...Canyon University: EDU 260 August 10, 2012 Table of Contents Reading Comprehension Chapter 1 Pages 1-3 Phonics Chapter 2 Pages 4-6 Phonemic Awareness Chapter 3 Pages 7-8 Fluency Chapter 4 Pages 9-10 Vocabulary Chapter 5 Pages 11-13 References Chapter 6 Pages 14-15 Chapter 1 Reading Comprehension Reading Comprehension is the ability to understand what you are reading (Lesley University, 2007). t O help students understand what they are learning, they need to be encouraged to read at home as well as in the classroom. Reading Comprehension comes from prolonged exposure to reading, but it can be easily adapted and understood if a child is encouraged to discuss what they are reading. While reading, children should ask questions, make predictions, and formulate an opinion while they are reading (Lesley University). This is important for student advancement, as it keeps your child’s brain active while they are reading, and it reminds them to pay attention to the text and the context within the words. Sir Richard Steele- “Reading is to the mind as exercise is to the body.” How to Teach Your Child Reading Comprehension Every parent should read with their child for at least 10 minutes each night. Take a small amount of time to read with your child before going to be, but be sure they understand what they are reading! Here’s How!!! WHAT YOU NEED!!! Paper and Pencil It’s easy!!! 1. Have your child read for 10 minutes...
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...words. Phonics has been identified by the National Reading Panel as one of the five areas necessary for reading (Doty, Hixson, Decker, Reynolds, & Drevon 2015). It is widely used in teaching children to read and decode words. Phonics instruction is usually taught to children around the ages of five and six (Yusuf & Enesi 2012). Phonics programs do more than teach children to blend, decode, and segment words, they also include instruction and...
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...Case Study Research Report Christine Y. Harris Grand Canyon University RDG 581 October 12, 2011 Action Research Plan: Effective Interventions for Vocabulary Acquisition in Children of Disadvantaged Backgrounds The Purpose Research suggests that students can be taught phonics skills that are needed to become proficient readers. The use of strategies such as guessing from context, predicting and re-reading may aid, to some extent, with reading comprehension. However, according to Becker (1977), a primary difficulty in developing comprehension in the early years in reading is an inadequate vocabulary. An insufficient vocabulary will have an adverse impact on reading comprehension. E.D.Hirsch states “It is now well accepted that the chief cause of the achievement gaps between socioeconomic groups is a language gap.” The purpose of this research is to determine how explicit instruction using interventions can help close the vocabulary deficits with children from disadvantaged backgrounds The Problem Children of lower socioeconomic backgrounds enter kindergarten with a less extensive vocabulary than those of higher socioeconomic environment. One study showed that three year old children from affluent families had larger vocabularies than children from impoverished families (Hart and Risley, et al 1995). Unfortunately, once the deficit in vocabulary is established, differences in vocabulary knowledge are hard to eliminate. This leads to continued gaps as students...
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...| * Home * Products * About * Contact | | | | | | | | | | | | | | Research NotesBrief Notes on Science and Practice from Joseph Witt, PhD, Senior Scientist Why Research is ImportantSchool professionals have an increased awareness of the way the term "research based" is being used by publishers. It has become a completely meaningless phrase in recent years. Every type of intervention, assessment, or curriculum product now carries the label research based. In particular, intervention publishers shamelessly proclaim that their products are based upon research despite a complete absence of scientifically based research. Reasonable care can be taken by school-based professionals to determine if a product has a scientifically acceptable research base. The primary indicator is simple: does the product have peer reviewed published studies indicating it does what it purports to do? The scientific peer review process includes a process whereby research is reviewed by people who are disinterested third parties that scrutinize studies for scientific merit. Studies which are not sound do not get published in quality journals. Very few products have a true research base because conducting the research and going through the peer review process can take 2-4 years. What publishers present instead is "data" from a school here or there that used the product and got good results and everyone "liked" the program. The problem with this claim is the "research"...
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...[pic] Reading Program Action Plan John Rhine Northcentral University Language Arts and Reading ED 7005 Dr. Little January 09, 2015 Abstract Reading comprehension among students in today’s society is of high importance. The ability to be college ready in reading and writing categories is a need that many students struggle with at the college level. This paper will focus on an action plan to alleviate those needs and allow for students to be better prepared for future challenges in reading and writing that await them. This paper will address deficiencies, challenges, and strategies to improve the literacy program at Anywhere ISD in Anywhere, Texas. Reading Program Action Plan A reading program plan should be determined by meeting the needs of the students it plans to serve (Ediger, 2010). In determining an action plan for meeting the students of my school there are several key factors I have to evaluate. School funding issues are prevalent in every state in America and in order for this to be effective funding issues need to be established. For the sake of argument this reading program action plan is built on the assumption that funding is not an issue but student success is of more importance. This action plan will focus on 8th grade students at Anywhere ISD in Anywhere, Texas. Based upon data, two thirds of 8th graders read below grade level (Martello, Martello, Modder man, Peterson, & Pan, 2013). Gunning (2013) suggests ten principles in implementing a successful...
