Reading Comprehension
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Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers
Educational Sciences: Theory & Practice - 12(4) • Autumn • 2822-2828 ©2012 Educational Consultancy and Research Center www.edam.com.tr/estp Comparing the Word Processing and Reading Comprehension of Skilled and Less Skilled Readers İ. Birkan GULDENOĞLU Tevhide KARGINa Paul MILLER Ankara University Ankara University University of Haifa Abstract The purpose of this study was to compare the word processing and reading comprehension skilled in and less skilled readers. Forty-nine, 2nd graders (26 skilled and 23 less skilled readers) partici- pated in this study. They were tested with two experiments assessing their processing of isolated real word and pseudoword pairs as well as their reading comprehension skills. Findings suggest that there is a significant difference between skilled and less skilled readers both with regard to their word processing skills and their reading comprehension skills. In addition, findings suggest that word processing skills and reading comprehension skills correlate positively both skilled and less skilled readers. Key Words Reading, Reading Comprehension, Word Processing Skills, Reading Theories. Reading is one of the most central aims of school- According to the above mentioned phonologi- ing and all children are expected to acquire this cal reading theory, readers first recognize written skill in school (Güzel, 1998; Moates, 2000). The words phonologically via their spoken lexicon and, ability to read is assumed to rely on two psycho- subsequently, apply their linguistic (syntactic, se- linguistic processes: -
Specific Learning Disabilities (SLD) in Plain Language
Specific Learning Disabilities (SLD) in Plain Language Academic Areas of Concern Students with specific learning disabilities (SLD) have severe trouble learning or demonstrating skills in one or more of these academic areas: oral expression reading fluency listening comprehension reading comprehension written expression mathematics calculation and basic reading skill mathematics problem solving Students with SLD often do well in some school subjects but have extreme difficulty with skills like decoding (sounding out) words, calculating math facts, or writing down their thoughts. Even with adequate instruction and intensive intervention, a student with SLD has low classroom achievement when compared to students without disabilities in the same grade. Specific information about how the student has responded to instruction and intensive intervention is used to decide if a student is SLD or if the student is not achieving for other reasons. Referral for Special Education When someone thinks a student might have any disability and needs special education, a referral for a special education evaluation is made to the school. The referral must be in writing and say why the person making the referral thinks the student has a disability. A group of people, called an IEP team, which includes the student’s parents, does an evaluation and decides if the student meets state and federal criteria. Three Criteria to Meet The three criteria (requirements) below must be considered by the IEP team and all 3 of them must be met in order to decide the student has SLD. 1. Inadequate Classroom Achievement - This means a student's academic skills in one or more academic areas of concern are well outside the expected range for students without disabilities of the same age. -
Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI
DOCUMENT RESUME ED 479 530 CS 512 338 AUTHOR Pearson, P. David TITLE Reading in the Twentieth Century. INSTITUTION Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-08-00 NOTE 46p.; CIERA Archive #01-08. CONTRACT R305R70004 AVAILABLE FROM CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734- 763 -1229. For full text: http://www.ciera.org/library/archive/ 2001-08/0108pdp.pdf. PUB TYPE Information Analyses (070). Reports Research (143) EDRS PRICE EDRS Price MF01/PCO2 Plus Postage. DESCRIPTORS *Educational History; *Educational Practices; Futures (of Society); Instructional Materials; *Reading Instruction; *Reading Processes; *Reading Research; Reading Skills; Teaching Methods IDENTIFIERS *Reading Theories ABSTRACT This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper, he speculates about pedagogical journeys that lie ahead in a new century and a new millennium. Although the focus is reading pedagogy, the paper seeks to connect the pedagogy to the broader scholarly ideas of each period. According to the paper, developments in reading pedagogy over the last century suggest that it is most useful to divide the century into thirds, roughly 1900-1935, 1935- 1970, and 1970-2000. The paper states that, as a guide in constructing a map of past and present, a legend is needed, a common set of criteria for examining ideas and practices in each period--several candidates suggest themselves, such as the dominant materials used by teachers in each period and the dominant pedagogical practices. -
Practices News SARA G
