| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GUIDED READING ABILITY GROUPING": |
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Guided Reading vs. Ability Grouping, 2004.
This paper explores whether a guided reading approach is more effective than past practices of reading instruction.
2,245 words (approx. 9.0 pages), 12 sources, APA, $ 69.95
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Abstract
This paper explains the main criticisms of ability grouping practices, which refer to reading groups created by the teacher according to the size of the class, students' reading aptitudes, or the distribution of reading aptitudes within the class, are that such practices do not accomplish anything of benefit to students and that they fosters unequal opportunities for academic achievement among different groups of students. The author relates that the goal of guided reading is for instructors to provide an environment that will assist students in their progression toward independent, silent reading by fostering positive attitudes toward reading in students and by aiding students in the development of strategies to extract meaning from reading and to understand the reading process. The paper concludes that an approach that combines grouping strategies with guided reading practices may prove to be the most beneficial option for reading instruction.
Table of Contents
Ability Grouping
Guided Reading
A Combined Approach
Conclusion
From the Paper
"The Four Blocks approach used guided reading as a crucial component to its instructional strategy. Guided reading was known as the basal block, because the basal reader drove instruction at this level. There are several purposes of this block, including exposing children to a wide range of reading material, teaching strategies for comprehension and challenging children by providing increasingly more difficult reading material. Guided reading provides a base for the following blocks. However, it is difficult to target guided reading practices to students that represent various literacy levels, and inevitably some students are struggling while others are not challenged enough."
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Guided Reading in Grades K-3, 2003.
A critical analysis of guided reading in grades K-3.
1,996 words (approx. 8.0 pages), 10 sources, APA, $ 63.95
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Abstract
This paper addresses the benefits of guided reading in grades K-3. It also compares guided reading direct instruction methods. It explains that there are necessary basics involved in encouraging a successful guided reading lesson and then examines these basics.
From the Paper
"I visited my elementary school a few weeks ago. Winfield Street Elementary School in Corning, N.Y., was where I was educated from kindergarten until fifth grade. Remembering back, each classroom always had a very traditional setup. The desks were always in rows and the teacher's desk in the front. Students were considered "empty containers" that were filled with facts and rules through lecture and discussion. The students had little choice in the direction of their learning. As I walked through the hallways of my elementary school and peeked into different classroom doorways, I saw the same setup. Sadly, some teachers believed that direct teacher instruction was still better than any other type of instruction. I do not know how or why teachers can feet that students gained from this type of instruction. Recently, in many schools, a new reading technique is being used. This new technique is guided reading and it requires teachers to have a more focused approach on reading instruction. "
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Guided Reading and the SPED Classroom, 2003.
A practical use of guided reading in the special education, self-contained classroom
3,505 words (approx. 14.0 pages), 24 sources, APA, $ 98.95
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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."
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The Ability to Read, 2004.
This paper is a research proposal providing an extensive review of literature about the ability to read and describing a research methodology to evaluate the predictor effects of short-term memory and language ability.
10,640 words (approx. 42.6 pages), 93 sources, APA, $ 212.95
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Abstract
This paper explains in detail the process of reading and the many factors that can contribute to problems in learning to read. The paper details evaluating the predictor effects of short-term memory and language ability by testing children of low socioeconomic status between the ages of three and four years on reading skills. The author points out that, if the relationship of short-term memory and language ability is predictive, this knowledge might be helpful to the clinician in deciding which children to refer to intervention programs.
Table of Contents
The Meaning of Reading
Proper Reading Development
Decompose Reading
Alphabetic Principle
Passage Comprehension
Normal Reading Ability in Children Ages 6-10
Early Development to Promote Reading
Language and Reading Ability
Dyslexia, a Common, Worldwide Phenomenon
Hyperlexia
Receptive and Expressive Language
Short Term Memory and Reading Ability
Dyslexia and Memory Correlated
Types of Attention
Short-term Memory and Environmental Factors
Purpose of the Study
Rationale
From the Paper
"Genetic factors also play an important role in future reading and learning disabilities. Though the specific genetic influences such as identification of a phonological awareness gene have yet to be identified, certain lingual characteristics are inherited. Bishop studied a cohort of children from 86 families. The children presented with language impairments. The hereditary problems could be identified through a test of non-word repetition. Such a hereditary relationship was not found among respondents among respondents from the general population. The study concluded, that non-word repetition, inherited or not, is indicative of potential reading and learning disabilities."
