| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "TEACHING READING": |
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Teaching Reading, 2006.
This paper presents an exploration of story mapping as the best practice for teaching reading to students with learning and behavioral disorders.
1,635 words (approx. 6.5 pages), 10 sources, APA, $ 53.95
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Abstract
This paper explains that, in determining the best practices to teach reading to students who have learning or behavioral disabilities, attention must be paid to both story grammar and basal comprehension to determine the success or failure rate of the method used. The author points out that the use of story mapping is arguably the best practice to use in teaching reading to students of all grade levels because it provides a marked path for the student to follow as he or she makes his way through a story structure. The paper relates that story mapping allows the learning-disabled student to develop skills, which will allow continued success as materials and expectations increase as the student progresses to more advanced reading.
From the Paper
"A study conducted in 1987 regarding the success of story mapping as a method for teaching reading skills to students with learning or behavior disabilities concluded that is one of the most successful methods currently available. In this study, five learning disabled fifth grade students were examined to determine the effect of simple story mapping on their comprehension abilities. Four out of the five students developed definable and significant story mapping ability and demonstrated significant improvement in their story grammar and comprehension skills once they began using the story mapping methods."
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Teaching Reading, 2002.
Strategies for teaching reading.
650 words (approx. 2.6 pages), 6 sources, $ 26.95
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Abstract
This paper discusses three strategies for teaching reading: phonics, whole language and balance reading.
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Teaching Reading, 2004.
An examination of how technological advances have changed the way reading is taught.
2,451 words (approx. 9.8 pages), 12 sources, MLA, $ 74.95
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Abstract
This paper examines some of the strategies involved in teaching reading and how new technologies are affecting those basic strategies. It explains that there are several different methods for teaching reading skills and examines a number of these theories.
From the Paper
"Amid all the recent calls for ?back to basics? in education, we might well believe that there is indeed a core set of basic educational goals and values that children in each age should adhere to. However, this is in fact not the case: What schools teach and what a society believes that children should learn varies from one generation to the next and reflects issues of importance in the culture at large. This is true across the curriculum, but perhaps no where more obvious than in ideas about how reading should be taught, no doubt because reading forms the core of any educational process. This fact has important implications for someone serving as a Reading Specialist in an elementary school responsible for staff development for a balanced literacy program."
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Teaching Reading, 2004.
Discusses the different processes of learning to read with first and second-language students.
2,751 words (approx. 11.0 pages), 11 sources, APA, $ 82.95
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Abstract
Reading is a critical component of second-language learning. Although the research on second-language reading has been going on for decades, the findings are not communicated to the ESL (English Second Language) teacher at the secondary level. ESL teachers are left on their own to understand how to teach ESL reading, to follow the swings of the pedagogical pendulum without understanding the principles, or to follow trends in primary-language reading without considering differences between primary and secondary reading practices. This dissertation examines the most recent research-based instructional and reading processes for both primary and secondary language students. The study examines the difference between primary language instructional theory and practice and second-language learner instructional theory and practice.
From the Paper
"Vocabulary development is also a vital part of the ?learning to read English? process. It is very important to understand that ESL students may not have life experiences that contribute to English vocabulary meanings. This makes it difficult for an ESL student when approaching an unknown word and trying to sound it out. The ESL student determines if the word makes sense based on his or her understanding of the word. If a student does not know the meaning of the word, there is no way to check if the word fits, or to make meaning from the sentence. Vocabulary development is also a primary determinant of reading comprehension. Readers cannot understand the content of what they are reading unless they understand the meaning of the majority of words in the text."
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Teaching Reading to Elementary Students, 2002.
The paper presents a study proposal to determine the best method of learning to read.
2,259 words (approx. 9.0 pages), 10 sources, APA, $ 69.95
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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).?"
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Teaching Children How to Read, 2002.
An overview of the techniques and effectiveness of using small groups to teach children how to read.
3,150 words (approx. 12.6 pages), 10 sources, $ 115.95
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Abstract
This paper is an examination of the effectiveness of using small groups in teaching children how to read. The techniques of phonics and whole language reading will be explored as a part of this overall research, particularly how each technique can be utilized in a small group setting. Small group reading techniques will be compared and contrasted against individual reading techniques, as well.
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Teaching Children to Read, 2002.
Learning examples of how to encourage children to read.
