Researchers report that implementation of scripted reading programs has been inconsistent. Although administrators need to understand teachers' experiences with scripted reading instruction to make decisions about best practices for implementation of those programs, little research on those experiences exists. The purpose of this phenomenological study was to understand and describe teachers' lived experiences and self-efficacy when using a scripted reading program. Bruner's constructivist theory, the concept of pedagogical content knowledge, and self-efficacy theory were used to frame the study. Eight elementary teachers in Grades K-3 from the Mid-Atlantic region of the United States each completed 4 individual interviews. Template-based iterative analysis using open and axial coding resulted in 5 major themes: self-efficacy changes, confidence and lack of confidence, experiences with guided reading instruction programs, strengths of scripted learning, and weakness of scripted learning. The scripted nature of the programs allowed teachers to focus their time and energies on teaching and content and less on planning, which helped build confidence in their abilities. Teachers did modify the scripts to meet the needs of their individual students, especially ELL students. Findings suggested that as teachers grew professionally, though, scripted programs had the potential to stifle creativity. Implications include having teachers and administrators explore hybrid and flexible program options with opportunities for teacher choice. This study contributes to positive social change by informing educators and others of how teachers perceive and use scripted reading instruction in their effort to reach all learners in a climate of increasing accountability.

This study used the narrative engagement framework from the communication discipline to explore first-year college students’ engagement in common reading program events and activities, engagement with the text’s narrative, and students’ affirmation of attitudes espoused in the text’s narrative. A total of 325 first-year students enrolled at Texas State University responded to a web-based survey of about their experiences with the 2016-2017 Common Reading Program book, What It Is Like to Go To War (Marlantes, 2011). The book, a memoir of Marlantes’ experiences as a Marine Lieutenant during the Vietnam War, features scholarly reflections on the nature of war and its consequences on a society and its soldiers. The results of this non-experimental, exploratory quantitative study indicated that students were moderately engaged with the narrative itself, and large variability existed among students’ engagement with the common reading program. In contrast, there was little variability in students’ prior experiences with the military and war; in fact, most students had only minor prior experiences. An orthogonal four-factor model, originally developed by Busselle and Bilandzic (2009), fit the data in this study and were explained by the higher order factor of narrative engagement. The multivariate analyses conducted for this study suggested the presence of differences between students’ prior experiences with the themes on the program engagement and narrative engagement variables, but not in the affirmation of story-consistent beliefs. No differences existed among students’ intended majors on narrative engagement, program engagement, or story-consistent beliefs. The analyses identified differences among gender identities on story-consistent beliefs, but not program engagement or narrative engagement. Finally, multiple regression found no relationship between students’ affirmation of story-consistent beliefs and their program and narrative experiences.

The purpose of this research was to explore the overall perceptions of EFL teachers toward the extensive reading approach as they experienced the approach first hand. More particularly, EFL teachers’ perspectives on the applicability issues of extensive reading for secondary level curriculum in Korea were captured. Also, their personal experience with the approach, including the effect of extensive reading on their foreign language anxiety, was investigated. A total of fourteen teachers in a professional development program participated in the study. They were situated in a print-affluent classroom replete with approximately 1000 books including graded readers, young adult books, some magazines, best sellers and steady seller books. In the reading program, the teachers experienced sustained silent reading, and participated in classroom discussion and activities related to extensive reading. Also, these teachers were strongly encouraged to do outside reading. Data were collected from multiple sources to enhance the credibility of the study, that is, classroom observation including field notes and audio recordings, learner diaries, and interviews. Three surveys were also administered -- the Foreign Language Reading Anxiety Scale, The Teacher Foreign Language Anxiety Scale, and the Affective Questionnaire to Extensive Reading. The findings from the study showed that although the teachers were somewhat resistant to the idea of reading English-language books extensively prior to their participation, they became proponents of the approach once they had the experience of pleasure reading. They also expressed a fondness for graded readers and literature for young adults because of the simplified language and appealing themes that characterize such reading materials, and were willing to introduce them to students in secondary schools. Teachers also recognized the linguistic benefits of extensive reading including vocabulary expansion, positive reading attitude, and a sense of accomplishment from reading extensively. In terms of the applicability issue, however, the participating teachers recommended introducing the approach gradually rather than implementing it immediately, mainly because of the test-emphasized classroom culture of the secondary level curriculum in Korea. In a similar vein, teachers also addressed problematic factors that would be considered an obstacle to bringing the approach to the secondary curriculum. Those obstacles were problems related to curriculum and evaluation, motivating reluctant and struggling students, and teachers’ conflicted role in the extensive reading class. Therefore, as mentioned earlier, they proposed a gradual approach and the use of extra-curricular activities was mentioned as a possible first step to take. Regarding the effect of extensive reading on foreign language anxiety, the data from the scale and from interviews indicated that participating teachers were not highly anxious even prior to the program. / text

