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PHONICS INSTRUCTION in NEW BASAL READER PROGRAMS Dolores Durkin University of Illinois at Urbana-Champaign February 1990
I L L NO I S UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PRODUCTION NOTE University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007. Technical Report No. 496 PHONICS INSTRUCTION IN NEW BASAL READER PROGRAMS Dolores Durkin University of Illinois at Urbana-Champaign February 1990 Center for the Study of Reading TECHNICAL ^ %>ok REPORTS C 0f lop. 4'ý ^- ^ UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN 174 Children's Research Center 51 Gerty Drive Champaign, Illinois 61820 CENTER FOR THE STUDY OF READING Technical Report No. 496 PHONICS INSTRUCTION IN NEW BASAL READER PROGRAMS Dolores Durkin University of Illinois at Urbana-Champaign February 1990 University of Illinois at Urbana-Champaign 51 Gerty Drive Champaign, Illinois 61820 The work upon which this publication was based was supported in part by the Office of Educational Research and Improvement under Cooperative Agreement No. G0087-C1001-90 with the Reading Research and Education Center. The publication does not necessarily reflect the views of the agency supporting the research. EDITORIAL ADVISORY BOARD 1989-90 James Armstrong Jihn-Chang Jehng Linda Asmussen Robert T. Jimenez Gerald Arnold Bonnie M. Kerr Yahaya Bello Paul W. Kerr Diane Bottomley Juan Moran Catherine Burnham Keisuke Ohtsuka Candace Clark Kathy Meyer Reimer Michelle Commeyras Hua Shu John M. Consalvi Anne Stallman Christopher Currie Marty Waggoner Irene-Anna Diakidoy Janelle Weinzierl Barbara Hancin Pamela Winsor Michael J. Jacobson Marsha Wise MANAGING EDITOR Fran Lehr MANUSCRIPT PRODUCTION ASSISTANTS Delores Plowman Debra Gough Durkin Phonics Instruction - 1 Abstract This report describes the results of an examination of five basal reader series, analyzed for the purpose of learning about the phonics instruction that each provides from kindergarten through Grade 6. -
Janet and John: Here We Go Free Download
JANET AND JOHN: HERE WE GO FREE DOWNLOAD Mabel O'Donnell,Rona Munro | 40 pages | 03 Sep 2007 | Summersdale Publishers | 9781840246131 | English | Chichester, United Kingdom Janet and John Series Toral Taank rated it it was amazing Nov 29, All of our paper waste is recycled and turned into corrugated cardboard. Doesn't post to Germany See details. Visit my eBay shop. Help Learn to edit Community portal Recent changes Upload file. Shelves: beginner-readersfemale-author-or- illustrator. Hardcover40 pages. Reminiscing Read these as a child, Janet and John: Here We Go use with my Grandbabies X Previous image. Books by Mabel O'Donnell. No doubt, Janet and John: Here We Go critics will carp at the daringly minimalist plot and character de In a recent threadsome people stated their objections to literature which fails in its duty to be gender-balanced. Please enter a number less than or equal to Goodreads helps you keep track of books you want to read. Watch this item Unwatch. Novels portal Children's literature portal. Janet and John: Here We Go O'Donnell and Rona Munro. Ronne Randall. Learning to read. Inas part of a trend in publishing nostalgic facsimiles of old favourites, Summersdale Publishers reissued two of the original Janet and John books, Here We Go and Off to Play. Analytical phonics Basal reader Guided reading Independent reading Literature circle Phonics Reciprocal teaching Structured word inquiry Synthetic phonics Whole language. We offer great value books on a wide range of subjects and we have grown steadily to become one of the UK's leading retailers of second-hand books. -
Assessing the Lexile Framework: Results of a Panel Meeting
NATIONAL CENTER FOR EDUCATION STATISTICS Working Paper Series August 2001 The Working Paper Series was initiated to promote the sharing of the valuable work experience and knowledge reflected in these preliminary reports. These reports are viewed as works in progress, and have not undergone a rigorous review for consistency with NCES Statistical Standards prior to inclusion in the Working Paper Series. U.S. Department of Education Office of Educational Research and Improvement. NATIONAL CENTER FOR EDUCATION STATISTICS Working Paper Series Assessing the Lexile Framework: Results of a Panel Meeting Working Paper No. 2001-08 August 2001 Sheida White, Ph.D. Assessment Division National Center for Education Statistics John Clement, Ph.D. Education Statistics Services Institute U.S. Department of Education Office of Educational Research and Improvement. U.S. Department of Education Rod Paige Secretary Office of Educational Research and Improvement Grover J. Whitehurst Assistant Secretary National Center for Education Statistics Gary W. Phillips Acting Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. -
