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Teachers' knowledge of miscue analysisTobias, Adrianne Bernice January 1991 (has links)
No description available.
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Reading Recovery : what makes it special?Birtwistle, John January 1999 (has links)
No description available.
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Effects of representational systems on text processing by first and second language readers of Chinese: An exploratory study of pinyin, zhuyin, and charactersLin, Shou-hua 01 January 1993 (has links)
Researchers have discovered that native speakers (NSs) and non-native speakers (NNSs) of Mandarin Chinese use different strategies in recalling visual-based texts. Since written Chinese can be represented in logograph, syllabary, and alphabet, it is important to know how and to what extent a representational system (RS) will affect the processing of Chinese texts by both NSs and NNSs. The two surveys in this study explored the effects of RSs on text processing by NSs and NNSs of Chinese. Native groups consisted of subjects from Taiwan and China and were asked in the first survey to match Chinese vocabulary items in pinyin and in characters to their closest English equivalents in meaning. Subjects in the second survey, which included two native and one non-native groups, identified Chinese syllables in either pinyin or zhuyin version, discriminated the differences of sounds of identical characters, and chose the right words to fit in the phrase-level contexts. Two conceptual hypotheses were proposed and tested: (1) NSs of Chinese will demonstrate better performance than NNSs in comprehending texts represented in Chinese characters, and (2) NNSs of Chinese will demonstrate better performances than NSs in comprehending texts represented in pinyin in terms of accuracy and speed. The findings show that (1) Beginning and intermediate non-native learners of Mandarin Chinese benefited from alphabetic representation of the Chinese language in terms of processing speed and accuracy rate--requiring less time and achieving higher performances; and (2) Native Chinese who learned either zhuyin or pinyin as a primer demonstrated lower performances in processing texts represented in either zhuyin or pinyin in terms of speed and accuracy. The findings suggest that logographic representation might provide more rapid and precise access than syllabic and alphabetical representations for text processing at the advanced level. One particular pattern is apparent: An RS which is more efficient at the beginning level will become less efficient at the advanced level and vice versa. This implies that instructors should teach both RSs, logographic plus syllabic or alphabetic systems, to beginning readers, and switch to logographic representation once the learning of the two systems become balanced.
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Initiating strategies in the sequential development of reading abilities for eighth grade students within a team-teaching structure (eighth grade unified: English and social studies team) at Starbuck Junior High - Racine, Wisconsin /Chiappetta, Leo J. January 1972 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1972. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Consultant). Includes bibliographical references (p. 75-77).
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A comparison of first year reading achievement using two different reading programs : one based on the initial teaching alphabet and the other based on traditional orthography.King, Mary Langston. January 1968 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1968. / Typescript; issued also on microfilm. Includes tables. Sponsor: Frances P. Connor. Dissertation Committee: Leonard S. Blackman. Includes bibliographical references.
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The effects of a middle school corrective reading intervention on high school passage rate /Kalisek, Anne Marie. January 2004 (has links)
Thesis (Ed. D.)--University of La Verne, 2004. / Includes bibliographical references (leaves 142-147).
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The effects of a middle school corrective reading intervention on high school passage rate /Kalisek, Anne Marie. January 2004 (has links)
Thesis (Ed. D.)--University of La Verne, 2004. / Includes bibliographical references (p. 142-147).