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...grade, at a rural elementary school in Dartmouth, MA. Her overall appearance is clean and well groomed. She wears glasses for correction of a strabismus (lazy eye). With glasses her vision appears to be normal. Aria is also diagnosed with asthma and requires the use of an inhaler to treat symptoms. Arias primary language is English and she is a very social child. Aria’s oral language skills are age appropriate for social situations. Aria is currently placed in and integrated classroom and works with a reading specialist three times a week for 30 minutes. In the past, Aria has academically performed average in ELA and Math, but performed below average in Science and History. Aria is very concerned with making mistakes and will not participate if she doesn’t know the correct answer. During Science and History assignments Aria struggles with decoding unfamiliar word and reading comprehension. Aria enjoys reading at her independent level but becomes frustrated when reading materials that are challenging. Aria currently knows her letters and sounds and she can answer simple comprehension questions during ELA activities. Aria also performs extremely well on spelling test. She has many friends at school and participates in several after school programs. Aria has also participated in several out of school activities such as: dance, cheerleading, and soccer. During free time at school Aria enjoys drawing, hula hooping, soccer and jumping rope. Anecdotal Classroom Observations: ...
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...grade, at a rural elementary school in Dartmouth, MA. Her overall appearance is clean and well groomed. She wears glasses for correction of a strabismus (lazy eye). With glasses her vision appears to be normal. Aria is also diagnosed with asthma and requires the use of an inhaler to treat symptoms. Arias primary language is English and she is a very social child. Aria’s oral language skills are age appropriate for social situations. Aria is currently placed in and integrated classroom and works with a reading specialist three times a week for 30 minutes. In the past, Aria has academically performed average in ELA and Math, but performed below average in Science and History. Aria is very concerned with making mistakes and will not participate if she doesn’t know the correct answer. During Science and History assignments Aria struggles with decoding unfamiliar word and reading comprehension. Aria enjoys reading at her independent level but becomes frustrated when reading materials that are challenging. Aria currently knows her letters and sounds and she can answer simple comprehension questions during ELA activities. Aria also performs extremely well on spelling test. She has many friends at school and participates in several after school programs. Aria has also participated in several out of school activities such as: dance, cheerleading, and soccer. During free time at school Aria enjoys drawing, hula hooping, soccer and jumping rope. Anecdotal Classroom Observations: ...
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...The two articles I choose to read and write about are “Covert Stuttering: Coming out of the Stuttering Closet” and “Stuttering and Sleep: Some Speculation”. I choose these two articles because I found them to be very interesting and insightful. Reading the two articles gave me a lot of informative information about stuttering and how it affects everyday life. I learned how certain lifestyle habits can affect a person who stutters and how stutterers have developed skilled techniques to hide the fact that they stutter. This paper will explain what I read and how it will help me conduct the clinical process with people who stutter. The first article that I will discuss is “Stuttering and Sleep: Some Speculation” by Sandra Melo. It has been researched that stuttering became worse after several nights of poor sleeping. In a single day, the brain processes more information than you can possible imagine. We rely on our brain to actively interpret and manage every piece of information our body is in contact with. When we sleep, the brain gets to rest, recharge and get ready for the next day of activities, thinking, processing, analyzing and more. That is why the amount of sleep we get is crucial if we want to efficiently function during the day. Sleep deprivation affects a person’s speech. It has been a general observance that individuals who lack sleep tend to stutter and slur. Vocabulary becomes limited and the tone of the voice is lowered. When conducting speech therapy with...
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...Running Head: IDEAL READING PROGRAM FOR FIRST GRADE Ideal Reading Program for First Grade Susan McClough EDUC 554 Liberty University June 28, 2013 Reading happens to be the most important factor in everyone’s live. Every subject and every aspect of a person’s life involves reading. According to Shanahan and Shanahan (2008), “Reading is commonly viewed as a basic set of skills, widely adaptable and applicable to all kinds of texts and reading situations.” Teachers have a responsibility to ensure that each student that enter their present have a strong foundation in reading. The bible identifies teacher’s roles in 2 Timothy 3:16, “All scripture is breathed out of God and profitable for teaching, for reproof, for correction, and for training in righteousness. Teachers have a responsibility to ensure they provide instructions that will promote growth for all students. Although students have various learning styles, teachers can successfully teach reading through differentiated instructions. Many teacher fail to integrate reading into their subject because they often feel like they do not have the tools need to successful implement the content area (Wilson, 2011). In this paper, I will address the how ideal reading programs for first grade students should include phonemic awareness, phonics, fluency, vocabulary and comprehension to ensure the success of each student in reading. Phonemic awareness Phonic awareness is an important part of a strong reading foundation for...