The problem of this study was to determine some relations between changes in reading skills and changes in certain selected aspects of self-concept accompanying a remedial-reading program for elementary school boys with low reading ability and reasonably normal intelligence.

Our civilization depends in great measure on the reading process and there is a need for attaining greater skill in reading. Being able to read well has become one criteria for measuring the extent of a person's education. Every year seems to increase the reading demands made upon students as well as adults. Reading was one of the three R's that made up the curriculum of the early schools in our country.

No description available.

This applied dissertation was designed to evaluate improving the reading performance of fifthgrade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent reading performance. Reading intervention was introduced to improve students who had difficulties with learning expository reading performance. The students‟ scores on the Florida Instruction in Reading (FAIR) were used as pre-assessment data and included the instructional sequences and practices with struggling readers as well as the data collected through classroom observation. It focused on improving the fluency and the reading comprehension of these students and FAIR was used as a post-test assessment. It addressed the problem of poor reading skills of students at Southeastern Elementary School (SES). Statewide tests had shown that fifth grade students at SES were reading on a third-grade level, and these students were reading below two grade level gaps as evidenced by test scores on the FCAT. The purpose of this study was to describe and investigate the long-term impact of the program on the student, as measured by the Florida Comprehensive Assessment Test (FCAT) scores, in reading performance as well as report scores, in elementary schools in Florida

本研究旨在瞭解天下雜誌教育基金會推動[希望閱讀計劃]的成效，發現偏鄉閱讀教育的現況與需求，同時規劃出[希望閱讀計劃]未來行動方案。天下雜誌教育基金會自2004年開始啟動[希望閱讀計劃]，在200所偏遠小學推動閱讀。本研究分析比較過去六年，基金會針對聯盟小學進行的五次問卷調查，一次與校長及老師[世界咖啡館]的深度會談，並將會談中得到的結論，再透過問卷，建立200所聯盟小學共識，據以定出希望閱讀計劃之未來行動方案。 研究結果顯示，[希望閱讀計劃]已對200所偏遠學校產生相當重大的影響。學校對於基金會的期待，也從資源提供者，轉變為政策推動者。未來在偏鄉推動閱讀，首先應建立學校行政領導團隊和老師對推動閱讀的共識，提升老師的自信心與企圖心，並且敦促政府要有長遠的閱讀教育規劃，才有可能建構真正有系統的閱讀教育。 [希望閱讀計劃]未來行動方案，不僅只是送書到偏鄉學校，亦企圖提供一個完整的偏鄉學校推動閱讀的支援系統。此支援系統涵蓋從閱讀教育資源、人力資源進入教學現場，閱讀推手教育訓練並展現閱讀成果，到推動閱讀在地深耕。因為家庭失能與經濟弱勢，是偏鄉學校家庭教育最大的痛，政府政策和外界資源，尤應正視並繼續給予支援，激勵社區參與學校教育工作。 偏鄉教育，除了民間團體投入外，更重要的是政府相關單位，提出長遠的教育規劃，從政策面推動，才能真正幫助偏遠地區的老師孩子，有機會飛出低谷，海闊天空的飛翔。 / This study aims to understand the effectiveness of the [Hope Reading Program,] a charitable effort promoted by the Common Wealth Magazine Education Foundation. It aims to find the current situation and needs of literacy programs in remote cities and towns, and to outline a future action plan for the [Hope Reading Program]. The Common Wealth Magazine Education Foundation started the [Hope Reading Program] in 2004, and promoted reading in 200 remote primary schools. This study includes (1) the analysis and comparison of the past six years’ surveys; (2) results from five different surveys of primary schools allied with the Common Wealth Magazine Education Foundation, and (3) the result of the [World Café] event in which we invited principals and teachers to share their experience with us in detail, after which we established the primary consensus of the alliance of 200 primary schools through the use of questionnaires, in order to come up with the future action plan of the [Hope Reading Program]. The result shows that the [Hope Reading Program] has made a significant impact on the 200 rural primary schools. What’s more, the schools’ expectations of the Common Wealth Magazine Education Foundation were changed from resource provider to policy executor. In the future, we should first establish the consensus on literary programs with the rural primary schools’ executive leadership teams and teachers, enhance the teachers’ confidence and ambition, and urge the government to have long-term plans for literacy programs, so that it would be possible to approach reading education in a systematic fashion. The future action plan of the [Hope Reading Program] is to not only send books to rural primary schools, but also to provide a complete support system that promotes reading. This support system should include educational resources, human resources, the training and sharing of best practices for promoters, and the formation of the local reading culture. Due to dysfunctional households and economic disadvantages, the lack of home education is a major source of complications for rural schools. Policymakers and external providers should take this into consideration when giving support and encouraging community involvement in school-based educational efforts. Education in rural schools relies not only on the efforts of civic groups, but more importantly, on the government’s long-term education plans, which will provide the boost necessary to help the children and teachers in rural areas to find good opportunities and fly high to a brighter future.