I Hiki) Space: Sharing a Computer in a First-Grade Classroom
I HIKI) SPACE: SHARING A COMPUTER IN A FIRST-GRADE CLASSROOM BY XIAO-HUI CHRISTINE WANG B.Ed., Beijing Normal University, 1992 M.Ed., Beijing Normal University. 1995 THESIS Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education in the Graduate College of the University of Illinois at Urbana-Champaign, 2003 llrbana. Illinois 3 id yQjiko l NIVERSII V OF ILLINOIS AT URBANA-CHAMPAIGN GRADUATE COLLEGE May, 2003 date WE HEREBY RECOMMEND THAT THE THESIS BY Xiao-Hui Christine Wang . ^ ™ Third Space: Sharing a Computer in a First-Grade Classroom E N T I T L E D __________________________________________ BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF P °ctor Philosophy______________________________________ A- ---------- Director of Thesis Research Head of Department tRequired for doctor’s decree hut not for master s. 0-5 1 7 Copyright by Xiao-Hui Christine Wang, 2003 ABSTRACT Drawing primarily upon sociocultural perspectives and space theory, I propose a transactional model of Third Space construction to investigate young children’s spontaneous group game-plaving at a classroom computer, which is often misjudged as chaos, a waste ot time or a system design problem. A school year-long ethnographic stud\ was conducted in a first-grade classroom at a public school located in a Midwest town. 1 he data sources included videos, field notes, interviews and artifacts. The interaction analysis approach and grounded theory approach were applied to the research design, field work and data analysis. I he results indicate that when children spontaneously form groups around a classroom computer, highly complex and sophisticated patterns of social behavior emerge. -
The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America
The Truth About Reading Recovery® Response to Cook, Rodes, & Lipsitz (2017) from the Reading Recovery Council of North America In an article appearing in Learning Disabilities: A Multidisciplinary Journal, authors Cook, Rodes, and Lipsitz (2017) make multiple misleading, misguided, and blatantly false claims about Reading Recovery® in yet another attack to discredit the most widely researched early reading intervention in the world. When you’re recognized as a leader with proven success, you often become the target for those with limited knowledge who apply broad strokes and twist the truth to fit their own perceptions of reality. The unfortunate reality, in this case, is that this article, “The Reading Wars and Reading Recovery: What Educators, Families, and Taxpayers Should Know,” is an affront to researchers, scholars, educators, and others who know the facts and a disservice to parents of children with reading difficulties. The authors claim to provide information necessary to make evidence-based decisions in support of struggling beginning readers. Like evidence-based medicine, these decisions can have a critical impact on children’s lives. As in the medical context, objective professionals can differ in their interpretations of the available evidence. The authors’ perspective is far from objective. They invoke the “reading wars” in their title and advocate for their ideological perspective in their biased, selective, and fallacy-full analysis of Reading Recovery and the research related to this early intervention approach. Dr. Timothy Shanahan, past president of the International Reading Association (now International Literacy Association) and a distinguished professor emeritus at the University of Illinois at Chicago, noted the effectiveness of Reading Recovery in a recent article examining the importance of replicability in reading research. -
Worried About Word Work? Why, When, and What?
