The Impact of Comprehension Strategies Incorporated Into Sustained Silent Reading on Sixth Grade Students' Reading Achievement PDF Download
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Author: James J. Eich Publisher: ISBN: Category : Languages : en Pages : 142
Book Description
This capstone answers the question how do comprehension strategies incorporated into sustained silent reading impact 6th grade students' reading achievement? I begin by defining the middle school reader, and then explore the purpose of sustained silent reading, provide a definition of reading comprehension, and investigate the effectiveness of sustained silent reading, specifically in response to the National Reading Panel's 2000 stance against sustained silent reading as an effective instructional practice to improve reading comprehension. I challenge the Panel's position by researching five reading strategies--think-alouds, conferences, reciprocal teaching, and response journals--and incorporate these strategies into my curriculum. I provide my results by looking at student journal responses, student reflections, reading test scores from the Measure of Academic Progress, and my own self-reflection. I prove that strategies incorporated into my sustained silent reading program had a positive and significant impact on my students' reading scores.
Author: James J. Eich Publisher: ISBN: Category : Languages : en Pages : 142
Book Description
This capstone answers the question how do comprehension strategies incorporated into sustained silent reading impact 6th grade students' reading achievement? I begin by defining the middle school reader, and then explore the purpose of sustained silent reading, provide a definition of reading comprehension, and investigate the effectiveness of sustained silent reading, specifically in response to the National Reading Panel's 2000 stance against sustained silent reading as an effective instructional practice to improve reading comprehension. I challenge the Panel's position by researching five reading strategies--think-alouds, conferences, reciprocal teaching, and response journals--and incorporate these strategies into my curriculum. I provide my results by looking at student journal responses, student reflections, reading test scores from the Measure of Academic Progress, and my own self-reflection. I prove that strategies incorporated into my sustained silent reading program had a positive and significant impact on my students' reading scores.
Author: Mary Pinson Sullivan Publisher: ISBN: Category : Reading (Middle school) Languages : en Pages : 0
Book Description
The purpose of this study was to determine the reading achievement effects of a school- year-long program of sustained silent reading in a middle school. Students' scores on the Stanford Achievement Test, Ninth Edition across three years (2006, 2007, and 2008) were analyzed to test eleven null hypotheses. A 3 x 3 repeated measures factorial ANOVA showed significant post treatment differences in gains for Total Reading and Reading Comprehension at each of the three grade levels (sixth, seventh, and eighth grades) and for Reading Vocabulary for seventh grade. Pretreatment gains were greater for Reading Vocabulary in sixth and eighth grades. A 3 x 3 x 2 repeated measures mixed factorial ANOVA showed that no significant differences existed between the gains of higher (at or above the 60th percentile) and lower (at or below the 40th percentile) performing students following the treatment. Through interviews, teachers reported the presence of up to eight traits of successful sustained silent reading programs. Results of a univariate ANOVA indicated that student achievement was higher in classrooms characterized by six or more of the traits.
Author: Kate Noland Publisher: ISBN: Category : Electronic research papers Languages : en Pages : 22
Book Description
"The purpose of this study was to find if there is a significant difference in the end of the year Communication Arts scores of students who participate in Silent Sustained Reading compared to students who did not participate in Silent Sustained Reading. Demands of No Child Left Behind, increases a mandated curriculum, and the National Reading Panel's statement that silent reading is ineffective has created controversy. This pilot study investigates the impact of independent reading on the reading achievement of a small group of students with special needs. They all received services in Communication Arts and their independent reading levels were below average (lower elementary grade level). The question investigated in this research study was: Does participating in independent reading increase student's reading achievement?"--portion of abstract
Author: Nancy Akhavan Publisher: Corwin Press ISBN: 1071937448 Category : Education Languages : en Pages : 249
Book Description
Ready-to-go English Language Development tasks that focus on students "doing the doing" of talking, reading, listening, and responding. In recent years, the percentage of English Language Learners (ELLs) has increased in almost every state, so most teachers are faced with the challenge of teaching literacy to students acquiring English alongside English-speaking students. However, in many integrated learning situations, English Language Development (ELD) instruction is strikingly different than the teaching we provide students whose first language is English. The Big Book of Tasks for English Language Development helps teachers meet that challenge head-on! Bestselling author and esteemed education consultant Nancy Akhavan shows that teaching multilingual learners requires changing our instruction to focus on practices that have high impact for students as they acquire language. Yet it’s not about doing more— it’s about doing smarter. It’s about having high expectations for all students and providing scaffolds to support students at all levels of English language proficiency as they learn and grow more confident. All the ready-to-go activities in the book Center on active tasks where students do the thinking, talking, reading, and writing, with appropriate support Activate the domains of language — listening, speaking, reading, and writing — and recognize that these do not develop at the same rate Honor the continuum of language development and build on what students can do Provide teaching tools such as learning targets, suggestions for when to use a task, basic instructions and "teacher talk" for launching a task, and "Watch Fors and Work-Arounds" Focus on the linguistic assets multilingual learners bring to the classroom and provide opportunities to help them collaborate with peers With Nancy Akhavan’s signature straightforward, teacher-friendly style, this book offers an uplifting reminder that with the right teaching strategies, educators can support multilingual learners to achieve their full potential and thrive in their learning journeys.
Author: James J. Eich
Author: James J. Eich
Author: Nancy Ann Hiestand
Author: Walterine V. Keen
Author: Mary Pinson Sullivan
Author: Kate Noland
Author: Beverly J. Buechele
Author: Patricia D. Gill
Author: 
Author: Dennis Lee Wilson
Author: Nancy Akhavan