| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "VOLUNTARY SCHOOL ELEMENTARY LEVEL READING": |
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Voluntary In-School Free Elementary Level Reading Programs, 2004.
This paper is a research proposal to identify the strengths and weaknesses of a voluntary, in-school, free elementary-level reading program.
4,145 words (approx. 16.6 pages), 5 sources, MLA, $ 111.95
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Abstract
This paper explains that the Free Voluntary Reading (FVR) heavily targets users of English as a second language in the hope that the program will result in higher student achievement. The author points out that reading as an integral part of the child?s development impacts on his personal and social development, as well as on his mental growth. The paper outlines the research project: Install a voluntary in-school free reading program for grade pupils; select only those students who are reading below their grade and mental levels, and who manifest a potential for improvement will join the program; and use the Durrell-Analyses of Reading Difficulty to evaluate. Charts.
Table of Contents
Introduction
Statement of the Problem
General Objective
Specific Objectives
Conceptual Framework
Definition of Terms
Free Voluntary Reading (FVR)
Sustained Silent Literacy (SSL)
Sustained Silent Reading (SSR)
Modified Silent Sustained Reading
Reading Workshop
Review of Related Literature
The Ungraded Primary Unit
Special Services
Reading Programs in School Systems
The St. Louis Reading Program
The Philadelphia Reading Program
Evaluation of Reading Programs
Methodology
Durrell Analysis of Reading Difficulty
From the Paper
"In the FVR program, the amount of leisure reading and reading achievement are correlated. Program endorses strongly believe that reading promotes reading ? the more the children read the more their vocabulary grows, the more words they read, the more words they can read, and the more reading they can do. Krashen 1993, opines that listening to stories read aloud promotes independent reading. In the same manner, light reading (comics, romance books) positively correlates with achievement. Reading activities such as teacher read-aloud, freedom of choice of reading materials and owning books were motivational."
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Accelerated Learning in Below Grade Level Reading Students, 2002.
A literature review which examines research-based accelerated learning.
1,255 words (approx. 5.0 pages), 5 sources, APA, $ 42.95
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Abstract
One of the main reasons for students dropping out of school is that they have failed to learn to read in primary school. One of the strategies schools have used to correct this problem consists of the methods and procedures of accelerated reading strategies which emphasize research and evaluation, instruction for children, staff development and home-school interaction. The specific problem in this report is of second graders reading below their grade levels. A review of the literature is used to investigate how the various characteristics and components associated with accelerated strategies (Research Base Accelerated Reading instruction, staff development and the home-school connection) operate to increase students' reading levels. Three questions are posed, one related to each of the three listed components and the existing literature is used to answer them.
From the Paper
"McCormick (1999) has stated that training provides teachers with the knowledge needed to help them focus on continuous progress in language skills and shows them how to emphasize problem-solving and teamwork in their instruction. Moreover, proper implementation of staff development with respect to accelerated strategies is said by McCormick to help teachers acquire those characteristics and traits that maximize instruction. Regarding these traits, McCormick states that teachers need to be tough, compassionate, and professional. Furthermore, it is stated that they must have knowledge of how to relate to the particular cultures represented in their students which also requires substantial training."
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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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Decline in Reading Levels, 2004.
A look at how reading levels in the U.S. have declined as a result of excessive television viewing, video game and Internet use.
900 words (approx. 3.6 pages), 5 sources, MLA, $ 31.95
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Abstract
This paper looks at the effects of television, computers and computer games, video games and the Internet on the reading habits of children. The paper cites statistics for literacy in the United States, which ranks 49th in the member countries of the United Nations. It then looks at the effects of illiteracy on adults.
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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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Arts in the Elementary School Curriculum, 2002.
This paper explains why arts subjects should be included at elementary school level.
650 words (approx. 2.6 pages), 4 sources, $ 26.95
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Abstract
This paper examines issues such as the development of transferable skills, the ability of the arts to motivate children of this age. The author refers to the studies of well known psychologist Piaget to discuss the way that the arts aid with the psychological development of elementary school children. The paper argues that the inclusion of arts is not only beneficial for the children but also indirectly for many other stakeholders.
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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 and Socioeconomic Status, 2007.
An analysis of a study on children's reading levels and their socioeconomic status.
