Sentences with phrase «grade reading instruction»

These findings are similar to those from our study of primary grade reading instruction in schools beating the odds (Taylor et al., 2000), in which we found that word - level activities were infrequently observed in grade 3, and that comprehension skill or strategy work was seldom observed in grades 1 - 3.

In contrast, in our earlier study of primary grade reading instruction in schools that were beating the odds (Taylor et al., 2000), we found that small - group, rather than whole - group, instruction across grades 1 - 3 was characteristic of the most effective schools.

The cooperative research program in first - grade reading instruction.

The researchers conducted a randomized field trial of software that organizes first grade reading instruction.

According to data collected by the National Assessment of Educational Progress (NAEP), the frequency of ability grouping's use in fourth grade reading instruction rose about two and a half times, from 28 percent in 1998 to 71 percent in 2009.

Early - grades reading instruction has long been a central point of emphasis — and concern — for educators and policymakers.

This special report takes a wide - ranging look at new efforts to address the challenges of early - grades reading instruction.

This Education Week special report takes a wide - ranging look at new efforts to address the challenges of early - grades reading instruction.

Not exact matches

The school is eligible to receive millions of dollars in federal money to improve its performance, but Dr. Tisch said its problems ran so deep — students read far below grade level, and there was little instruction taking place — that money alone might not be enough to solve them.

The researchers found that students with intellectual disability who participated in four years of persistent, specialized instruction successfully learned to read at a first - grade level or higher.

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.

While we've made some gains at the 4th - grade level (probably reflecting better instruction in decoding), reading - achievement trends by the end of high school are depressingly flat.

Schools primarily focus on reading instruction from kindergarten through third grade.

In grade - level teaching, teachers share all of the students, which allows for small - group instruction in reading, writing, and math in Tier One.

«I have tried to attend all grade - level data meetings led by our reading coach because I want to keep informed, and I want the teachers to realize that I consider the data meetings most important in guiding reading instruction.»

Washington — Children who master basic reading skills, but then fall behind in the middle grades, may do so because they receive little instruction in essential techniques of comprehension.

Since the mid-1990s, the North Carolina Department of Public Instruction (NCDPI) has required all districts to submit data that include demographic information, attendance rates, and behavioral outcomes, yearly test scores in math and reading for grades 3 through 8, and subject - specific tests for higher grades.

To enhance student - level differentiation, we supplied all sixth and ninth graders with a math tutor in a two - on - one setting and provided an extra dose of reading or math instruction to students in other grades who had previously performed below grade level.

We also use our extra academic hours to provide targeted one - on - one and small group intervention for our students with special needs who are significantly behind grade levels in reading, and we offer additional hours of ESL instruction to our beginning ELL students.

It includes, among other elements, the Success for All reading curriculum, Spanish instruction in every grade, monthly computer - based assessments, and a whopping 90 minutes of professional development time for each teacher, every day.

In our balanced budget I proposed a comprehensive strategy to help make our schools the best in the world — to have high national standards of academic achievement, national tests in 4th grade reading and 8th grade math, strengthening math instruction in middle schools, providing smaller classes in the early grades so that teachers can give students the attention they deserve, working to hire more well - prepared and nationally certified teachers, modernizing our schools for the 21st century, supporting more charter schools, encouraging public school choice, ending social promotion, demanding greater accountability from students and teachers, principals and parents.

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.

The National Reading Panel has identified a large body of research recommending the explicit teaching of the alphabet and phonics as part of comprehensive reading instruction programs in kindergarten and 1stReading Panel has identified a large body of research recommending the explicit teaching of the alphabet and phonics as part of comprehensive reading instruction programs in kindergarten and 1streading instruction programs in kindergarten and 1st grade.

Five elementary schools (63 teachers and 1,192 students in grades 2 - 5) were randomly assigned to differentiated or whole - group classroom instruction in reading.

For K — 12 education, he proposes programs to «recruit math and science degree graduates» to teaching and «ensure that all children have access to a strong science curriculum at all grade levels,» more funding for «intervention strategies in middle school» for «teaching teams, parent involvement, mentoring, intensive reading and math instruction, and extended learning time» — all to address the «dropout crisis.»

As our students come to us with different reading abilities, grade levels and cultural backgrounds, we must differentiate instruction through the texts we pick as well.

-- In Honduras, in 2011, 94 % of grade 6 students who spoke the language of instruction at home learned the basics in reading compared to 62 % of those who did not.

Most teachers in Louisiana perceive — correctly — that their standards instead encourage them to teach particular grade - level texts and organize reading skills instruction around those texts rather than teaching reading skills and allowing students to apply them to any text.

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.

A generation ago, the infamous «reading wars» pitted phonics - based instruction in the early grades against «whole language,» which emphasized reading for meaning instead of spelling, grammar, and sounding words out.

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.

That took a little more effort — extra time in the college's lab school, extra courses in reading instruction and children's literature, extra emphasis on teaching in the primary grades.

Teachers currently have students who read several grades above and below grade level in the same classroom and most feel that they are not able to effectively differentiate instruction for students of all levels of achievement.

«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.

[I'm most disappointed by] funding cuts for Reading First, a federally funded program that would implement scientifically based reading instructional and assessment tools to early reading instruction so children would be reading proficiently at the end of thirdReading First, a federally funded program that would implement scientifically based reading instructional and assessment tools to early reading instruction so children would be reading proficiently at the end of thirdreading instructional and assessment tools to early reading instruction so children would be reading proficiently at the end of thirdreading instruction so children would be reading proficiently at the end of thirdreading proficiently at the end of third grade.

Our research has found that a wide range of instruction spanning eight or nine grade levels of reading achievement exists in the average third or fourth grade class.

Deshler revealed that when he asked staff about struggling adolescent readers and their ability to ever read close to grade level with high - quality instruction, 66 percent responded that they were «not confident.»

He introduced children to formal instruction in reading at different grade levels from kindergarten to 2nd grade.

The program is a hybrid: it gives formula grants to states, but to receive their share of funds (fixed amounts calculated by a formula tied to the states» levels of need) states had to submit applications specifying in detail how they would set up competitive grant programs for their districts aimed at helping low - performing, high - poverty schools improve reading instruction in grades K — 3.

It offers parents help in figuring out what language and literacy experiences to look for in preschools and child care; what to look for in initial reading instruction in kindergarten and the early grades; what to ask school boards, principals, elected officials, and other policy makers who make decisions regarding early reading instruction; and whether their child is making progress in related skills and early reading.

Grant funds are awarded to help states and local school districts establish high - quality, comprehensive reading instruction for all children in kindergarten through third grade.

She compares the approach to the way many elementary schools teach reading — by offering 83 minutes of math instruction on most days and teaching students by grade level and by ability.

students under the age of 21 who complete 150 hours of instruction who receive a high school equivalency diploma if the student upon entering the program is assessed on an instrument approved by the commissioner to have a reading and mathematics level at or above grade nine;

, and Math Reads provide high - quality professional learning and mathematics instruction to raise achievement in Grades K — 8 +.

Pathblazer ® helps educators engage discouraged students, hold their attention, and deliver engaging instruction in math and reading to accelerate students to grade level.

Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young Readers Educational Researcher, January / February 2013 Researchers examine the theoretical and empirical support for assumptions underlying the CCSS's acceleration of text complexity in grades 2 - 3 and identify patterns in American reading achievement and instruction in order to illustrate the consequences of an increase in the first step of the CCSS staircase of text complexity levels.

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.

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.