Inledning: Föreliggande litteraturstudie kommer att studera hur läs- och/eller terapihundar kan främja barns läslust och läsutveckling. I flera länder, främst i USA och Kanada är hund baserad pedagogik ett accepterat verktyg för skolan i utbildningssyfte.  Syfte: Att göra systematisk litteraturstudie om användningen av en läs- eller terapihund kan förbättra elevers läsförmåga och läslust och om de kan underlätta inlärningen av elever med särskilda behov.  Metod. Litteraturstudien redovisar resultatet från 15 artiklar. Resultaten indelades i olika teman och presenteras i tabell och löpande text.  Resultat. Enligt studierna kan man se en positiv utveckling gällande läsförmåga, uttal och ordförståelse hos de barn som får läsa högt för en hund. Barnen upplever mer glädje och motivation samt mer lust till att läsa om hunden är närvarande. Även barn med särskilda behov gynnas av hund baserad terapi.  Diskussion: Studien stödjer tidigare forskning och slutsatsen är att barn som får läsa för en hund kan utveckla sin läsförmåga och öka sin motivation för att läsa. / Introduction: This literature study will examine how reading- and/or therapy dogs can promote children´s motivation to read and develop their reading skills. In many countries, primarily in USA and Canada, dog based education is an accepted tool in schools.  Aim:  The aim of the thesis is via a literature study explore whether students improve their reading ability and motivation to read with use of a dog. Also, the aim is to explore if dogs can facilitate learning to read for children with special needs.   Method: This thesis presents the results of 15 articles. The results have been categorized according to different themes and are presented in a table and in the current text.  Results: According to the studies there a positive development regarding reading ability, pronunciation and comprehension of the children who read out loud for a dog could be detected. The children experience higher joy, motivation and pleasure to read if a dog is present. Even children with special needs benefit from dog based therapy.  Discussion: This literature study supports previous research and the conclusion is that children who reads for dogs can develop their reading ability and increase the motivation to read.

This qualitative study explored stakeholders’ (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about what these stakeholders thought of it. It is important to find out what they think of the program in order to see if it is a positive or negative for English learners. This study adds to the existing scholarship by describing what the stakeholders think of this intervention for English learners. Using interviews and observations, this qualitative study showed that parents of these English learners were satisfied with their children participating in this program and had seen growth in their children over the year. These findings may be useful for administrators, teachers and parents of English learners who want to provide reading intervention like the one at the learning center. This study concludes by providing areas of further research and conclusions.