2,400 words (approx. 9.6 pages), 5 sources, $ 89.95
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Abstract
This paper discusses the topic of teaching children to read, including what skills are required to teach children to read and the best environment for teaching children in urban areas how to read.
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Teaching Decoding Skills for Reading Proficiency, 2005.
A review of ESL (English Second Language) learners and the best method of teaching them to speak the language correctly.
1,125 words (approx. 4.5 pages), 5 sources, $ 44.95
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Abstract
This paper discusses the teaching of phonics to ESL learners. According to this paper, it's imperative that classes in pronunciation are complemented with lessons in phonics. The method used to teach a small child how to speak, is the same method that should be implemented with ESL learners.
From the Paper
"Why a phonics lesson should follow a pronunciation lesson when teaching ESL English The pronunciation lesson teaches the learner how to say the word. This basic ability is a prerequisite for learning the associated phonics. The ability to speak must come first, followed by the ability to recognize or write the associated phoneme/s down. In the same way, we do not teach children to write prior to their learning to speak. Why the teaching of phonics is especially important when working with ESL learners Written English has a high level of complexity, with many different ways to render the same phoneme, many rules pertaining to the rendering of phonemes, and many exceptions to the rules."
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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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Repeated Reading Instruction, 2002.
The paper discusses how repeated reading instruction is a powerful and effective alternative for teaching reading to students with learning disabilities.
1,427 words (approx. 5.7 pages), 10 sources, MLA, $ 47.95
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Abstract
The paper examines the three methods for teaching reading-- phonics, whole language and repeated reading and then provides a comparative analysis of these three methods. The paper concludes that the impact of the repeated reading method in improving reading fluency, word recognition accuracy and reading comprehension makes it an effective alternative for teach learning disabled students .
From the Paper
"Many educators feel that phonics is the key for teaching early reading skills to children. They maintain that young students should learn the sounds for each letter and the rules that accompany many so they may become independent readers where they sound out unfamiliar words. While teaching phonics is still an important concept, one must also understand that the whole language approach is an exciting and interesting method designed to include all subjects when teaching reading. Students learn about science, social studies, and math while participating in their language arts lesson. There are also many supporters of the Balanced Program that combine teaching phonics in the whole language classroom environment."
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Improving Reading Comprehension, 2006.
A review of the importance of teaching reading and comprehension and how to successfully teach these skills.
3,522 words (approx. 14.1 pages), 21 sources, MLA, $ 98.95
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Abstract
This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper
"There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
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Learning to Read, 2004.
This paper is a literature review discussing various methods of teaching reading.
4,950 words (approx. 19.8 pages), 23 sources, APA, $ 125.95
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Abstract
This paper explores whether multiple instructional strategies used to teach students via their own learning styles improve their reading comprehension levels significantly more than students who are taught using the traditional instructional strategies. The author points out that peer interaction is so important and so crucial, as well a very successful method in advancing reading skills in children, that it would seem that many teachers would be utilizing this method, but this is not the case. The paper relates that the engagement of teacher, who provides support for the activity, and the student, who is allowed independence and assertiveness, is a winning combination for learning to read.
From the Paper
"This study also speaks of ?focused language study? and how it can give students ?insights into how words are constructed at the macro and micro level?. Researchers have shown that children ?look for meaningful clusters of letters as they decode words and also think in terms of clusters as they spell.? ?So it makes sense to teach older students to attend to units of sound that are larger than phonemes but smaller than words.? The study further relates that there are important structures within words and sentences that are so ?subtle? that students may not understand or may miss but that the knowing of these important things is crucial in becoming a fluent reader."
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Learning Disabled Students and Reading, 2002.
A study of teaching strategies to enable learning disabled students to read.
5,247 words (approx. 21.0 pages), 18 sources, MLA, $ 130.95
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Abstract
This paper examines different teaching strategies to enable all teachers to teach the primary (K-3rd) learning disabled students to read at the Miami Park Elementary School. It explores the characteristics of the learning disabled (LD) to depict the extensive difficulties they encounter in learning and shows how students with LD also suffer from behavioral problems because of their learning difficulties. The strategies include: diagnosing students early with reading disabilities, designing an individualized- instruction programs for each student, providing intensive-teaching programs for reading, writing and spelling, designing individualized reading programs for students with reading disabilities and stimulating students? desire to learn through creative forms of expression. It analyzes how ultimately, the successful implementation of these strategies requires the collaboration of both the regular education and LD teachers and how together, they can create a consistent and supportive atmosphere of learning for learning disabled students.
