Sentences with phrase «study reading instruction»

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Notice this inspired scripture is profitable for doctrine, for reproof, for correction, for instruction in righteousness: that the man of God may be perfect, thoroughly furnished unto all good works so it must be something we can put our hands on and read and study.

Detailed instructions about participant observation are readily available, 4 and much can be learned about the method by reading the congregational studies of Melvin Williams and Samuel Heilman.

The project has two subjects, Koko and Michael, who have learned to use American Sign Language (Ameslan), to understand spoken English, and to read printed words.10 Koko's instruction, begun in 1973, is the longest ongoing language study of an ape, and the only one with continuous instruction by the same teacher.

Paul has read and studied Scripture, and based on what he has read, he believes he has some further instruction about marriage which was not found in Scripture.

«We further theorize that the essential difference between collaborative group work and direct instruction is that students learn about the «self as agent and others as (the) audience,»» a hypothesis explored in another paper by Zhang's co-authors, Richard C. Anderson, director of the Center for the Study of Reading, and graduate student Joshua A. Morris, both of the U. of I.

She cites a 1997 University of California, Los Angeles, study that found, among 25,000 students, those who had spent time involved in a musical pursuit tested higher on SATs and reading proficiency exams than those with no instruction in music.

For the study, which was funded by the National Institutes of Health, the researchers followed the progress of 989 graduates of the Chicago Public School District's CPC program, which provided intensive instruction in reading and math from preschool through third grade as part of a school reform model.

This study of 1,159 seventh graders, using both a correlational and quasi-experimental approach, compared students participating in the Concept - Oriented Reading Instruction (CORI) program who also had traditional instruction to students in only a traditional reading / language arts pReading Instruction (CORI) program who also had traditional instruction to students in only a traditional reading / language arInstruction (CORI) program who also had traditional instruction to students in only a traditional reading / language arinstruction to students in only a traditional reading / language arts preading / language arts program.

A study done in 2011 by the Studies & Research Committee of the Massachusetts Reading Association states that, «Effective vocabulary instruction is characterized by deliberate selection of words to be taught and frequent opportunities for students to interact with the words in meaningful contexts.

For example, the Concept - Oriented Reading Instruction (CORI) approach, which has had positive impacts on literacy in a number of research studies (Guthrie, McRae, & Klauda, 2007), is designed to include five motivational practices:

Studies have shown that schools offering intense physical activity programs have seen positive effects on academic performance such as improvements in math, reading, and classroom behavior — even when the added time takes away from academic instruction time.

Teacher Study Group: Impact of the Professional Development Model on Reading Instruction and Student Outcomes in First Grade Classrooms.

More than half of the language - minority children whose reading abilities are substantially below the national average are not receiving bilingual or English - as - a-second-language instruction, according to a study by the Educational Testing Service.

In this study, differentiated instruction began with a book discussion and read aloud, with time for independent reading, and integrated reading strategies or higher - level - thinking questions.

In such cases, high - quality reading instruction in school is critical, as confirmed by recent studies of identical and fraternal twins.

According to Timothy Shanahan of the University of Illinois, Chicago, «Devoting 80 percent of reading instruction to literature may improve students» performance in their English classes, but what about social studies, science, and math?»

However, as we have seen, brain - imaging studies of reading indicate otherwise: Instruction appears to establish the neural networks that support reading.

The National Reading Panel commissioned by Congress had concluded, based on an analysis of 52 randomized scientific studies, that effective reading programs, especially for kids living in poverty, require «systematic and explicit» instruction in pReading Panel commissioned by Congress had concluded, based on an analysis of 52 randomized scientific studies, that effective reading programs, especially for kids living in poverty, require «systematic and explicit» instruction in preading programs, especially for kids living in poverty, require «systematic and explicit» instruction in phonics.

As students develop dual - language proficiency around third grade, they also receive reading, writing, and social studies instruction in their second language.

«In the elementary grades, it's necessary to have direct instruction in things like reading and writing, and then there's the integrated study on top of that,» Keil explains.

To date, educators have used a variety of methods like teaching phonics, word meanings, balanced instruction in phonics and word meaning, and whole word study, in teaching children to read.

Currently, Dillon is a post-doctoral fellow at Haskins Laboratories, a research institute in New Haven, Conn., that focuses on speech, language, and reading and biological basis, where she investigates the effects of a three - year study in which first - grade teachers were provided professional development seminars and in - class coaching in literacy instruction.

