Sentences with phrase «supports text comprehension»

Discussions that support text comprehension also include a focus that connects with learners» background knowledge (for example, using the text or personal experience) and require teachers and students to make comments that build on what others have said (Goldenberg, 1992/1993; Murphy et al., 2009).

Not exact matches

These anecdotes are supported by research showing that students who are taught to develop mental imagery of text do better than control groups on tests of comprehension and recall.

In accord with research - based best practices for improving text - comprehension and reasoning skills, College Prep's discussion practices emphasize acquiring and retrieving multiple meanings from the text, finding the appropriate evidence to support that point of view, and letting students steer the discussion.

Other research, including the study «Prior knowledge activation: Inducing engagement with informational texts,» supports the idea that activating prior knowledge is a critical step in the learning process and a major factor in reading comprehension.

Gods and Godessess - Basic introduction, simple language Gods and Goddesess - Going to the Temple Simple comprehension - 2 versions, one is colour coded to support learners in finding the answers in the text.

- Activities are designed to support the skills needed for the new GCSE specification, including «reading between the lines», looking for gist and interpreting texts beyond basic - level comprehension.

This reading comprehension resource supports a BBC Newsround text about the Cassini space probe.

This reading comprehension resource supports a BBC Newsround text which covers the announcement of the engagement of Prince Harry and Meghan Markle...

Our ultimate goal is to highlight the importance of ongoing adolescent language development for educators, researchers, and policy makers by revealing how teachers» and students» ways of using language support advances in students» text comprehension, academic writing, and school achievement.

Electronic text presents particular challenges to comprehension (e.g., challenges stemming from the nonlinear nature of hypertext), but it also offers the potential to support comprehension by providing links to definitions of unknown words or to other supplementary material.

While these words have precise definitions in the field of psychometrics, the experts essentially want the same thing parents and teachers want: a math test that doesn't measure students» reading comprehension but whether they can add fractions; an English test that doesn't measure what students know about the Revolutionary War but how well they can use sample text to support an argument.

This reading comprehension supports a text from the Holocaust Memorial Trust.

Interactive Read Aloud is a reading comprehension strategy in which a teacher actively engages students in repeatedly reading a single text, incrementally increasing the rigor of the readings in order to support students in reaching deeper levels of comprehension.

Research indicates that we build comprehension through the teaching of comprehension strategies and environments that support an understanding of text.

During each conference, a student has the opportunity to read a selection of a text with support, answer comprehension questions given by the teacher, and / or discuss reading behaviors and book selection.

Middle School Matters Field Guide Alignment Reading and Reading Interventions Reading Principle 4: Teach students to use reading comprehension strategies; Reading Principle 6: Guide students during text - related oral and written activities that support the interpretation, analysis, and summarization of text.

Introducing children to a range of texts and reading experiences could support the development of pupils» reading comprehension, and their inference skills in particular.

Author Jay McTighe (Understanding by Design) explains how personal meaning making can support transfer goals in complex text comprehension.

My intervention consisted of me teaching five reading strategies that support students» reading comprehension: «right there» questions, wondering questions, identifying and annotating key information, coding text, and identifying the reading purpose.

SIOP includes teaching comprehension of the content for students through techniques such as the use of visual aids, modeling, demonstrations, graphic organizers, vocabulary previews, predictions, adapted texts, cooperative learning, peer tutoring, multicultural content and native language support.

When text is structured in a sequential format, using signal words such as first, second, and last can support comprehension (Beers, 2002).

We investigated the roles of classroom supports for multiple motivations and engagement in students» informational text comprehension, motivation, and engagement.

Unfortunately, too many older students do not receive the support they need to help them grow from fluent decoders into strategic readers — readers who know how to activate prior knowledge before, during, and after reading; decide what's important in a text; synthesize information; draw inferences during and after reading; ask questions; and self - monitor and repair faulty comprehension (Robb, 2000).

Strategic scaffolding is provided through explicit instruction in how to read various types of social studies texts and apply active reading strategies to support comprehension.

Discover ways to meet the varied needs of the developing reader with the Superkids Reading Program, which uses a research - based, three - pronged approach to text use: (1) decodable text to build decoding automaticity; (2) teacher - supported grade - level informational text so all students have access to the same vocabulary and content; and (3) above - grade - level read - aloud text experiences to boost students» listening comprehension and vocabulary.

Think Aloud A think aloud is an interactive process in which the teacher shares her internal cognitive thinking process aloud as a way to support and scaffold various reading comprehension strategies such as summarizing, retelling, asking questions and making connections (e.g. text - to - self, text - to - text, text - to - world).

Researchers agree that teachers should model and support comprehension before, during, and after reading by teaching text structures; using graphic organizers such as Venn diagrams, cause and effect charts, and story maps; and creating study guides that students can complete (Carasquillo et al., 2004).

Vermont's standards for early childhood education teachers make no mention of informational texts and only require that a teacher «employs a range of instructional approaches to support comprehension across the content areas.»

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?