From the Paper
"In other intensive sessions, teachers can employ specialized techniques to help the students with LD overcome their reading difficulties. Many students with LD have difficulties applying what they have learned in other situations. For example, they can read the word "pine," but have difficulties with "wine" or "sign." Therefore, Maureen Lovett, a child psychologist working in experimental public school classrooms in Toronto and Mississauga, came up with a strategy called "talking-to-yourself" learning?a series of rhyming patterns to trigger the sounds of similar words ("Why kids can?t read," 1998, p. 42). Learning education teachers at the Miami Park Elementary School can do further research in other successful techniques for teaching the students. Furthermore, they should also teach the regular education teachers about techniques that work for particular students."
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Teaching Struggling Children, 2002.
An examination and comparison of two articles - "Teaching Struggling Readers in Elementary School Classrooms" by Anne Duffy-Hester and "A Literacy Lesson Framework for Children with Reading Problems" by Susan Tancock.
1,125 words (approx. 4.5 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper discusses how the assigned articles confront problems associated with teaching children with reading problems and present possible solutions. It shows how Susan Tancock offers a single framework for struggling readers she feels can yield better results by focusing on the children?s individual needs and interests. On the other hand, Anne Duffy-Hester examines the overall situation concerning teachers and struggling children focusing on prevalent problem areas in the field while offering several reading programs she feels are most successful when dealing with students who have reading difficulties.
From the Paper
"The Tancock article seems to be the most helpful as it provides teachers and tutors with tools that could be applied right away. She addresses the problems that struggling readers face and then offers a solution that can be adopted and put to use fairly easily. Tancock begins the article by pointing out that in some cases, the instructions struggling students receive may revolve around the accuracy in ?identifying sounds, letters, and words rather than the construction of reading? (Tancock 130). Another problem she addresses is the fact that some teachers often interrupt a student?s reading rather than encourage them to ?monitor their own reading? (Tancock 130)."
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Reading Pedagogues, 2008.
This paper reviews ten articles that address how pedagogues can best foster strong reading fluency, decoding, holistic, and inferential reading skills in young people.
2,480 words (approx. 9.9 pages), 10 sources, APA, $ 75.95
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Abstract
Through a review of ten articles, this paper looks at the importance of building up "domain knowledge" and prominently features the findings of a National Reading Panel study conducted some years ago that argues (among other things) that vocabulary building, phonemic awareness exercises, systematic phonics instruction, and in-service upgrades for teachers all positively correlate to student achievement.
Table of Contents:
Abstract
Article Summaries
Article Summary One: Teaching children to read
Article Summary Two: The Nature of Effective First-Grade Literacy Instruction
Article Summary Three: The Utility of Phonic Generalizations in the Primary Grades
Article Summary Four: Reading Comprehension Requires Knowledge - of Words and the World
Article Summary Five: What Reading Does for the Mind
Summary Six: The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children
Summary Seven: Teaching Decoding
Summary Eight: One Down and 80,000 to Go
Summary Nine: Teaching Vocabulary: Early, Direct, and Sequential
Summary Ten: Findings and Determinations of the National Reading Panel by Topic Areas
From the Paper
"Theodore Clymer (1963) reports that five types of generalizations have historically been utilized (at least if teacher's manuals are any indication) in teaching children to pronounce words: vowels, consonants, endings, syllabication, and miscellaneous relationships. Eventually, Clymer came up with a list of 45 generalizations or rules for study. These were arrived at by asking whether or not a candidate generalization was sufficiently specific that it could be said to actually assist (or hinder) in the pronunciation of a particular word. Clymer then made up a composite word list of all the words introduced in the four basic series from which the generalizations were drawn - plus words from the Gates Reading Vocabulary for the Primary Grades. On pages 186 and 187 of the study, Clymer outlines the basic approach undertaken to assess the efficacy of the 45 phonic generalizations; this step-by-step approach is rather complicated and cannot be easily described in the space we are allotted. Nonetheless, the study found that many commonplace phonics generalizations are of limited worth; in particular, vowel generalizations are especially unreliable while consonant generalizations are a little better. One thing that complicates Clymer's study is that his success rate for an effective phonics generalization (75 percent or above) is quite high - as he himself acknowledges.
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