Unfortunately, strict adherence to data - driven instruction can lead schools to push aside science and social studies to drill students on isolated reading benchmarks.

The study, co-authored by language and literacy development expert Catherine Snow, looked at three multiyear adolescent literacy projects: Promoting Adolescents» Comprehension of Text (PACT); Catalyzing Comprehension through Discussion and Debate (CCDD); and Reading, Evidence, and Argumentation in Disciplinary Instruction (READI).

Three newly published studies cast doubt on the effectiveness of whole language as a method for teaching reading and suggest that direct instruction in phonics can be effective.

G. Reid Lyon, the director of the branch of the National Institute of Child Health and Human Development that sponsors studies on reading, has crisscrossed the country to herald the findings of scientific research on the subject and press for sweeping change in reading instruction.

One of the ideas we talked about in our book are two ways of increasing vocabulary, as through both explicit instruction, the deep study of one word at a time as a class, as well as implicit instruction, how do you support vocabulary acquisition while students are reading, which is actually a critical time and a critical way of building their vocabulary.

They wondered what was happening with reading instruction and began studying teachers to see what might be going on.

To our knowledge, this study will be the first to document developmental trends and individual variability of early adolescents» academic language skills for both writing and reading, with significant implications for monitoring and instruction.

And the [2014] study concludes: «Since reading is an ability that can be improved, our findings have implications for reading instruction.

With this book, you and your staff will learn: approaches to help poor readers develop good reading habits; ways to increase student interest in reading for pleasure; how to effectively incorporate reading into subject areas such as social studies, science, and math; examples of what works according to school personnel in regard to reading instruction; and how to motivate students to become engaged readers.

By embedding vocabulary instruction in social studies and science units, and by having students read multiple texts about a single topic (for instance, coral reefs or the Great Depression), students may ultimately acquire more academic words.

Like most books of that time, spellers combined instruction in reading and spelling with a study of the Bible.

learning based on student characteristics or instruction beyond the read - aloud during the study (although teachers were

In the pack you have a full PowerPoint complete with starter activity, objectives, copy of reading comprehension, key word activity, questionnaire instructions and feed back slides as well as extended writing task and links to websites with further independent study activities.

school district based their social studies instruction entirely on the reading basal.

The study combined scientific rigor with an understanding of how schools operate and what schools were doing in an attempt to improve reading instruction and performance.

Children in the READ 180 intervention participated in three 20 - minute literacy activities, including (1) individualized computer - assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher - directed reading lessons tailored to the reading level of children in small groups.

Children in the READ 180 intervention participated in three 20 - min literacy activities, including (1) individualized computer - assisted reading instruction with videos, leveled text, and word study activities, (2) independent and modeled reading practice with leveled books, and (3) teacher - directed reading lessons tailored to the reading level of children in small groups.

But as the authors of both reports acknowledge, they reviewed only a small fraction of all studies on reading instruction.

Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers» reading comprehension and vocabulary instruction, their knowledge of these areas, and on the comprehension and vocabulary achievement of their students.

Experts from the American Institutes for Research (AIR) played a significant role in studying and reporting the findings of The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, a report that was released on September 22, 2008 by the National Center for Education Evaluation and Regional Assistance of the Institute of Education Sciences (IES).

It focused specifically on second grade reading because (1) this is the earliest grade in which enough districts collect the standardized reading assessment data needed for the study; and (2) later grades involve supplementary (pull out) instruction, which was outside the scope of the study.

The study focused on reading / language arts and math instruction in grades 3 to 8.

This study showed that the MAP program, one of the most widely used systems focused on benchmark assessments and training and differentiated instruction, had no impact on student reading.

Rather than idle away precious hours on trivial stories or randomly chosen nonfiction, reading, writing, and listening instruction would be built into the study of ancient civilizations in first grade, for example, Greek mythology in second, or the human body in third.

A study by Stanford's Center for Research on Education Outcomes (CREDO) finds that over the course of three years, Texas charter school students on average gained the equivalent of 17 more days of reading instruction per year than their district school peers.

Word recognition work and reading practice were much more the focus of reading instruction in grades 1 - 2 across all schools in this study than was comprehension.

The few studies from a measurement perspective that are available on new statewide assessments (e.g., Maryland, Kentucky, Arizona) do not distinguish among reading, language arts, and mathematics in design or analyses, making it difficult for literacy educators to interpret the implications for curriculum, instruction, or research.