11/2/2016 WORRIED ABOUT WORD WORK? WHY, WHEN, AND WHAT? ESSENTIAL UNDERSTANDINGS Word work is necessary early in lessons for learning to look at print (LLAP) and embedded in continuous texts (reading and writing) in later lessons. What do the word work procedures LOOK LIKE for early and late lessons. Reading Writing WHAT TO DO AND WHEN TO DO IT? We will examine video tapings to see word work in action. We would expect echoes across the lesson. We will use the word work cheat sheet as a guide across this presentation, so please have it handy. 1 11/2/2016 MARIE CLAY WORDS OF WISDOM “If the child has to make a short sharp detour from reading continuous text to study something in isolation, what is learned should soon recur in the context of continuous text because this is what reading books and writing stories is about.” Clay, LLI, Part 1, p. 25 WHOLE TO PART AND BACK TO WHOLE “A detour may help the child to pay attention to some particular aspect of print but, clearly, the detail is of limited value on its own. It must in the end be used in the service of reading and writing continuous text.” Clay, LLI, Part 1, p. 25 A LITTLE BIT OF THEORY – WHY WORD WORK “You relate what you hear or see to things you already understand. The moment of truth is the moment of input, How you attend How much you care How you encode What you do with it And how you organize it. Clay, LLI , Part 2 2 11/2/2016 EARLY LEARNING THE JOURNEY OF A WORD New Only just known Successfully problem-solved Easily produced but easily thrown Well-known and recognized in most context Known in many variant forms. -
'Predicting the Patterns of Early Literacy Achievement
Predicting Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home To School Author Young, Janelle Patricia Published 2004 Thesis Type Thesis (PhD Doctorate) School School of Cognition, Language and Special Education DOI https://doi.org/10.25904/1912/1354 Copyright Statement The author owns the copyright in this thesis, unless stated otherwise. Downloaded from http://hdl.handle.net/10072/367304 Griffith Research Online https://research-repository.griffith.edu.au Predicting the Patterns of Early Literacy Achievement: A Longitudinal Study of Transition from Home to School VOLUME 1 Janelle Patricia Young DipTch; BEd; MEdSt A thesis submitted in fulfillment of the requirements for the degree of Doctor of Philosophy at Faculty of Education, School of Cognition, Language and Special Education, Griffith University, Brisbane. July 2003 ABSTRACT This is a longitudinal study of patterns of children's early literacy development with a view to predicting literacy achievement after one year of schooling. The study fits within an emergent/social constructivist theoretical framework that acknowledges a child as an active learner who constructs meaning from signs and symbols in the company of other more experienced language users. Commencing in the final month of preschool, the literacy achievement of 114 young Australian students was mapped throughout Year 1. Data were gathered from measures of literacy achievement with the students, surveys with parents and surveys and checklists with teachers. Cross-time comparisons were possible as data were gathered three times from the students and teachers and twice from parents. Parents’ perceptions of their children’s personal characteristics, ongoing literacy development and family home literacy practices were examined in relation to children’s measures of literacy achievement. -
All Oral Reading Practice Is Not Equal Or How Can I Integrate Fluency Into My Classroom?
All Oral Reading Practice Is Not Equal or How Can I Integrate Fluency Into My Classroom? Melanie Kuhn Rutgers, Graduate School of Education Paula Schwanenflugel University of Georgia ABSTRACT This paper discusses fluency’s role in reading development and suggests ways of incorporating fluency instruction into the literacy curriculum through a range of oral reading approaches. It concentrates on two distinct groups of learners: students who are making the shift to fluent reading (generally second and third graders) and those who have experienced difficulty making this transition (usually in fourth grade and beyond). As such, it presents approaches that can supplement a given literacy curriculum as well as approaches that can serve as the basis of a shared reading program. This range of instructional methods should assist both groups of learners in making the transition from purposeful decoding and monotonous reading to automatic word recognition and the expressive rendering of text. Literacy Teaching and Learning Volume 11, Number 1 pages 1–20 Literacy Teaching and Learning Volume 11, Number 1 Becoming a skilled reader is a multifaceted process. As part of this process, it is essential that students learn to develop their background knowledge, phonemic awareness and letter-sound correspondences, build their vocabularies, construct meaning from text, and more (National Institute for Child Health and Human Development [NICHD] National Reading Panel Report, 2000; International Reading Association, 2002). Further, they must get to the point where they can do all of this simultaneously and automatically in what is called fluent reading. This article presents several effective approaches to oral reading instruction that will assist students in becoming fluent readers and will allow them to make the transition from purposeful decoding and monotonous reading to automatic word recognition and the expressive rendering of text. -
Popular Measurement 2