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Pre-School Reading Skills and Reading Achievement, 2002.
A critique of the article by Blatchford on the development of early reading skills and reading achievement.
3,900 words (approx. 15.6 pages), 7 sources, $ 142.95
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Abstract
The development of reading skills at early stage is a common topic in instructional psychology and education research. The development is traced in studies to determine predictors for the purpose of improving instruction at home and school. With important implications for early instructions, the development of early reading skills has clear effect on rising or declining interest in reading during more mature school years.
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Reading, 2003.
A study of the impact of rhythm sensitivity and laterality on reading ability.
1,538 words (approx. 6.2 pages), 15 sources, APA, $ 50.95
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Abstract
This paper shows how many researchers identify dyslexia as a specific and significant impairment in reading abilities which is unrelated to other general or particular abilities. The present study is intended to indicate whether reading ability is significantly correlated with laterality, a hemisphere fixation that causes a weakness in the ability to associate a letter and its sound, and perception of the rhythm in sounds as possible causes and core difficulties in pathogenesis of dyslexia.
From the Paper
"Dyslexia denotes significant difficulty in language function which affects the learning process in one or more of reading, spelling and writing. Accompanying weaknesses may be identified in areas of spoken language, motor skills, short-term memory, auditory and/or visual perception and sequencing. This disorder is manifested despite conventional instruction, adequate intellectual capacity, socio-economic and/or cultural background and general motivation (?What is Dyslexia??, 1999)."
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Reading with Vision Therapy, 2004.
An analysis of the impact of vision therapy on vision-impaired children's reading ability.
4,340 words (approx. 17.4 pages), 25 sources, MLA, $ 114.95
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Abstract
This paper presents a study that attempts to determine the impact of vision therapy of vision-impaired children's reading ability. The paper explores the purpose of this study, claiming it to be three-fold: 1.To determine the current incidence of vision-impaired children in American schools; 2. To determine the extent to which current diagnostic procedures are failing to identify potentially vision-impaired children; and, 3. To identify efficacious treatment interventions to improve reading abilities in vision-impaired children.
Table of Contents
Chapter 1: Introduction
Background of the Problem
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Limitations and Delimitations
Definitions
Chapter Summary
Chapter 2: Preliminary Literature Review
Chapter 3: Methodology
Description of the Study Approach
Data-gathering Method and Database of Study
From the Paper
"Among the many serious problems facing American society today is the need to deliver effective educational services to an increasingly diverse population of students, both in terms of cultural and ethnic background as well as their levels of learning abilities. In an effort to "mainstream" as many learning disabled and minority children as possible into American classrooms, educators have been faced with a wide range of challenges and obstacles to providing this equitable distribution of educational services in a meaningful way. One of the major problems facing educators at all levels is students' ability to read in the first place. Without the ability to read efficiently, students are unable to achieve academic proficiency in almost any subject area without significant tutorial assistance and even then, the chances of success are not as great as if a child has already acquired the ability to read efficiently before entering the classroom."
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Let's Begin Reading Right!, 2001.
Describes different stages of development that encourage and develop the reading ability in children.
2,345 words (approx. 9.4 pages), 2 sources, $ 72.95
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Abstract
This paper provides the reader an overview of a child's? learning process and analyzes the process in which a child encounters when learning how to read. The author has selected topics she feels are imperative to the development of reading skills and explains their importance.
From the Paper
"Understanding how children learn is fundamental to effective teaching. Older methods of teaching consider the student as a passive recipient of the teacher?s knowledge. However, research has shown that learning actually is an active process that each learner must form personal understanding. Children work hard to make since of this world! They are constantly thinking: making connections, comparisons, and contrasts. Thinking is the most important part of learning. When trying to figure out right from wrong children often come up with amazing theories. This is proof that children are producing their own knowledge. Children can notice flaws in their reasoning as a result of their own questions about observations. Therefore, effective teaching provides many opportunities for observation through firsthand experiences. Experiences tend to be the basis for the initial explanations children create for themselves. Children depend on different experiences to adjust their understanding."
