Sentences with phrase «as early reading instruction»

In some key areas, such as early reading instruction, NCLB did encourage the adoption of programs with a proven track record.

Not exact matches

They are admirably aligned with rigorous research (on early reading instruction, for example); explicit about the quality and complexity of reading and writing that should be expected of students every year; very solid on arithmetic as a clear priority in the elementary grades; ambitious in aiming for college and career readiness by the end of twelfth grade; and relatively jargon - free.

«By the beginning of the millennium, a lot of people were aware that we made progress in improving reading instruction in the early grades, but that did not — as the No Child Left Behind rhetoric would suggest — solve all the problems,» says Professor Catherine Snow.

Early in Reading First's implementation, he alleged that two curricula of proven efficacy, his own Success for All, as well as a rival, Direct Instruction (DI), were being unfairly shut out of Reading First.

Elementary reading instruction, for example, might be recognized as a role distinct from other tasks, with research - based preparation for diagnosing, instructing, and supporting early readers taught in highly specialized training programs.

Teachers will want to browse through the archive of research reports and articles on such topics as differentiating literacy instruction, how television impacts the development of reading comprehension and early literacy for inner - city children among others.

Wixson and Dutro (in press) conducted a document analysis of 42 state standards in early reading / language arts as a way to gauge how the variability in standards might influence their translation into local curriculum, instruction and assessment.

In some reading programs, the teaching of sight words takes on an exaggerated importance and can become an end goal for many teachers rather than being viewed as a supporting piece in early reading instruction.

However, a certain amount of sight word instruction should be included, particularly in early reading, because many of these words (e.g., to, the, of, was, there) are irregular, and are best taught as sight words.

Of course, not all high frequency sight words are phonetically irregular, but, as noted earlier, the strongest emphasis should be placed on explicitly teaching phonics; sight word instruction should be viewed as having only a supporting role in early reading instruction.

Segmentation instruction appears to be effective only when its results are measured in the context of an entire early reading program, not as an isolated skill introduced before and apart from early reading instruction.

Julie Allsworth has over 22 years of teaching experience in elementary education, special education, reading intervention, Spanish, ELL & ESOL instruction, and has also previously served as an early intervention reading specialist.

The initiative has included implementation of small group guided reading using Jan Richardson's Next Step Forward as a guide.This process began in January, 2015 when district leaders began to develop and articulate a new vision for what early literacy instruction in K - 1 classrooms should look like.

As a result, middle and high school textbooks written for earlier generations with stronger academic backgrounds might have proved too challenging for the new cohort.39 In addition, researchers likely placed more emphasis on primary school readability in the 1920s when the prevailing approach to reading instruction shifted from a phonic approach to a sight - word approach, which required easier vocabulary.40

Observed and assessed student performance and kept thorough records of progress.Implemented a variety of teaching methods such as lectures, discussions and demonstrations.Established clear objectives for all lessons, units and projects.Encouraged students to persevere with challenging tasks.Set and communicated ground rules for the classroom based on respect and personal responsibility.Identified early signs of emotional, developmental and health problems in students and followed up with the teacher.Tutored children individually and in small groups to help them with difficult subjects.Taught after - school and summer enrichment programs.Established positive relationships with students, parents, fellow teachers and school administrators.Mentored and counseled students with adjustment and academic problems.Delegated tasks to teacher assistants and volunteers.Took appropriate disciplinary measures when students misbehaved.Improved students» reading levels through guided reading groups and whole group instruction.Used children's literature to teach and reinforce reading, writing, grammar and phonics.Enhanced reading skills through the use of children's literature, reader's theater and story time.Differentiated instruction according to student ability and skill level.Taught students to exercise problem solving methodology and techniques during tests.Taught students in various stages of cognitive, linguistic, social and emotional development.Encouraged students to explore issues in their lives and in the world around them.Employed a wide variety of fiction and non-fiction textual materials to encourage students to read independently.

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