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Tier II intervention in the intermediate grades: The effects of reciprocal teaching (RT) on standardized literacy assessmentsRoop, Theodora January 1900 (has links)
Doctor of Philosophy / Curriculum and Instruction Programs / F. Todd Goodson / The purpose for this study is to look at the effects of a specific comprehension
strategy—Reciprocal Teaching (RT; Palincsar & Brown, 1983,1984) on the performance of
intermediate elementary students in the intermediate elementary grades on a standardized
literacy assessment. The study was carried out in two implementation stages: a pilot with a
small sample of fourth graders and a full-scale study with third, fourth, and fifth graders in
a suburban public school district in the Midwest. The pilot study was implemented in two
fourth grade classrooms, a total of 39 students, nine of which met the criterial for the
experimental group who scored below the 25th percentile on an AIMSweb Maze 2016 fall
benchmark. The full-scale study consisted of 269 students in grades three, four, and five
across the same district, except for the fourth graders who previously were involved in the
pilot. There were 71 students who met the criteria for the experimental group of scores
below the 25th percentile on an AIMSweb Maze 2016 winter benchmark; however, after
signed consent forms were returned, 59 participated. The students in the experimental
group participated in intervention utilizing RT for approximately four weeks in Tier II
small groups, instructed by classroom teachers at each elementary school.
Regression discontinuity was used to determine the effect of RT on the students’
comprehension as indicated by their spring benchmark scores. The results of the pilot study
showed a significant main effect in the scores along the regression line, indicating a
positive effect for the intervention. Regression discontinuity analysis between groups
indicated that a significant main effect exists for the intervention group. The full-scale
study examined the effects per grade level for all students and with a set caliper for
students whose scores were four points above and below the cut-off point, or winter 2016
benchmark, for the grade level. The results of the full-scale study focusing on all scores
showed a significant main effect in the scores along the regression line, indicating a
positive effect for the intervention for all grades; the effect was significant for all grades,
but mostly for fourth and fifth graders. Regression discontinuity analysis between groups
indicated that a significant main effect exists for the intervention group. When looking at
scores within the caliper of four points above or below the benchmark, all scores showed a
significant main effect in the scores along the regression line, indicating a positive effect
for the intervention for all grades. Regression discontinuity analysis between groups
indicated that a significant main effect exists for the intervention group within the caliper at
each grade level.
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What types of read-aloud practices do secondary teachers engage in? What are the students' perceptions of the secondary read-aloud practice? /Primeau, Jessica M. January 2007 (has links)
Thesis (M.Ed.)--Bowling Green State University, 2007. / Document formatted into pages; contains vii, 108 p. Includes bibliographical references.
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Critical multicultural analysis of reconstructed folk tales: Rumpelstiltskin is my name, power is my gameKelley, Jane Elizabeth 01 January 2004 (has links)
Many people believe folk and fairy tales convey a set of universal truths and beliefs; however, scholars, researchers, and folklorists have questioned or challenged this supposition. There are many versions of traditional tales and reworked tales that provide different points of view. Tale Type 500: The Name of the Helper, classified by Aarne-Thompson, is one tale that has a number of counter perspectives. While there are many variations of this tale, the Grimms' Rumpelstiltskin is the most well known. There is a lack of scholarly investigation of both the original tale and its manifestations and reconstructions. Reconstructed versions of Tale Type 500 provide more information about characters' motives with the intent of providing a different ideology. The methodology of this dissertation applies a critical multicultural analysis (Rudman & Botelho, forthcoming) to examine power in adaptations of Tale Type 500 written for children and young adults. Critical multicultural analysis is an approach that helps readers identify and analyze power relations in literature. Specifically, this study examines the fluidity of the power that characters exercise on a continuum: domination, collusion, resistance, and agency. First, this study examines characters' actions regarding how power is exercised by identifying the power on a continuum of domination through agency. Second, this study examines which characters benefit from the power exercised, and how they benefit. Third, this study identifies which characters are disadvantaged from power and how. Following each analysis is a discussion about the implications for children in America's society today. The findings of this study, indicate that power relationships are a prominent theme in the reconstructed versions of Tale Type 500. Three general themes emerged in this study: (1) readers can look at power relations in children's literature and see how the texts reflect critical theory about power relations, (2) some authors of children's literature consciously apply critical literacy practices, and (3) few texts portray characters exercising the power of agency. By identifying social implications of text ideologies and questioning the issues of power in children's literature, critical readers can consider how texts counteract, maintain, or promote alternative systemic power structures.
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