Sentences with phrase «effective teachers of reading»

Divided into four sections, this book: * looks at large scale studies that have recently examined characteristics of effective schools and teachers; * provides case studies of five schools in which children are achieving at high levels in reading; * deals with case studies of effective teachers of reading; and * contains a summary of research on effective schools and teachers.

Effective teachers of reading are clear about their purposes.

Not exact matches

Read loses sight of Buber's concept of dialogue, however, when he suggests that Buber's teaching shows how to replace the inter-individual tensions of the classroom by «an organic mode of adaptation to the social organism as a whole» and when he reinterprets the teacher's concentration of an effective world as a selective screen in which what is kept in and what is left out is determined by the organic social pattern through the medium of the teacher's «sense of a total organism's feeling - behaviour.»

Findings will help language teachers devise more effective strategies for assisting learners and influence the accuracy of tests that predict SFL reading abilities.

Teacher quality and student achievement in both math and reading increased substantially after the departure of low - performing teachers — those dismissed by IMPACT, or those who left voluntarily following their first «minimally effective» rating.

Whether you're a nervous neophyte facing your first day of school or a skilled veteran facing another first day of school, THE FIRST DAYS OF SCHOOL: HOW TO BE AN EFFECTIVE TEACHER, by Harry and Rosemary Wong, is a must reaof school or a skilled veteran facing another first day of school, THE FIRST DAYS OF SCHOOL: HOW TO BE AN EFFECTIVE TEACHER, by Harry and Rosemary Wong, is a must reaof school, THE FIRST DAYS OF SCHOOL: HOW TO BE AN EFFECTIVE TEACHER, by Harry and Rosemary Wong, is a must reaOF SCHOOL: HOW TO BE AN EFFECTIVE TEACHER, by Harry and Rosemary Wong, is a must read.

Maria Puolakkainen, a high school student from Helsinki, Finland, was invited to share her own ideas and insights; read about her experiences in» #StuVoice Finland Shares the «Characteristics of an Effective Teacher».»

He calls on teachers and schools, in no uncertain terms, to abandon ever - changing «fads, programs, and innovations,» and zero in on what he calls the «three essential elements» of high - quality schooling: coherent curriculum, effective whole - class instruction, and purposeful reading and writing.

Supportive interventions can help some students, but these interventions are often implemented too late (after years of reading failure, despite evidence that taking action is most effective in kindergarten and first grade) and haphazardly (schools and teachers often do not know what can work for various types of students).

We compared a principal's assessment of how effective a teacher is at raising student reading or math achievement, one of the specific items principals were asked about, with that teacher's actual ability to do so as measured by their value added, the difference in student achievement that we can attribute to the teacher.

The teacher suggests that, instead of just reading the textbook the night before the exam, the students will spend class time brainstorming strategies for more effective test preparation.

Houston has mobilized a large number of specialists to bring effective methods of reading instruction to teachers.

We find a positive correlation between a principal's assessment of how effective a teacher is at raising student achievement and that teacher's success in doing so as measured by the value - added approach: 0.32 for reading and 0.36 for math.

Whether you're a nervous neophyte facing your first day of school or a skilled veteran facing another first day of school, The First Days of School: How to Be an Effective Teacher, by Harry and Rosemary Wong, is a must read.

The founder of a non-profit school to share effective practice in teaching reading and writing has won the inaugural million dollar Global Teacher Prize.

Effective reading strategies are taught by teachers who have a strong command of the English language.

«Principals constantly need to read and respond to the needs of students, parents, and teachers and resolve issues in ways that are effective and equitable,» Gehlbach says.

More than 22,000 teachers and reading scholars in search of effective strategies and instructional materials attended the 49th annual International Reading Association convention here lasreading scholars in search of effective strategies and instructional materials attended the 49th annual International Reading Association convention here lasReading Association convention here last week.

Part of the rationale for this approach was the belief, as a government report showed, that standards in the teaching of reading varied hugely from school to school, with many primary teachers not having had the opportunity to update their skills to take account of evidence about effective methods of teaching reading and how to apply them.

The only «strong research» they cite in support of the «Early Reading» standard examines whether teachers are familiar with the «five components of effective reading instruction,» and whether teachers who are certified and have masters degrees are more likely to know those five compReading» standard examines whether teachers are familiar with the «five components of effective reading instruction,» and whether teachers who are certified and have masters degrees are more likely to know those five compreading instruction,» and whether teachers who are certified and have masters degrees are more likely to know those five components.

The report proved interesting reading and proposed a whole host of really effective solutions to reduce the burden on teachers highlighted in the DfE's workload challenge survey.

Moreover, the program proved to be a highly cost - effective means of improving reading scores, especially when compared with the common alternatives, like class size reductions and raising teachers» salaries.

Barbash's review of Reading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evalReading First programs in four states and in the Bureau of Indian Education is important because it highlights critical factors essential to reading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evalreading improvement: strong leadership, effective professional development for teachers and principals, data - driven differentiated instruction, specific coaching and guidance to ensure implementation fidelity, and continuous program evaluation.

Dyslexia, the most common type of reading disability, affects millions of students across the U.S.. However, many myths and misunderstandings around dyslexia impede teachers» and parents» access to information and effective interventions.

