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Becoming a nation of readers: The report of the Commission on Reading
... They stated that the purposes of reading is to ensure understanding, to research and examine the necessary information, to gather all the information obtained, to learn the information in the text. According to Anderson et al. (1985), creating meaning, reading fluently, reading strategically, reading motivated, and being a life-long activity are important principles of reading for effective and correct reading. ...
The purpose of this study is to examine the effect of the story map on elementary school first-grade students’ listening and reading comprehension levels and their attitudes towards reading in literacy teaching process. It was conducted on 69 students studying in the first-grade in an elementary school in the Western Black Sea region and assigned by matching. In the research, “Quasi-experimental Design”, one of the quantitative research methods, was used. During the data collection process, the Reading Attitude Scale with “Garfield Picture” for 1-6th-Grade Students to Turkish was implemented in the experimental and control groups as a pretest and post-test. While the story map was implemented in the lessons in the experimental group, the implementation process was completed by teaching the lesson without any implementation in the control group. The texts in which listening and reading comprehension questions were implemented included 26 narrative texts in the elementary school 1st-grade Turkish book. The data collected with the “Listening and Reading Comprehension Achievement Test” and Reading Attitude Scale with “Garfield “Picture for 1-6th-Grade Students to Turkish implemented after the experimental procedure were evaluated with the SPSS 20 statistical software. At the end of the study, it was concluded that the experimental group, in which the story map was implemented before the listening and reading comprehension questions, was more successful in comprehension than the control group. When the effects of the story map on the attitude towards listening and reading comprehension were examined, a positive improvement was found in listening and reading comprehension in the experimental group.
... Various research studies have highlighted the benefits of training that targets the professional development of in-service teachers with the goal of improving teacher quality (Day, 2002;Niemi, 2015). Research clearly indicates that the quality of teaching has a significant impact on the learning quality of students (Anderson, Hiebert, Scott, & Wilkinson, 1985). Having highly qualified teachers in the classroom "does more to assist students who are academically at-risk than any other policy-controllable issue" (Denson, 2001, p. 34), including smaller student-teacher ratios (Darling-Hammond, 1999;Fuller, 1999). ...
A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts' status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S. Department of Education to assess the academic performance of every public school and school district in the country by using the results on standardized tests. The collaboration effort involved supporting the school's goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted toward grades four and five
... Syntheses of the research evidence over the past 70 years (as well as the characteristics of successful beginning reading programs for adults and children) have concluded that early systematic teaching and learning of word recognition and decoding produces better results than emphasis on meaning (Chall, 1983b;Anderson et al., 1985). The oral reading errors of adult beginning readers in our Reading Laboratory are quite similar to ' The illiterate students (child or adult) may also not speak English. ...
... Research indicates that predicting, making connections, visualizing, inferring, inquiring, and summarizing are effective reading comprehension strategies (Block & Israel, 2005). According to Anderson, Hiebert, Scott, and Wilkinson (1985), the ability to read is a fundamental life skill. It is essential to a child's success in education and in life in general. ...
The general purpose of this study was to assess the reading comprehension skills of the Biliran National Agricultural High School Senior High School Alternative Learning System (ALS) learners, specifically Grade 11. This study utilized a descriptive research design and employed purposive sampling to gather 40 respondents. In assessing the word reading level and comprehension level of the ALS Learners, the Philippine-Informal Reading Inventory (Phil-IRI) Manual Tool was the foundation for this investigation, provided by the Department of Education. Furthermore, after the assessment of reading level and comprehension level, a follow-up survey questionnaire adapted from Tong and Ming-hao (2017) was distributed among the respondents to identify the barrier factors to their reading comprehension difficulty. As revealed by the study, the majority of respondents were male and were 19 years old. Furthermore, it is evident that ‘mispronunciation’ was the most common miscue committed by the ALS Learners. Meanwhile, 85% of the respondents were under the frustration level, and the rest belong to the instructional level, thus construed to signify extensive remediation, teacher guided instruction for learners under the frustration level, and teacher-directed instruction for the instructional level. In addition, it can be noted from the survey questionnaire that there were barriers to reading comprehension among the ALS learners, and the following were identified: Reading habit factor, Reading Strategies Factor, Psychological factors, Cultural background barriers, Reading interest factor, Discourse barriers, Grammar barriers, and Vocabulary barriers, respectively. Considering these findings, this study recommends utilizing the intervention scheme to improve the school reading program. Keywords: Alternative Learning System Learners, Reading Comprehension Skills
... When it comes to the approaches to reading, one can find many similarities but also some differences. According to Anderson, Hiebert, Scott and Wilkinson (1985) "Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information." ...
