Abstract This paper compares formal assessment tests to informal reading and writing inventories. The paper looks at how the tests are prepared and administered.
From the Paper "Tests used as a basis of academic assessment have been characterized as falling into one of two categories. Formal assessment tests are norm-referenced or criterion-referenced tests that are administered in a controlled setting in which directions cannot be altered and students respond to items they have not seen in instruction. Informal reading and writing inventories are commercially prepared or teacher student-made tests in which students read orally and retell and or answer comprehension questions over a passage."
Tags: Iowa Test of Basic Skills, BaderReading and LanguageInventory
Abstract In this article, the writer notes that English Learners (ELs) are of particular concern for educators in recent years. The writer points out that though many problems exist in teaching children for whom English is a second language, reading comprehension is one of the greatest issues. The writer discusses that children who cannot understand and make deductions based on hearing or reading narrative texts have problems with comprehension in all other areas. The writer maintains that focusing on narrative text comprehension in younger ELs is therefore necessary in combating the overall problems associated with teaching English as a Foreign Language (EFL) to young learners. The writer concludes that while the focus would obviously be to achieve fluency in young ELs, all students in a vocabulary intensive classroom with thoughtfully chosen reading narratives will benefit from greater comprehension, better cohesion as a class, and a more positive outlook on learning.
From the Paper "Richards, Leafstedt, and Gerber found that k-1 EFL students have poor phonological skills, rapid-naming abilities, invented spelling, and phonological spelling, leading teachers to refer many ELs to special education. However, only 2-5% of children have learning disabilities - a much lower number than those who are referred. Administrators must identify ELs who are not learning disabled and provide intensive reading and comprehension instruction. Intensive programs for younger ELs would likely include narrative texts since they are common for use at that age level. Slavinn and Cheung also recommend that administrators provide ample classroom support and training for EFL teachers."
Abstract Many factors determine how a hearing-impaired child will acquire language skills, including the severity of the hearing disability, the age of onset, whether the child has hearing or deaf parents, the technology to which the child has access, and the home and school environments, among others. This paper explores various methods of teaching deaf students, including manual languages such as ASL and codes such as SEE 1, the oral approach, speech reading, and total communication. Each can be effective alone or in combination. In addition, there are various ways schools and parents can facilitate the language and reading abilities of hearing-impaired students.
From the Paper "The bilingual-bicultural school of thought holds that deaf children need to be bilingual (in both manual and oral communication) in order to thrive. Bilingual-bicultural education programs emphasize early language acquisition and the special social needs of deaf children (Andrews et al., 1997). This philosophy advocates for the use of ASL as the first language of the deaf child, and maintains that such children are visual learners and should not be mainstreamed, but should be in environments that provide full communicative access to the curriculum. Adherents to this school of thought also believe that one should not speak English while signing ASL (Baker & Baker, 1997)."
Abstract This paper discusses the underperformance of boys at reading and language skills in comparison to girls. The essay provides a critical exploration of the issues in the debate, and argues the thesis that the underperformance of boys at reading and language skills in comparison to girls is a consequence of systemic gender stereotyping in our society as a whole.
Outline:
Introduction
Boys and Reading: The Critical Context
Boys and Reading: The Stereotype
Boys and Reading: What Can Educators Do?
Analysis
From the Paper "Among contemporary teaching professionals, one of the most compelling issues of our time is that of the underperformance of boys at reading and language skills in comparison to girls. This is a particularly controversial issue, as it follows upon a very similar concern in the discipline some years before regarding the underperformance of girls in particular subjects. Moreover, as any review of the literature on the subject will reveal, the complex and controversial issues of gender stereotyping, and how we as a society understand, construct and/or shape masculinity, lie at the core of the debate."
Abstract This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper "According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
Abstract The paper examines the relationship of teacher preparedness, teacher beliefs (i.e., philosophy, instructional approaches and curricula) and the availability of remedial reading services on adequate yearly progress (AYP) in reading in New Hampshire public schools. It discusses the history of the No Child Left Behind Act and the definition of 'highly qualified' when it comes to teaching. It then examines the concept of adequate yearly progress and the issue of third-grade readers and phonetic ability.