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Reading and Urban Parents, 2006.
This paper discusses research by Catherine Compton-Lilly (2003), which refutes the stereotypical assumptions that lower income, urban parents are not capable of interesting and guiding their children in reading.
1,950 words (approx. 7.8 pages), 5 sources, APA, $ 62.95
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Abstract
This paper explains that Catherine Compton-Lilly's research challenges the popular stereotype that portrays urban parents as not caring much about their children's academic progress, which allows society to blame the difficulties of urban children on parents, while absolving politicians, schools and teachers of all responsibility. The author relates that Compton-Lilly, using ethnographic data from interviews she conducted with ten randomly selected parents of first grade students, suggests that poor urban families are often more literate than is generally assumed. The paper stresses that Compton-Lilly's research implies that (1) students' family relationships and other sociopolitical influences must be understood to comprehend the factors contributing to the process of learning and that (2) parents and teachers must find common ground to discuss the effects of their influence on the literacy of children because all of the learning environments, such as home, school and community come together to reinforce a child's ability to learn to read.
Table of Content
Introduction
Methodology and Background
Research and Results
Implications and Conclusion
From the Paper
"The social relationships of mainstream and alternative discourses also helped the Compton-Lilly to make sense of the way in which students, families and teachers often support contradicting discourses. She found that many urban parents, for example, hold conflicting views about how learning to read is envisioned and understood in the homes of fellow urban parents. Parents reported that they "stayed on" their children, but neighbors "weren't helping" their children learn to read. In terms of poverty, most parents reported that poverty did not affect learning to read, though they weren't able to express an alternate explanation."
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Boys' Reading Habits, 2008.
An analysis of the reading habits and comprehension abilities of boys.
2,812 words (approx. 11.2 pages), 42 sources, APA, $ 83.95
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Abstract
This paper discusses literacy development and reading habits among students. It particularly focuses on this issue among boys. The paper looks at the elements that facilitate the growth of reading comprehension ability and discusses the importance of students' access to books. The paper also discusses the effect of reading out of school and looks at types of reading motivation. It then discusses boys' reading choices and their perceptions towards reading.
Table of Contents:
Introduction
Reading Habit and Interest
Reading out of School
Types of Readers
Types of Reading Motivation
Boys' Reading Choices
Boys' Perceptions Towards Reading
Reasons why Boys are Reluctant Readers
Summary
From the Paper
"Researchers state that boys have shown contrast in their reading compared to reading materials preferred by schools; schools favor book based learning and fiction while boys have idiosyncratic reading choices in their reading materials that may lead to them being recognized as bad readers as their reading interest may not match those preferred by the school."
"Factors that influence the attitude of boys as reluctant readers fall into three areas which are the family, peer group and friendship group. Parents are shown to be powerful literary models for their children as they provide them with earliest books and materials and often act as their first teacher in promoting the reading habit. Peer groups bring with them peer pressure to confirm to a certain belief, while friendship groups function as a social practice to develop and maintain relationships with peers. These two factors influence reading habit and interest."
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Does Reading Affect Writing?, 2002.
Does the amount a child reads affect his writing ability at high school and college age?
6,619 words (approx. 26.5 pages), 21 sources, APA, $ 151.95
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Abstract
This paper is about the affect of reading (both amount and ability) on a child's development of writing ability. It explains how reading and writing are related and explores the correlation between the two. It contains three charts.
