Sentences with phrase «word recognition instruction»

Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility.

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.

Perhaps coaching for word recognition instruction during children's reading of text is a place for teachers to begin to develop the ability to coach.

We were especially interested in the form of word recognition instruction and how different types of instruction appeared to affect students with different early literacy foundations.

Not exact matches

There was 100 % agreement on coding of coaching for word recognition during reading, 94 % agreement on providing explicit phonics instruction, 94 % agreement on practicing sight words, 96 % agreement on asking text - based questions, 96 % agreement on asking higher level questions, and 100 % agreement on writing in response to reading.

Word recognition work and reading practice were much more the focus of reading instruction in grades 1 - 2 across all schools in this study than was comprehension.

In addition to the question of the use and impact of more generic teaching styles, we were able to apply nonparametric analyses to two additional reading - specific teaching domains — word recognition and comprehension instruction.

The word recognition approaches included (a) coaching children in the use of strategies to figure out unknown words as they were reading text, (b) focusing on words in stories to review phonic elements, (c) providing explicit phonics instruction, and (d) practicing sight words.

Activities included: whole - group, small - group, or independent grouping pattern on the following activities: reading instruction (including teacher directed reading, word recognition, comprehension, vocabulary instruction, or literature circle); independent reading; writing in response to reading; reading aloud to students; written composition; spelling; and other academic activities

However, systematic phonic instruction in isolation only, along with sheer opportunity to practice through reading connected text, may not be the optimal path toward a rich repertoire of word recognition strategies.

Such research would, in a single effort, examine school level factors (e.g., building climate, home - school relations, schoolwide organization for reading, collaborative efforts) while examining classroom / teacher factors (e.g., time spent in reading instruction, time on task, student engagement, approaches to word recognition and comprehension instruction, teachers» interactive styles).

Instruction needs to be explicit and systematic in nature so that students follow a progression that leads to automatic word recognition.

There is also convincing evidence to show that children can improve their word recognition skills significantly through instruction and interventions designed to support the development of phonological awareness and letter knowledge (Elbro & Peterson, 2004).

Information is provided about the content of effective word - recognition instruction.

Analyses revealed that the following observations changed by at least 10 % from Year 2 to Year 1: increase in whole - group instruction, decrease in small - group instruction, increase in coaching in word recognition strategies during reading, decrease in asking of lower - level questions, increase in asking of higher - level questions, increase in comprehension skill instruction, decrease in active pupil responding, increase in passive pupil responding.

High Frequency word recognition is a goal for all of our primary students, and having the instruction and review built into this wonderful program is so awesome!

At the end of the observation, the observer wrote a summary addressing seven key features of the classroom ecology: (a) the general instructional approach used in the classroom, instructional sequences observed, approaches to word recognition, vocabulary, and comprehension instruction; (b) curriculum materials used; (c) teacher's style of interacting with the children; (d) teacher's grouping practices, and activities of children not with the teacher; (e) student engagement; (f) classroom management; and (g) classroom climate.

The WonderWorks Foundational Skills Kit offers explicit instruction, practice, and assessment of phonological awareness, phonemic awareness, phonics, fluency, and word recognition to remediate identified gaps in skills.

They also have multiple components that focus on such areas of instruction as phonological skills, phonics and word analysis, spelling, word recognition and oral reading fluency, grammar and syntax, text comprehension, writing, and study skills.