Reading is one of the main skills to be learned and used in schools and through the entire life of an individual. Its crucial importance made reading one of the central topics in different academic disciplines such as education, psychology, linguistic and neuroscience. Advances in multidisciplinary approaches to and studies of reading gave us the reason to talk about the science of reading. Improvement in research into reading during the last century reveals the fact that different approaches emphasized the importance of partially different aspects of reading skills. Different approaches presented sound arguments for different priorities in teaching and learning of reading. For some decades ago strong dichotomic arguments were so sharp that in the United States the reading literature talked about 'the reading wars'. During the recent decades, the debate of reading and approaches to reading, reading skills and reading processes have changed. Studies of reading presented different arguments for partially different priorities. The Reading Teacher (RT) has for many decades been the one of the most important arenas for the presentation of new findings, ideas, arguments, and trends. Our present corpus-based study captured the frequent collocations and their usage in the RT publications-952 articles comprising 3 548 008 words-during the last decade, 2012-2021. TreeTagger was used for part-of-speech tagging and CQPWeb/CWB framework was employed as the corpus interface in the analysis process. The findings clearly revealed that "reading comprehension" was the most frequently used collocation, and it has never weakened its position in the RT publications in the last decade. While instructional activities and processes like 'shared reading', 'during reading', 'while reading', and 'after reading' were given considerable attention, 'before reading' was almost forgotten. Findings also show that linguistic diversity among students, particularly in the US, also made an impact on the emerging of new topics and thus frequency of concepts like bilingual, multilingual, translanguaging, and coaching. Findings related to the ascending and descending trends reading collocations in RT publications regarding other aspects of reading, teaching of reading, and reading processes are discussed and some ideas for future research are presented.
Bu çalışmanın amacı, bilgiyi görselleştirme stratejisinin Türkçe ders kitaplarındaki kullanım durumunu belirlemektir. Doküman incelemesi tekniğinin kullanıldığı bu çalışmada; araştırmanın veri kaynağını 5, 6, 7 ve 8. sınıf Türkçe ders kitapları oluşturmaktadır. Verilerin çözümlenmesinde betimsel çözümleme tekniği kullanılmıştır. Çözümleme sonucunda bilgiyi görselleştirme stratejileri çerçevesinde grafik düzenleyicilerin 219, resimlerin 78 kez kullanıldığı belirlenmiştir. İncelenen kitaplarda en çok bilgi haritası, tablolar ve görüntüsel resimlerin kullanıldığı bulgulanmıştır. Bilgi ve görsel arasındaki ilişkiden çözümleme, açıklama, eşleştirme, tahmin etme ve sınıflandırmanın çoğunlukla kullanıldığı belirlenmiştir. Bu bulgulara bağlı olarak incelenen Türkçe ders kitaplarında bilgiyi görselleştirme stratejilerinin hem sınırlı hem de çeşitlilik açısından asgari düzeyde olduğu sonucuna ulaşılmıştır.
The ability to read is an integral part of learning and successful reading facilitates achievement across the curriculum. However, literacy levels continue to be low especially in emerging economy contexts where often the language of teaching and learning differs from the home languages of the learners. Globally, there is a lot of focus on international comparative assessments of reading abilities across grades. While it is important to determine the reading levels of learners relative to their peers, a closer examination of the teaching of pre-reading skills is equally important and should be given more attention. The aim of the study was to explore in-depth the methods used to teach pre-reading skills and strategies for learners’ support in multilingual contexts. The study was conducted in a high risk, high need inner-city school in Pretoria using qualitative research methods. Two Grade 1 teachers from one school with a total of 70 learners participated in Gauteng, South Africa. Data was collected using structured non-participatory classroom observations, semi-structured interviews and document analysis. The findings of this study show that teachers used instructional methods such as synthetic phonics approach, multisensory teaching, dramatization and promotion of subtractive multilingualism to develop phonemic awareness and oral language competency. There was evidence of limited teacher theoretical knowledge and other challenges related to lack of adequate resources for effective teaching and learning. Specialised training for teaching pre-reading skills, mentoring and continued professional development were some of the strategies identified as potentially beneficial to the teachers.KeywordsPre-reading skillsTeaching and learningMultilingual classroomLiteracyLanguage-in-education
At the final session of the 2022 Literacy Research Association Conference, Catherine Compton-Lilly, Marcus Croom, Mary McVee, and Allison Skerrett presented critical work related to equity, representation, and race in literacy scholarship. Panelists shared concerns and pursued a shared goal. Specifically, as literacy scholars, they recognized that like the empirical research conducted in classrooms and communities, review scholarship—scholarship that aspires to make sense of large bodies of available research—is always subject to systemic biases, privileging, and racism. In this panel session, we intentionally sought to dismantle biases through four review-oriented projects that—each in its own way—attempts to counter the systemic whitewashing that has characterized review scholarship in literacy.
The collective synthetic, counter-narrative that we presented is significant to literacy education. As we explained, the historical omission of scholarly reviews conducted by Scholars of Color requires a reclaiming of the field. Significantly, the omission is not a minor oversight. Scholarly reviews have long-term effects on scholarly communities; reviews provide novice and established scholars with macro views of the literacy field; in short, reviews identify what is important and worthy of scholarly attention and it is with this history in mind that the Integrative Review Panel for LRA 2022—and this current set of articles—were organized. Across our papers, we explore silences and obfuscations relative to the voices of Scholars of Color, the experiences of Communities of Color, and the education of all children. We view our public presentation of these syntheses as intentionally anti-racist acts designed to name, describe, and recognize the contributions of BIPOC (an acronym for Black, Indigenous, and People of Color) scholars and communities. We are confident that the LRA community will continue to find this work impressive, inspiring, and important.
Interwoven histories of education law, reading, and special education research together expose failures to improve reading achievement and diminish racial disproportionality, under Response to Intervention.