Table of Contents:
Review of Related Literature
Introduction
Highly-Qualified Teachers
No Child Left Behind and Adequate Yearly Progress
Teacher Retention
Language Literacy
The Importance of Learning to Read Reading Assessment
Remedial Education and Cooperative Learning
From the Paper "The first way is to ensure that each group member is responsible not for everything that the group does but for a specific and unique part of the group task (Courtney, Courtney, & Nicholson, 1994). The second way is for students to be completely and individually responsible for their own learning (Courtney, Courtney, & Nicholson, 1994). When either one of these things are done, it ensures that each student does an adequate amount of work because he or she must perform a specific task in order to be graded fairly (Courtney, Courtney, & Nicholson, 1994)."
"Students who do not perform this specific task will bring down the grade of the entire group but it is quite likely that the group itself will work with this individual and not allow one person to pull down the grade of others who are working hard to ensure that they learn all that they can and that their grades reflect this new learning (Courtney, Courtney, & Nicholson, 1994). One study that looked at group grades within the higher education spectrum indicated that there were many reasons that these students felt cooperative learning was a good idea (Courtney, Courtney, & Nicholson, 1994)."
Abstract This paper discusses ways to improve the reading scores and general literacy of elementary school Hispanic students. The paper examines the background of language literacy issues for the Hispanic student and presents recommendations for the future. As it often causes other maladaptive behaviors such as truancy and early drop-out rates, an important component of the paper deals with these behaviors within the Hispanic student population. By allowing for this much information and a thorough analysis of the data, the paper is able to show all of the concerns that are being dealt with, how serious language literacy problems really are within the Hispanic student population and whether more should be done in the study of it to help more students improve the quality of their lives.
Table of Contents
Chapter One
Introduction
Background
Statement of the Problem
Purpose of the Study
Importance of the Study
Scope of the Study
Rationale of the Study
Overview of the Study
Chapter Two
Review of Related Literature
Importance of First Language Literacy Skills
Historical and Theoretical Perspectives
Historical
Theoretical
General Themes
Specific Themes
Focus Themes
Challenges to Research
Change Theory
Assessment
General Education Reform
Alternative Perspectives
Staff Development
Summary
Chapter Three
Methodology
Research Design and Approach
Population and Sample
Collection and Tabulation of the Data
Data Analysis Procedure
Limitations of the Study
Reliability and Validity of the Data
References
From the Paper "These low expectations clearly indicate that either teachers at the work site have largely given up on the idea that these students can be taught and will ever make something of themselves, or they have reached the point where they no longer care whether these students succeed. This certainly may not be true for all of the teachers at the school, but if it is true for even one of them then the students that work with that teacher are not getting the educational experience that all children deserve. Those that work in schools where there are many high achievers may not see this problem as being realistic. In other words, they may assume that it is not as bad as it is being made out to be and only a few of the students and teachers are actually having any kind of problems. This would be nice if it were accurate, but conversations with the teachers and the FCAT scores of the school tell a different story."
Abstract The paper provides research concerning reading disabilities in general and goes on to discuss the problems and challenges posed by teaching ESL students. The paper explores the prevalence of reading disabilities in ESL children and looks at the issues specific to Arabic-speaking learners in non-Arabic schools.
Outline:
Background: What We Know About Reading Disabilities
Reading Disabilities and the ESL Learner
Issues Specific to Arabic-Speaking Learners
Arab Children with Reading Disabilities in English-Speaking Schools
From the Paper "Reading disabilities pose one of the greatest threats to a child's learning, since all other subjects become reliant on comprehension as education progresses. English as a second language (ESL) students have additional needs, since their knowledge of language has been shaped differently than children who speak English as their native language. Arabic children in particular may struggle in the English-speaking classroom because of the drastically different systems of speech, reading, and learning in English and Arabic language. Further, some evidence exists that Arabic children suffer from reading disabilities more often than other children due to consanguineous marriages."
Abstract Reading instruction in America is constantly changing. From the early use of phonics based hornbooks and spellers to the more recent use of "look and say" readers, the materials that teachers use for reading instruction is also changing. This paper outlines different reading philosophies and describes the materials used to teach under those philosophies. It also gives a personal account of first grade reading instruction.
