Sentences with phrase «skilled reading instruction»

In 2010, the IDA published its Knowledge and Practice Standards for Teachers of Reading, which details the knowledge base required for skilled reading instruction for all teachers of reading.

Really Great Reading believes that every student has the right to appropriate, high - quality, foundational - skills reading instruction.

Over the past fifty years, there have been swings in United States education policy between didactic, basic - skills reading instruction and constructivist, whole language reading instruction.

Not exact matches

Following step - by - step instructions to get to a finished result is an important reading skill, and using that skill to cook shows kids that reading has very practical benefits.

This was such a fun and easy activity for me to set up, and they got such enjoyment out of it while also incorporating practice in reading, problem solving, measuring, weighing, following instructions, fine motor skills, sequencing, counting, fractions, turn taking, communication, and probably much more!

The researchers then examined whether playing the more difficult games improved performance on additional measures of working memory as well as enhanced other skills, including math, reading, writing and following instructions in a classroom.

Other benefits highlighted by these stakeholders included: Literacy and numeracy assessments can be used to celebrate learning, identify strengths, needs, barriers to learning and allow teachers to make informed and objective judgements about learning; Focusing teachers» and schools» attention on the need for phonics to be taught explicitly and systematically to achieve the necessary level of word reading skills that are required to develop skilled reading; Early identification of children with learning difficulties or [those who] need additional instruction.

Catherine Snow: Incorporating Rich Language in Early Education Educations Funders Researchers Initiative, November 18, 2013 «Taking on the task of improving reading skills, for all children and especially for those scoring at the bottom of the skill distribution, requires three simple things: first, we must provide all children with experiences designed to ensure a broad knowledge base and rich language before entry to kindergarten; second, we must redesign post-primary instruction to focus on discussion, analysis, critique, and synthesis; and third, we must redirect resources from testing children to assessing what is actually going on inside classrooms,» writes Professor Catherine Snow.

With increased instruction in academic language, and increased attention to understanding of morphology and connectives, Lesaux hopes to close the gap between students» reading skills and their comprehension.

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.

You go back to 2000 to the National Reading Panel, 2005 to the National Inquiry of Australia, the Rose Reports in the UK - they're all saying the same thing: that explicit instruction is the way to go, that it needs to be skills - based and we need to virtually provide kids with the stepping stones on a continuum for kids to achieve success in reading, wReading Panel, 2005 to the National Inquiry of Australia, the Rose Reports in the UK - they're all saying the same thing: that explicit instruction is the way to go, that it needs to be skills - based and we need to virtually provide kids with the stepping stones on a continuum for kids to achieve success in reading, wreading, writing.

Beginning next week, students in Dade County, Fla., public schools will start «logging on» microcomputers to solve geometry problems or to work on reading skills as part of a pilot program designed to acquaint students with computer technology and to supplement classroom instruction.

If close reading becomes de facto reading instruction — if it becomes just another iteration of the knowledge - free, mind - numbing skills - and - strategies approach of the past several decades — it will be fatal not just to Common Core, but to reading itself.

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.

«Teacher identities and professional histories; departmental structures; differentiated roles, such as reading specialists and literacy coaches; lack of teacher preparation to teach literacy skills; arguments over whose responsibility literacy instruction is; competing factors such as motivation and engagement; disparities between in - and out - of - school literacy practices; and the increasing demands of reading to learn all contribute to the stagnation in literacy achievement,» he says.

Easy to teach as the instructions add an element of reading comprehension, simply hand them the instructions and see if they can figure out what to do - developing lots of thinking and teamwork skills (alternative approaches are also suggested in teachers» notes).

In the end, the path to improved reading comprehension — to mastery of the skills outlined in state literacy standards — is a cumulative process driven by effective curriculum - centered instruction.

This approach to reading instruction — where discrete skills are broken down into bite - sized chunks and taught explicitly, largely independent of texts — works for beginning readers.

Those calling for academic instruction of the young don't seem to appreciate that math and reading are complex skills acquired in stages related to age.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

The results suggest that current direct math and reading instruction is insufficient to build attention and fine motor skills.

Excel teachers focus on individualized instruction in basic skills, spending at least two hours a day on reading, writing, and literature and at least 90 minutes a day on mathematics.

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.

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.

For example, in READ 180 classrooms, «Each period begins with a 20 - minute shared reading and skills lesson, and then students in groups of five rotate among three activities: computer - assisted instruction in reading, modeled or independent reading, and small - group instruction with the teacher» (p. 19).

Although most successful students recognize the importance of reading instructions thoroughly and following them, some students may master the skill slowly.