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...University of South Florida Scholar Commons Graduate School Theses and Dissertations Graduate School 6-1-2010 Effects of reading comprehension and fluency abilities on the N400 event-related potential Annie Hirt Nelson University of South Florida Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Nelson, Annie Hirt, "Effects of reading comprehension and fluency abilities on the N400 event-related potential" (2010). Graduate School Theses and Dissertations. http://scholarcommons.usf.edu/etd/1721 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate School Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact scholarcommons@usf.edu. Effects of Reading Comprehension and Fluency Abilities on the N400 Event-Related Potential by Annie Hirt Nelson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Childhood Education and Literacy Studies College of Education University of South Florida Major Professor: Mary Lou Morton, Ph.D. Jacqueline Hinckley, Ph.D. Jim King, Ed.D. Richard Marshall, Ph.D. Date of Approval: July 1, 2010 Keywords: syntax, semantics, ERP, N400, sentence structure, children, indexical hypothesis Copyright © 2010, Annie Hirt Nelson ...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...picture or symbol on it when needed. This strategy will help increase memorization of relation of words to pictures. Reading “Scavenger Hunt” – Teacher will take a page from the student’s book and eliminate all background pictures that way there are few illustrations. Students will look at the picture and then need to find the page in the book that has the same image. Students will be able to build confidence in understanding on how a book is used. They will feel be learning a skill of the parts of the book and which way it opens and recall information for problem solving on where the picture is. Writing “Art Speaks Words” – The students will be given the opportunity to draw or paint a picture to describe an event or action they did earlier. This is to help students create a finished product. This gives students the opportunity to express themselves with writing even if it is a picture. This helps builds their confidence in expressing their ideas on paper. Emergent Instructional Strategies Content Area Strategy and Description Justification Speaking & Listening “Simon Says” – Students play a game of Simon says that will use instructions and directions that are 2 stepped and are also given with visual cues. This helps students see a visual and relate it to the oral directions they are given to have a relation and comprehension. Reading “Pretend Reading” – Students...
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...CHAPTER ONE: INTRODUCTION 1.1 Reading Reading is a multifaceted process involving word recognition, comprehension, fluency and motivation. It is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a means of language acquisition of communication, and of sharing information and ideas. Like all language, it is a complex interaction between the text and the reader which is shaped by the reader’s prior knowledge, experiences, attitude, and language community which is culturally and socially situated. The reading process requires continuous practice, development and refinement. Reading is making meaning from print, it requires that we: i. Identify the words in print – a process called word recognition. ii. Construct an understanding from them – a process called comprehension. iii. Coordinate identifying words and making meaning so that reading is automatic and accurate – an achievement called fluency. Sometimes you can make meaning from print without being able to identify all the words. Sometimes you can identify words without being able to construct much meaning from them. Sometimes you can identify words and comprehend them, but if the processes don’t come together smoothly, reading will still be a labored process. Reading in its fullest sense involves weaving together word recognition and comprehension in a fluent manner. These three processes are complex and each is important. i. To develop word recognition...
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...Section 5 School Examples, Student Case Studies, and Research Examples • School Examples, page 5.3 – School-Wide Screening, page 5.4 – Progress Monitoring, page 5.5 – Tiered Service Delivery, page 5.9 – Data-Based Decision Making, page 5.13 – Parent Involvement, page 5.16 – Resources, page 5.22 August 2006 Overview In November 2002, the United States Department of Education requested that the National Research Center on Learning Disabilities (NRCLD) identify, describe, and evaluate the implementation of responsiveness to intervention (RTI) in elementary schools throughout the United States. The NRCLD staff worked with the six Regional Resource Centers (RRCs) to identify potential sites and solicit school participation. More than 60 schools across the country initially were considered, and information from 41 of those schools was submitted. The NRCLD research staff reviewed the extensive amount of information submitted and judged that 19 of those schools were engaging in one or more commendable RTI practices based on a review of the following six components of an RTI service-delivery model: • School-wide screening. Screening is a type of assessment characterized by quick, low cost, repeatable testing of critical academic skills or behaviors and can be administered by individuals with minimal amounts of training. A screening measures whether a student should be judged at risk. If a student meets the criteria for at-risk status, he or she is considered for more in-depth...
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...This paper concentrates on the observations made during lessons. It also focuses on how learning English for the first time as a language can be taught in a way that would be better and easy to understand. The students that I will deal with are those of grade one and two. Learning activities highly influence on how a student appreciate. Making sure that learning activities are of high quality which can be coupled with situations gives the students’ different perspectives which they can appreciate. They are several relevant skills that are a student is supposed to practice during learning. The skills are clarification, value analysis and problem-solving. The experience which students get during learning are the ones that give the opportunity...
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