873 words (approx. 3.5 pages), 7 sources, APA, $ 31.95
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Abstract
This paper examines a study conducted in Alabama that found a correlation between reading level and socioeconomic status. The test results revealed that students from minority and/or economically disadvantaged backgrounds had the weakest performance on these exams. The paper then discusses how teachers can prepare their students to perform better on such standardized tests. The author concludes by encouraging teachers to teach their students test-taking skills, with particular focus given to minority students or those from a lower socioeconomic background.
From the Paper
" The startling contrasts found on a standardized exam's percentile scores between Alabama's diverse school districts indicate that socioeconomic factors play a significant role in explaining such widespread discrepancies. SES can also explain how the overall percentile scores for all students within wealthier districts were higher than scores from the poorer ones. Such results reveal that students from minority and/or economically disadvantaged backgrounds are the most negatively affected by these exams. Thus it is incorrect to assume that such exams are useful towards gauging a given school's quality of teaching. Teachers should therefore realize that such exams cannot determine how good they are at their jobs, despite what educational administrators and elected officials like to believe, because the results often come out being biased towards certain groups in society."
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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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Reading Workshop, 2004.
A research paper on the educational reading strategy known as "reading workshop."
1,426 words (approx. 5.7 pages), 10 sources, APA, $ 47.95
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Abstract
Teachers must thoughtfully reconsider how reading instruction is reorganized to rekindle a sense of joy and ownership. Recent evidence seems to point to at least two major concerns, which should be taken into account when reorganizing for effective reading instruction. The first concern is the lack of time spent reading. The second concern is the use of worksheets to manage the classroom. This paper provides a step-by-step analysis of a new reading strategy, which was implemented to counter these two problems and is called 'The Reading Workshop'. The paper covers the theories of educationalists N. Atwell and K. Swift, as well as other experts in the field.
From the Paper
"Atwell (1998) introduced the concept of Reading Workshop as variation of what used to be the Individual Reading Program. She did not use basal readers or a literature series. Reading Workshop allowed her students to choose the books they wanted to read, gave them time to read in class, and required them to share their thoughts about books in dialogue journals. Atwell found that her students read more and enjoyed more of what they were reading."
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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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Vocabulary and Reading Comprehension, 2007.
An action research study on reading comprehension at the third grade level.
3,331 words (approx. 13.3 pages), 17 sources, APA, $ 95.95
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Abstract
In this paper, the writer researches the subject of reading comprehension at the third grade level. The particular issue of vocabulary has been selected to further focus this study. The writer notes that students at the third grade level appear to lag in their acquisition of vocabulary, which affects their reading comprehension at this level. The writer points out that due to the varied perspectives on teaching vocabulary, it would appear that a varied approach is needed in teaching vocabulary in terms of reading comprehension. The writer maintains that context, symbols and media all have a place in teaching vocabulary, although none of these things should take precedence over the others. The paper also includes appendix, definitions and additional sources.
Outline:
Problem Statement
Proof of the Problem
Chart #1a Vocabulary
Chart#1b Word Use
Chart #1c
Word Use
Chart #1d
Reading Comprehension
Goals and Objectives
Setting
School Community
Role of the Writer
Problem Rationale
From the Paper
"Although this drop in proficiency is not as dramatic as noted across the state of Georgia, this drop should be taken as a suggestion that a problem may exist with student comprehension of the material being taught. It is interesting to note, however, that while the percentage of students meeting or exceeding the AYP requirements dropped, the percentage of students showing advanced proficiency actually increased. However, the total of 81.1% of students meeting or exceeding the AYP requirements is one that suggests that our students do not receive adequate Reading instruction. A goal of 100% reading proficiency does not seem unreasonable, if Magnolia Elementary School is going to prepare students to be competent individuals entering the business world."
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Successful Reading Program, 2007.
This paper discusses the work "Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make it Happen" by Nancy DeVries Guth and Stephanie Stephens Pettengill.
