Jennifer Hartman
Fonte: University of Delaware Publicador: University of Delaware
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
37.99235%
Karchmer-Klein, Rachel K.; Research demonstrates that advanced learners require different instruction in addition to the regular classroom instruction to meet their academic needs. Therefore, many school districts offer enrichment programs to meet the needs of these advanced learners. With the emergence of the Common Core State Standards and new state assessments, there is a more intense focus on meeting the needs of all learners. This paper examines the reading comprehension instruction of literary texts from the enrichment program in the Hartman School District. A content analysis was conducted on the core reading programs used in the regular classroom and in the enrichment program to answer the questions: (a) Is the reading instruction in the enrichment program at Klima Elementary School aligned with the classroom teacher's reading instruction? (b) Is the reading program used in the enrichment program aligned with the Common Core State Standards? and (c) Is the reading program used in the regular education classroom aligned with the Common Core State Standards? Results revealed that there were several gaps in instruction between the enrichment program and the regular classroom reading instruction. Further, the content analysis revealed that both the enrichment reading program and the regular classroom reading program were not fully aligned with the Common Core State Standards. Recommendations are made for enrichment teachers to improve the reading instruction within their program to better align with the classroom reading instruction and the Common Core State Standards.; University of Delaware...