(An e-Interview with Harry and Rosemary Wong) Whether you're a nervous neophyte facing your first day of school or a skilled veteran facing another first day of school, The First Days of School: How to Be an Effective Teacher, by Harry and Rosemary Wong, is a must read.

New LETRS is a dynamic course of study that shows teachers how language, reading, and writing are related to one another and other critical elements that are most effective in improving overall reading outcomes.

While not universal across all teachers, there is a definite trend, in the most effective schools, for grade 1 and 2 teachers to combine (a) explicit phonics instruction in isolation with (b) coaching students to use a range of strategies to figure out unknown words when they encounter them in everyday reading.

During Literacy - in - CTE professional development sessions, CTE teachers learn to integrate effective models of reading interventions in the context of their CTE courses.

Three of the nine first - grade urban teachers in their sample were identified as most effective based on their students» end - of - year reading and writing achievement.

In a study of 5 schools found to be most effective out of a sample of 741 schools which were part of a study of compensatory reading programs, Wilder (1977) found the following factors common to all 5 schools: reading was identified as an important instructional goal; leadership in the reading program was provided by either the principal or reading specialist; attention was given to basic skills; a breadth of materials was made available; and ideas were communicated across teachers, a process which was typically fostered by the program leader.

Even though many of the practices of the most accomplished teachers in this study, such as coaching in word recognition during actual reading and asking higher level, aesthetic response questions, were mirrored in our analyses of teachers in the most effective schools, this does not mean that all of the most accomplished teachers worked in the most effective schools.

What distinguished the most accomplished teachers and the majority of teachers in the most effective schools from their peers was their use of coaching to help students learn how to apply word recognition strategies to real reading.

To the contrary, all four of the most effective schools used a collaborative model for reading instruction in which Title I, reading resource, special education, and regular teachers (as well as ELL teachers in one school) worked together to provide small group instruction.

In all four of these most effective schools, teachers spent a large amount of time, averaging 135 minutes a day, on reading instruction.

Research on effective schools relevant to reading achievement, much of which was conducted in the 1970s and early 1980s, was documented in a review entitled «Teacher and School Effects in Learning to Read» by Hoffman (1991) in the Handbook of Reading Research, Volreading achievement, much of which was conducted in the 1970s and early 1980s, was documented in a review entitled «Teacher and School Effects in Learning to Read» by Hoffman (1991) in the Handbook of Reading Research, VolReading Research, Volume II.

The work of Wharton - MacDonald, Pressley, and Hampston (1998) both echoes and extends the earlier research on effective teachers of beginning reading.

In kindergarten, the most accomplished teachers and teachers in the most effective schools were helping children apply their emerging phonemic awareness and phonics knowledge to the tracking and reading of big books and to writing.

In all four of the most effective schools, teachers mentioned that reading was a priority in their building and that this was a factor contributing to their success.

In three of the most effective schools, teachers mentioned providing time for students to read authentic texts as a factor contributing to their school's success.

In my readings of a few of the reports, I found evidence that effective principals establish leadership teams, led by the principal, assistant principals, and teacher leaders.

The amount of time devoted to reading activities indicates that reading was an «operational» priority in the classrooms of the teachers in the most effective schools.

Over twenty - five years ago, Rosenshine and Furst (1973) found that asking multiple levels of questions was consistently related to student achievement, and Puma et al. (1997) found that teachers in effective high - poverty schools emphasized both basic skills and higher order comprehension skills in reading.

Of the 22 teachers in grades 1 and 2 who were rated high on the composite teacher accomplishment rating (effective teaching and culturally responsive teaching), 10 (45 %) were frequently observed coaching children on how to use different word recognition strategies to figure out unknown words while they were reading connected text.

While a coaching preference did not emerge as a general difference among teachers across school effectiveness ratings, we did find that the practice of coaching during reading to provide word recognition instruction was found to be a characteristic of teachers in the most effective schools and the most accomplished teachers in general.

A small subset of those TFA teachers — ones in pre-K through second - grade classrooms — were found to be slightly more effective in teaching reading than the national average in those grades.

Few of the postings referenced specific authors or theories, as such, but most of them built on readings and class discussions to pose questions about effective or appropriate teaching practices in light of teachers» theoretical or normative commitments.

The Knowledge and Practice Standards for Teachers of Reading is a comprehensive evidence - based resource that outlines the knowledge and skills that all teachers should possess in order to deliver effective instruction and ensure that all children become proficient Teachers of Reading is a comprehensive evidence - based resource that outlines the knowledge and skills that all teachers should possess in order to deliver effective instruction and ensure that all children become proficient teachers should possess in order to deliver effective instruction and ensure that all children become proficient readers.

One of the most striking findings of the universities of Minnesota and Toronto report is that effective leadership from all sources - principals, influential teachers, staff teams and others - is associated with better student performance on math and reading tests.

At Cochiti, her students have averaged 1.4 years of reading growth and a 1.845 value - added growth score on the PARCC assessment, earning her the distinction of Highly Effective on the rigorous New Mexico teacher evaluation system.

Filled with specific examples of effective purpose statements, assignments, and tests across grade levels and content areas, The Purposeful Classroom is essential reading for all teachers who want their students to truly understand what they are learning and why.