For these naysayers, I rattle off a whole list of reasons why I integrate technology: multi-modal instruction, supplements for remediation or enrichment, 21st century skill - building, text - to - world connections, collaboration, student buy - in, not to mention marked improvement in essay - writing and reading comprehension.

Once established, that has the potential to have a dramatic impact by challenging the long dominant skills - and - strategies approach to reading instruction in favor of one that sees knowledge development in children — particularly disadvantaged children — as the indispensible Job One of reading instruction in American classrooms.

This teacher - friendly guide integrates a variety of reading skills and strategies into your content - area instruction to improve comprehension of textbook reading and other informational text.

Last spring, Moore proposed a short, blended - learning project to try to boost her struggling students» reading skills and help differentiate instruction, particularly those who were struggling.

THINK Literacy provides teachers with instruction on what and how to teach, sequenced in units that emphasize student engagement and develop a love of reading, while also building essential critical thinking skills aligned with Common Core standards.

appropriate instruction in reading shall mean scientific research - based reading programs that include explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency (including oral reading skills) and reading comprehensive strategies;

Her most recent books are Inside Information: Developing Powerful Readers and Writers of Informational Text through Project - based Instruction and Beyond Bedtime Stories: A Parent's Guide to Promoting Reading, Writing, and Other Literacy Skills From Birth to 5, Second Edition.

In his book, Reading Instruction: The Two Keys, reading expert Matthew Davis, a project director at the Core Knowledge Foundation in Charlottesville, Virginia, emphasizes the need for both basic skills and content knoReading Instruction: The Two Keys, reading expert Matthew Davis, a project director at the Core Knowledge Foundation in Charlottesville, Virginia, emphasizes the need for both basic skills and content knoreading expert Matthew Davis, a project director at the Core Knowledge Foundation in Charlottesville, Virginia, emphasizes the need for both basic skills and content knowledge.

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Even as the focus on foreign - language instruction up north and Down Under has waned recently in the wake of renewed attention to reading, mathematics, and science instruction, countries outside the United States where English is the primary language have more than a decade's head start in their language skills and public attitudes on the importance of language learning.

New elementary school teachers who were well - prepared in preservice programs to teach reading expressed greater confidence in their knowledge and skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instrreading expressed greater confidence in their knowledge and skills, fostered richer literacy environments in their classrooms, and helped their pupils achieve higher levels of reading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading Instrreading comprehension than did other teachers, according to the National Commission on Excellence in Elementary Teacher Preparation in Reading InstrReading Instruction.

This call for peace is based on the conclusion that beginning - reading instruction should be balanced, taking the best from both sides in the conflict and teaching both skills and meaning.

Loveless recalls the whole - language vs. phonics battle in reading instruction; project - based learning vs. content - oriented instruction in science; problem solving vs. computation skills in math; and multiculturalist, «national - sins» history vs. Eurocentric versions (He doesn't use the term «Eurocentric,» but it's implied).

As with high levels of student engagement, a preferred style of coaching during reading instruction may be a teaching skill which requires time and / or support from more accomplished teachers to develop.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

This Direct Instruction reading intervention program delivers scripted, tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners.

Three paper assignments were central to the course, comparing the use of whole language and skills orientations to teaching reading, management and use of different grouping arrangements (small group, whole class, and individual instruction), and the awareness and impact of diverse learners on teaching and learning.

They found that students in grades 1, 3, and 5 who were exposed to meaning - oriented reading instruction performed 5.6 national curve equivalents (NCEs) higher, and students in grades 2, 4, and 6, 1.4 NCEs higher, at the end of the school year than students in classrooms with skills - oriented approaches to reading instruction.

At the same time, the research community expressed concern about the skills - based conceptualizations that were guiding assessment and instruction in reading (see Curtis & Glaser, 1983; Guthrie & Kirsch, 1984; Linn, 1986); they were less concerned with writing because, as we noted previously, writing process and direct assessment of writing had gained popularity in the 1970s.

Immediately after the assessment, students who qualify for instruction are automatically transitioned into powerful online reading lessons, addressing only the skills that each one requires.

Study Island begins instruction at each grade level with a diagnostic test that assesses students» vocabulary skills and ability to read and understand literary and informational texts.

During literacy rotation, each of the groups received concentrated direct instruction on specific reading skills.

Estimating where each child is in terms of the acquisition of speaking, listening, reading, and writing skills is critical in order to provide developmentally appropriate instruction to all children in this wide range.

Join Marisa Russo's presentation, Differentiate Instruction in Foundational Reading Skills and Accelerate Student Achievement, sponsored by Achieve3000!