Sentences with phrase «word recognition strategies»

In grades 4 - 6, the practice of coaching children in the use of word recognition strategies during reading was positively related to reading growth.

Coaching students in word recognition strategies during reading and asking higher - level questions after reading accounted for 12 % of this between - teacher variance.

Coaching in word recognition strategies during reading was related to students» growth in reading fluency in grades 4 - 6.

Coaching in word recognition strategies during reading was related to students» growth in fluency and writing.

Coaching students in word recognition strategies during reading, having students engaged in active responding, and asking higher - level questions after reading accounted for 13 % of the variance between teachers.

Following their discussion, Ms. Jackson has every child in the small group read the book aloud while she listens and coaches in word recognition strategies.

For every 10 % increase in the coding of coaching in word recognition strategies, students» fluency score increased by 8.9 words correct per minute on average.

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.

For every 10 % increase in the coding of coaching in word recognition strategies, students» writing score increased by an average of 0.2.

For example, the benchmark «Use picture details and known words in context to determine the meanings of unknown words» clearly states a goal (determining the meaning of unknown words) and an instructional emphasis (meaning - based word recognition strategies) but it does not dictate the means of achieving the goal or prescribe the instructional emphasis or method.

Over 90 % of the documents cover Meaning - based and Spelling - sound Word Recognition Strategies, Comprehension Strategies, and Experience with Literature at grades 1 and 2.

Peer coaching in word recognition strategies proved a disaster for children with few incoming literacy skills.

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.

Primary word recognition strategies were to consider meaning, to predict, to reread, to spell the word, and to look on theword wall.

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.

Through their coaching, teachers were helping students learn how to apply word recognition strategies to real reading.

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.

Teachers modeled word recognition strategies by: a) chunking of words into component units such as syllables, onset / rimes, or finding little words in big ones; b) sound and blending individual phonemes; c) considering known letter - sounds and what makes contextual sense.

Not exact matches

Additionally, young - adult dyslexic readers maintained high connectivity to brain regions involved in phonology, suggesting that they continue to rely on effortful «sounding out» strategies into adulthood rather than transitioning to more automatic, visual - based strategies for word recognition.

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.

Of the 11 teachers perceived as least accomplished, none was frequently observed using the coaching - while - reading strategy to teach word recognition.

For example, both elementary and secondary teachers in Michigan reported spending over three hours per week on comprehension strategies and having students respond to what they read, and slightly more than one - half hour per week on basic skills, such as phonics and word recognition.

The fluent reader: Oral and silent reading strategies for building word recognition, fluency, and comprehension (2nd edition).

For example, teachers use reading strategies like chunking words or looking at pictures to help learners access bigger concepts like word recognition or inference and comprehension.

It is an intensive, small group program that involves individualized assessments, word recognition, and innovative strategies for when a child is stuck on a word or idea.

With chapters on oral language, vocabulary, phonological awareness, word recognition, comprehension, and writing skills, this comprehensive book explains each skill and provides research - based strategies for targeting each area.

Systematic programs are used to develop visualization strategies for automatic word recognition and sight word mastery.

Using Phonic and Non-Phonic Reinforcement strategies to improve word recognition 4.