3,545 words (approx. 14.2 pages), 5 sources, MLA, $ 99.95
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Abstract
In this article, the writer reviews Guth and Pettengill's work, "Leading a Successful Reading Program: Administrators and Reading Specialists Working Together to Make it Happen", and discusses the effective strategies for a reading program that the work presents. The writer points out that the information in the work of Guth and Pettengill relates that while there is no one model for a reading program that is effective, there are specific elements of factors within the structural framework of school-wide literacy programs that are essential in positive and successful outcomes for reading programs. The writer concludes that collaboration and cooperation are critical components of the schoolwide literacy program that focuses on providing effective classroom instruction and curriculum for student reading skill acquisition and progress.
Outline:
Objective
Overview of the Study
Introduction
Understanding the Model of Guth and Pettengill
Reading Specialist - Special Resource
Environmental Characteristics for Effective Literacy Program Design
Instruction Strategy Expansion
Establishing Guidelines and Course Objectives
Reading Model Design Flexible and Team-Based
Planning and Collaboration
Attributes of the Reading Specialist
Observation Guidelines for Supervisors and Administrators
PIRATES - Strategy for Test-Taking
Summary
From the Paper
"The classroom teacher is observed by supervisors and administrators for whether the teacher is actively observant and keeping notes of the responses and participation levels of students during reading and language arts instruction. The teacher is observed for the skills of enabling children for making choices in literature, in the resistance to putting labels on students in achievement terms and in communication to parents of the importance of reading to their children, in literature discussion with their children and in providing encouragement as well as ongoing support in the progress of their child in the areas of reading and writing. Finally, the teacher should be provisioning to students an environment that is structured and that allows opinion, creative thought and sharing of ideas and encourages the same. Literacy and learning should be expressed as joyful daily expressions and participation in staff development in evidenced in the implementation or at least in the attempt of newly acquired knowledge and ideas."
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Shared Book Reading, 2007.
This paper explores whether shared book reading helps young children learn to read.
3,009 words (approx. 12.0 pages), 11 sources, MLA, $ 88.95
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Abstract
The paper researches current literature on the topic of shared book reading. The paper presents practical strategies and solutions, as it attempts to effectively address the reading issue in the context of a real classroom for preschool through sixth grade. The paper arrives at the conclusion that shared book reading does help children read, but notes that a child's confidence level, physical factors and other emotional factors could negate the advantages involved. The paper has a large amount of resource material appended to the paper.
Outline:
The Problem
Shared Book Reading
Learning to Read and Reading to Learn
A Dynamic Technique?
Conclusion
Real Classroom Concerns
From the Paper
"Shared book reading refers to the process, as well as to the situation of sitting down to share a book. Applicable to home or school settings, shared book reading denotes any period of time when a child or group of children sits down with a literate person (generally a parent, family member or teacher) to share the reading of a book or story. This scenario includes:
- Literate person reads to the child or group of children;
- Child/children take turns reading from the book or story with the adult;
- Child reads the book to the adult.
At one point in the past, the practice of joint storybook reading, as well as its effects on subsequent reading achievement was highly acclaimed. By 2000, however, tension in the field regarding this practice escalated and constituted a primary research for a decade. Questions regarding it genuine efficacy for later literacy achievement arose."
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Calcium Consumption by Elementary Students, 2004.
This paper discusses the importance of calcium consumption by elementary students and programs to promote this nutritional behavior.
1,650 words (approx. 6.6 pages), 12 sources, APA, $ 53.95
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Abstract
This paper explains that calcium consumption is critical for proper nourishment and bone development in elementary school-age children. The author points out that promotion of the importance of calcium consumption in early elementary years is critical; school nutrition programs and parents are the most likely authority figures that influence children?s nutritional habits at the elementary level. The paper presents a literature review, which concludes that school-based nutrition programs are the most effective in promoting milk consumption perceptions, followed by parental input and feedback.
Table of Contents
Introduction
Analysis/Literature Review
Conclusion
From the Paper
"Calcium can be found in many green vegetables and fortified breads and cereals, but typically, elementary aged children resist consumption of sufficient quantities of such materials. Some studies have also indicated that minerals such as calcium and phosphorus are more likely to be absorbed from milk than other calcium alternatives. Later in life, adults are also more likely to drink milk than eat a variety of green leafy vegetables if they have been exposed to the nutritional benefits of milk consumption early in life. By including calcium consumption via milk drinking in school meals, scholastic nutritional programs have a mechanism for providing and promoting better health and wellness among students."
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