From the Paper
?The Magic Spell (a title). There was two boys. They wanted to go fishing, so they went to the forest. Tommy put a pole in the water and fell in? (Cox, Shanahan, & Sulzby, 1990, p. 65). This example of a poorly written text, composed by a poor reader in the third grade, contrasts sharply with the well-written text of a good fifth grade reader: Cities have thousands of people in them. The people live very close together and some next to tall buildings. There is a lot of noise and people running around. People live in big cities, because they are close to where they work and they think they will have a better life. There are also many choices about work, play, and housing. There are usually three main parts in a city. There is a downtown, which is busy. It has many stores, skyscrapers, and apartments. The industrial area has many factories, pollution, warehouses, and small houses. The residential area has many homes and small businesses. Some cities grow by their natural resources like oil, trees, or gas. Houston, Texas grew with those. Chicago, Illinois grew with transportation crossroads ? where roads, airways, and rivers meet. These are some of the things that made small cities become big cities (Cox et al., 1990, p. 64). Not only is there a striking difference in length between the two texts, there is also a large difference in cohesiveness, general flow of ideas and overall quality. The first story, written by a poor reader, lacks a cohesive plot or story line. For example, in the second sentence, the author says the boys want to go fishing; however, he then has them go to a forest, rather then a pond or lake, which would be more appropriate to fish in. Also, the title (?The Magic Spell?) has nothing to do with the actual content of the text. Cox et al. (1990) gave this text the lowest quality score (one) and a cohesive harmony score of zero (p. 65)."
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The Art of Reading and Writing, 2007.
An analysis of the impact of the Voyager Universal Literacy Reading Program on reading achievement and student reading attitudes in an urban school.
9,847 words (approx. 39.4 pages), 81 sources, MLA, $ 200.95
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Abstract
This paper consists of four sections. The paper explores the historical contexts of four themes of literacy acquisition and reviews the history of reading instruction. An objective analysis is made of how growth and development of the industrial sector triggered governments to set up formal schools and curriculum. The paper also discusses several reasons underlying the lackluster performance of students in reading and writing. The paper relates the five core essentials of a reading program and examines the successful impact of the Voyager Literacy program by presenting several recent empirical research studies. Finally, the paper looks at the attitudes and motivations of students towards reading, revealing the shortcomings of the present education system.
Outline:
Introduction
Section I: Theoretical Models of Literacy acquisition
Section II. Brief History of Reading Instruction
Section III: The Five Core Essentials of the Reading Program
Word Study
Vocabulary
Fluency
Comprehension
Section IV: The Impact of the Voyager Program
Section V: Student Reading Attitudes
From the Paper
"The hunger to understand the environment and the results of education and its style of teaching has burst out over the last century. This outburst is now looking beyond the recurrent affairs about why the majority of the populace in certain regions can't, read or in certain cases, write. The ability to read and write has in the preceding years of study been established as vital components of areas that encompass polyglotics, ethnic surveys, as well as, psychology (Stephen, 2005)."
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Reading Comprehension, 2007.
An examination of the comprehension levels of students given a free choice of reading materials versus those who read only assigned materials.
1,191 words (approx. 4.8 pages), 7 sources, MLA, $ 40.95
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Abstract
The intent of the literature review is to determine whether evidence exists supporting the use of a choice of reading materials in the classroom, as a tool for promoting greater reading ability and comprehension. The writer proposes that there is a clear need for educators to adopt a more open-minded perspective regarding reading comprehension in the classroom.The paper examines how one way that administrators can motivate students is by providing them with access to a diverse selection of comprehensive reading materials. These reading materials will engage their personal interests and provide them with challenging but interesting material to review and interpret.
From the Paper
"Cheak & Wessel (2005) suggest that students who read more frequently are more likely to become strategic readers capable of processing information more contextually resulting in better reading comprehension. Researchers have identified reading motivation among the factors vital toward guiding the behavior of readers and promoting greater reading comprehension. Further, Cheak & Wessel (2005) find that individuals who are "intrinsically motivated" are more likely to persist with challenging research related material and exhibit a desire to "master" the skill of reading. Intrinsic motivation according to the researchers is essential for developing deep processing and hence learning in individuals."
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Reading Comprehension, 2007.
A discussion of how to increase reading comprehension of students in middle school.
1,722 words (approx. 6.9 pages), 11 sources, APA, $ 55.95
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Abstract
This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the reading comprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.
Outline:
Introduction
Review of Related Literature
Factors to increasing the reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
Reference List
From the Paper
"Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."
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