One Fish, Two Fish Ranch Measures Reading Best Benjamin D. Wright and A. Jackson Stenner Think of reading as the tree in Figure l . It has roots up nine different reading tests to prove the separate identities like oral comprehension and phonological awareness. As read- of his nine kinds. He gave his nine tests to hundreds of stu- ing ability grows, a trunk extends through grade school, high dents, analyzed their responses to prove his thesis, and reported school, and college branching at the top into specialized vo- that he had established nine kinds of reading . But when Louis cabularies. That single trunk is longer than many realize. It Thurstone reanalyzed Davis' data (1946), Thurstone showed grows quite straight and conclusively that Davis singular from first grade Figure 1 had no evidence of more through college. than one dimension of Reading has al- The Reading Tree reading . ways been the most re- searched topic in educa- Anchor Study - tion. There have been 1970s many studies of reading In the 1970s, ability, large and small, worry about national lit- local and national. When One eracy moved the U.S. gov the results of these stud- Dominant ernment to finance a na- ies are reviewed, one clear Factor tional Anchor Study Uae- picture emerges. Despite Defines get, 1973) . Fourteen dif- the 97 ways to test read- the Trunk ferent reading tests were ing ability, many decades administered to a great of empirical data docu- many children in order to ment definitively that no uncover the relationships Carrot, 1971 researcher has been able Bashaw-Rentz, 1975 among the 14 different to measure more than one DavWrhurstone, 1948 test scores Bormuth, 1988 . -
ENDER's GAME by Orson Scott Card Chapter 1 -- Third
ENDER'S GAME by Orson Scott Card Chapter 1 -- Third "I've watched through his eyes, I've listened through his ears, and tell you he's the one. Or at least as close as we're going to get." "That's what you said about the brother." "The brother tested out impossible. For other reasons. Nothing to do with his ability." "Same with the sister. And there are doubts about him. He's too malleable. Too willing to submerge himself in someone else's will." "Not if the other person is his enemy." "So what do we do? Surround him with enemies all the time?" "If we have to." "I thought you said you liked this kid." "If the buggers get him, they'll make me look like his favorite uncle." "All right. We're saving the world, after all. Take him." *** The monitor lady smiled very nicely and tousled his hair and said, "Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and it won't hurt a bit." Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth. "So if you'll just come over here, Andrew, just sit right up here on the examining table. -
How and Why Children Learn About Sounds, Letters, and Words in Reading Recovery Lessons
DOCUMENT RESUME ED 437 616 CS 013 828 AUTHOR Fountas, Irene C.; Pinnell, Gay Su TITLE How and Why Children Learn about Sounds, Letters, and Words in Reading Recovery Lessons. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUB DATE 1999-00-00 NOTE 12p. PUB TYPE Guides Classroom Teacher (052) Journal Articles (080) Reports Research (143) JOURNAL CIT Running Record; v12 n1 p1-6,10-11,13-14 Fall 1999 EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Beginning Reading; Classroom Research; *Classroom Techniques; Learning Activities; *Learning Processes; *Literacy; Primary Education; Word Recognition IDENTIFIERS Lesson Structure; *Orthography; Phonological Awareness; *Reading Recovery Projects; Word Learning ABSTRACT This article takes a look at Reading Recovery lesson elements to compare the teaching and learning within the lesson components to several areas of learning that have been identified at the national level as important to children's literacy learning. The lesson elements examined in the article are: (1) phonological awareness; (2) orthographic awareness; and (3) word learning in reading and writing. The article states that the first two areas of knowledge, and the way they are interrelated, contribute to young children's growth in the ability to solve words while reading for meaning, while the third area strongly supports learning in the first two areas and also helps to accelerate early learning in literacy. These elements together contribute to the child's development of a larger process in which the reader uses "in-the-head" strategies in an efficient way to access and orchestrate a variety of information, including meaning and language systems, with the visual and phonological information in print. -
A Tribute to Marie M. Clay
Marie Clay: An Honored Mentor, Colleague, and Friend A Tribute to Marie M. Clay: It is an awesome task to describe Marie Clay as a mentor, colleague and friend. She Searched for Questions In my attempt, words fail to capture the extensive and nuanced ways that she impacted and influenced those of us That Needed Answers who were privileged to be mentored and befriended by this remarkable Billie Askew, trainer emeritus, Texas Woman’s University humanitarian. The authors in this section provide insight When I consider Marie Clay’s influ- Marie’s perpetual state of inquiry had into the nature of her learning, thinking, ence on my life, I must return to a profound effect on me. At first, it encouraging, and challenging. We are the late 1960s, long before I knew was not always comfortable when reminded of her never ending search for what is possible. Sailing in new directions her. My advisor and mentor at I was the object of her inquiry and herself, she supported her colleagues to the University of Arizona, literacy wanted to respond with an ‘accept- travel to previously uncharted territory scholar Ruth Strang, talked of visiting able’ if not ‘right’ answer. I had to as well. She provided an outstanding with a young researcher from New abandon some ‘safe havens’ and be example of extraordinary research, borne Zealand at the World Congress in open to new ways of thinking, asking from her keen observations of children’s Copenhagen. Dr. Strang predicted new questions of my own. What a development. She employed unusual lenses to observe and capture change over that this extraordinary thinker would gift she gave me—both professionally time and to reveal to all of us what we contribute to world literacy in ways and personally.