The purpose of this study was to investigate the effectiveness of a theoretically-grounded reading intervention in children with reading difficulties. Participants were between the ages of 8 to 10 years from a community-based program for children with learning disabilities and a single-case research (SCR) design was employed. An adapted version of the RAVE-O intervention was delivered which focused on instruction in phonology, orthography, semantics, syntax, and morphology in building children’s word-level fluency skills. Norm-referenced word-level reading, decoding, and reading comprehension measures were collected at pre- and post-test, and progress monitoring data via curriculum-based measures were also collected. Overall results based on percentage of non-overlapping data (PND) analyses indicated moderate effects for decoding fluency and reading comprehension and small effects for decoding accuracy and reading fluency. Implications for educators and professionals working with elementary school students identified with reading difficulties are discussed. / Graduate

After a shift in upper elementary reading instruction that emphasized complex learning using nonfiction text, Texas schools showed low reading comprehension scores among upper elementary students. The purpose of this exploratory single case study was to examine the pedagogical content knowledge of Texas upper elementary teachers who teach nonfiction reading comprehension strategies to at-risk students who do not qualify for special education services. The central research question focused on how teachers view their pedagogical content knowledge while instructing students. The conceptual framework for this study was a combined Shulman's (1986) pedagogical content knowledge model and Thomlinson's (2000) differentiated instruction learning model. Data sources included online questionnaires (N=161), open-ended scenario-based phone or Skype interviews (N=10), and public documents on reading professional development in the state of Texas. Findings from open coding and inductive analysis indicated that the paradigm shift from reading to learn to learning to read is a challenge in the upper elementary classroom, teachers are relying on inadequate professional development to develop their pedagogy and content knowledge, and teachers may be rescuing struggling students rather than differentiating them. Findings may help Texas educators make more informed decisions on pedagogy to promote expository reading comprehension among upper elementary at-risk students and to increase their opportunities for success.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

The purpose of this study was to, from the teacher's point of view; discover pupils with reading difficulties in connection with text assignments in mathematics, the teacher's support for these students, if difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher. The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that reading difficulties and mathematics difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts. It is not the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability, rather it's the responsibility of a specialist and professional reading- and writing support teacher.

In 2003, the Government of Canada embarked on an ambitious initiative to double the number of young Canadians proficient in both official languages, English and French, by 2013 (Genesee, 2007). The increase in the number of students enrolled in French immersion classrooms has materialized into a simultaneous increase in the variety of learning styles, range of academic achievements, and types of reading difficulties being experienced by students (Mannavaryaryan, 2002). Therefore, school systems and educators now need to explore new instructional strategies to address these additional challenges present in French immersion classrooms across Canada. However, educators are being bombarded with program publishers making claims that their type of learning method or style will increase student achievement (Genesee, 2007).<p> Students in the early literacy stages in French immersion programs, kindergarten up to and including Grade eight, must be able to read and comprehend increasingly complex content in French as they progress from year to year (Bournot-Trites, 2008; Deacon, Wade-Woolley, & Kelly, 2006). Teachers need to be able to identify students who may be at risk for reading difficulties as early as possible in order to provide these students with additional supports (Bournot-Trites, 2008; Genesee, 2007).<p> For a certain percentage of students, early literacy learning can be challenging enough in their first language let alone in a second one (Fisher & Stoner, 2004). Therefore, the purpose of this study was to explore: (1) the methods and strategies that Saskatchewan French immersion teachers are currently employing in their K-8 classrooms; and (2) the interventions they use to assist students having difficulty with the acquisition of reading in French immersion. One hundred and twelve elementary French immersion educators from ten out of the eighteen Saskatchewan school divisions, who have French immersion schools, participated in this study. The teachers completed the French Immersion Teacher Survey (FITS) on-line via the SurveyMonkey (2010) website. Out of the 112 respondents, 95 educators (85%) completed the survey. Seventeen surveys were started, but not completed.<p> Educators rated the amount of instructional time they devoted to seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) within their French reading and language arts programs on a scale of a lot to none (see Figure 3). Fifty-two (54.7%) teachers spend a moderate amount of time on shared reading as an instructional strategy to teach reading in French immersion and three (3.2%) spend a lot of time using computer software programs with their students.<p> Educators rated the effectiveness of the seven different components or activities (independent/silent reading, shared reading, paired reading, guided reading, teaching reading with music, making words, and computer software programs) as effective reading strategies to use with students who are have difficulties with the acquisition of reading in French on a scale from: very effective to not at all effective (see Figure 4). The majority of Saskatchewan French immersion educators (63 or 66.3%) rated guided reading as the most effective instructional strategy to teach reading to their students who are struggling with the acquisition of reading in French, and 38 (40.4%) rated independent or silent reading as a mildly effective strategy.<p> A teachers selected reading instructional strategies and methods are influenced by many factors: (1) the workshop, (2) the district curriculum policy, (3) teacher implementation of targeted reading strategies, (4) teachers perceptions of their own instructional efficacy, and (5) teachers perceptions of students academic needs and performance (Nichols et al., 2005). After reviewing the results of the FITS, perhaps educators will be better informed on what reading methods and strategies the majority of Saskatchewan teachers are currently using in their classrooms to assist their students with the acquisition of reading in French immersion.

Abstract This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context. Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance. The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.

<p>Abstract</p><p>This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.</p><p>Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance.</p><p>The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially</p><p>if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.</p>

A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level. The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based. In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.

Thesis (M. Ed.) -- University of Limpopo, 2016 / This study reflects on the teaching strategies that that teachers use to improve reading and writing in English FAL in the Acornhoek area of Mpumalanga Province. Since the study wanted to have an in-depth understanding of the strategies that teachers use to improve reading and writing, a qualitative methodology was used. It is within this methodology that a case study was adopted whereby three methods of data collection were used, namely: interviewing, observation and documents. Two schools were selected as sites for the study by means of purposive sampling. The participants interviewed included teachers and learners. The documents consulted included learners class work books, assignments and tests scripts. The researcher also observed lessons that were presented by the teachers. This study found that learners have difficulties in reading and writing, for example, they cannot punctuate, pronounce and spell words correctly. Furthermore, the study also found that teachers were not trained to deal with reading and writing difficulties. This is manifested by the strategies that they use to improve reading and writing, for example, lack of use of repetition which they claimed to use during interviews. KEY WORDS Reading, Writing, Difficulties, Strategies, Constraints, Improve

Syftet med följande studie är att utifrån en sociokulturell teori bidra med ny kunskap om hur pedagoger i förskoleklass uppfattar språklek och dess betydelse för läs- och skrivinlärningen samt att identifiera pedagogernas medvetenhet för språklekens betydelse i ett främjande och förebyggande perspektiv inom det specialpedagogiska området. Tidigare forskning bekräftar användandet av språklek och att det med stor fördel kan användas i ett förebyggande syfte för läs- och skrivinlärningen.    Studiens empiriska material är insamlat genom ostrukturerade, semistrukturerade gruppintervjuer med inspiration från fokusgruppmetoden. Som metodisk ansats ses det empiriska materialet utifrån en kvalitativ innehållsanalys för att nå olika perspektiv på innehållet.  Resultatet visar att pedagogerna har en relevant utbildning för sitt kunskapsuppdrag och för språklek. Vidare visar resultatet att pedagogernas uppfattningar förstärker sambandet mellan tidiga insatser där språkleken har en tydlig plats och där språkleken kan ses som ett främjande arbetssätt i förskoleklass.  I diskussionen betonas framförallt de möjligheter som språkleken ger och hur det kan påverka skolor på organisationsnivå där beslut fattas om extra anpassningar och särskilt stöd.