Outline:
Abstract
American Reading Instruction Until the 1950's
The Great Debate
First Grade Reading Instruction
From the Paper "Despite all of this research the whole language method remained the most popular method of reading instruction. In 1982 a study of 1609 professors of reading in 300 graduate schools found that professors of reading still considered proponents of the whole language method to have written the most worthy "classic" studies in reading(Illiteracy: An Incurable Disease). Similarly, San Diego State University Professor Patrick Groff found text used in educating reading teachers advocated the whole language method. Of the 43 texts he used, only nine stated a debate between whole language and phonics instruction even existed(Illiteracy: An Incurable Disease). "
Abstract The paper reveals that high quality preschool programs for poor children can reduce the delay in the development of their communication skills. The paper reviews the article "Language and Literacy Environments in Preschools" by Snow, Burns and Griffin that explores how best to help preschool children develop communication skills so that they will be ready to learn how to read when they go to school. The writer discusses how he/she applies these principles in his/her preschool program.
From the Paper "The article (Snow, Burns, & Griffin, 1999) states, "it is precisely on measures of the language environment that many preschool programs serving poor children have scored in the inadequate range" (p. 1). The article doesn't say how many programs are inadequate or what the percentage overall might be of programs which do not help children develop their communication skills. The author goes on to say, or at least to imply, that Headstart programs are no better than any other programs for preschool children coming from impoverished homes: "A study of 32 headstart classrooms similarly found the lowest scores for language and reasoning on the same test" (p. 2)."
Abstract This paper explores the whole language theory from its fundamental beliefs and creation through its use in modern day linguistics. This paper demonstrates that the whole language theory method promotes a more advanced level of reading and language comprehension in students than traditional methods of procedural teaching such as phonics recognition. An emphasis is provided to how whole language theory techniques aid readers learning English as a second language, as these patterns more closely reflect natural conversational patterns.
Abstract This paper deals with a review of the literature using guided reading as a tool in the classroom and how it can be used in a classroom. It offers a comprehensive methodology of how to implement guided reading and how to achieve the benefits of this activity. The research is based on a wide variety of sources and provides a good review.
From the Paper "A critical foundation in guided reading is that students read the materials at their instructional levels. During a typical lesson, students discuss both the content and the strategies that they used to make sense of what is being read. Specific attention is devoted to comprehension levels, questioning, before-reading strategies, during-reading strategies, and after-reading strategies."
Abstract This paper deals with the practical use of guided reading in the special education, self-contained classroom. It offers other tools to be used along with guided reading. The research is based on a wide variety of sources.
From the Paper "A review of the literature has shown that it has been used in a regular education classroom. However, very few studies have been conducted using the impactof guided reading and reading growth with special education students. As a special education teacher, I have determined that it can be used in a SPED classroom, because it is based on reading grade levels that my children are on."
Abstract This paper is aimed at educators of middle and high schools. The paper discusses the importance of effectively combining reading and writing instruction with content instruction. The writer compares educational methods of the 1950's to those of today, stating the obvious improvements today. This paper emphasizes the responsibility of all teachers to understand how they can enhance and help develop their students? reading and writing skills.
From the Paper "Learning to read and write are complementary skills. While in the younger years, writing depends on reading skills, by middle and high school, they are complementary skills: reading is necessary to do writing assignments, while writing about what has read increases comprehension of the reading materials. For this reason, separating reading and writing instruction from content areas is arbitrary and will eventually interfere with the students? progress in those content areas."
Abstract The paper discusses the necessity of acquiring good reading skills and the importance of teaching it well in the elementary years. The paper examines the negative impact on the students? learning abilities, caused by switching between two different methods for the instruction of reading, whole language and phonetics. The paper looks at the proposed participants, methodology and other factors involved in a research study of this type.
Table of Contents
Abstract
Introduction
Statement of Problem
Literature Review
Participants
Method Used
Limitations
Conclusion
From the Paper "The study ascertained that the ability to be sensitive to phonetic changes in words provides the cornerstone for the phonetic teaching of reading to young elementary students around the nation. The study was formulated and performed for the purpose of measuring reading skills as related to the teaching of reading through the use of phonetics. ?Also required was a more sophisticated measurement technology than had been available prior to our project, coupled with assessment of all three major areas of phonological skill(Wagner, 1994).?"