Direct Instruction Effective School Practices news SARA G. TARVER, Editor, University of Wisconsin, Madison that cognitive scientists have deter- Practice: A Key to Success mined beyond any shadow of a doubt that students will only remember what they have practiced extensively and that they will remember for the long The number of DI success stories con- to all members of ADI, and indeed to term only that which they have prac- tinues to grow. This issue of DI News all who seek excellence in education, ticed in a sustained way over many includes (a) the stories of two schools by writing many articles about DI and years. This article supports Zig’s long- that received Wesley Becker Excellent generously sharing his many reference standing insistence on firming, firm- School Awards at the 2004 ADI Con- lists with those who seek references for ing, firming and mastery, mastery, ference—Buford Elementary School in various purposes. When you want to mastery. It also highlights the impor- Buford, Georgia and Eisenhut Elemen- find out what is known about a particu- tance of a particular feature of all DI tary School in Modesto, California; (b) lar topic related to DI, just ask Kerry. programs—massed to distributed prac- the story of Mountain View Academy tice. Intensive massed practice of new in Greeley, Colorado; and (c) the sto- All of these success stories rest on the ries of three schools that received shoulders of a group of Oregon profes- continued on page 3 Golden Apple Awards from Educa- sors who have been instrumental in tional Resources, Inc. -
Reading Comprehension Difficulties Handout for Students
Reading Comprehension Difficulties Definition: Reading comprehension is a process in which knowledge of language, knowledge of the world, and knowledge of a topic interact to make complex meaning. It involves decoding, word association, context association, summary, analogy, integration, and critique. The Symptoms: Students who have difficulty with reading comprehension may have trouble identifying and understanding important ideas in reading passages, may have trouble with basic reading skills such as word recognition, may not remember what they’ve read, and may frequently avoid reading due to frustration. How to improve your reading comprehension: It is important to note that this is not just an English issue—all school subjects require reading comprehension. The following techniques can help to improve your comprehension: Take a look at subheadings and any editor’s introduction before you begin reading so that you can predict what the reading will be about. Ask yourself what you know about a subject before you begin reading to activate prior knowledge. Ask questions about the text as you read—this engages your brain. Take notes as you read, either in the book or on separate paper: make note of questions you may have, interesting ideas, and important concepts, anything that strikes your fancy. This engages your brain as you read and gives you something to look back on so that you remember what to discuss with your instructor and/or classmates or possibly use in your work for the class. Make note of how texts in the subject area are structured you know how and where to look for different types of information. -
Effective Vocabulary Instruction by Joan Sedita
Published in “Insights on Learning Disabilities” 2(1) 33-45, 2005 Effective Vocabulary Instruction By Joan Sedita Why is vocabulary instruction important? Vocabulary is one of five core components of reading instruction that are essential to successfully teach children how to read. These core components include phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension (National Reading Panel, 2000). Vocabulary knowledge is important because it encompasses all the words we must know to access our background knowledge, express our ideas and communicate effectively, and learn about new concepts. “Vocabulary is the glue that holds stories, ideas and content together… making comprehension accessible for children.” (Rupley, Logan & Nichols, 1998/99). Students’ word knowledge is linked strongly to academic success because students who have large vocabularies can understand new ideas and concepts more quickly than students with limited vocabularies. The high correlation in the research literature of word knowledge with reading comprehension indicates that if students do not adequately and steadily grow their vocabulary knowledge, reading comprehension will be affected (Chall & Jacobs, 2003). There is a tremendous need for more vocabulary instruction at all grade levels by all teachers. The number of words that students need to learn is exceedingly large; on average students should add 2,000 to 3,000 new words a year to their reading vocabularies (Beck, McKeown & Kucan, 2002). For some categories of students, there are significant obstacles to developing sufficient vocabulary to be successful in school: • Students with limited or no knowledge of English. Literate English (English used in textbooks and printed material) is different from spoken or conversational English. -
Is Vocabulary a Strong Variable Predicting Reading Comprehension and Does the Prediction Degree of Vocabulary Vary According to Text Types
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 11(3) • Summer • 1541-1547 ©2011 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti. Is Vocabulary a Strong Variable Predicting Reading Comprehension and Does the Prediction Degree of Vocabulary Vary according to Text Types Kasım YILDIRIMa Mustafa YILDIZ Seyit ATEŞ Ahi Evran University Gazi University Gazi University Abstract The purpose of this study was to explore whether there was a significant correlation between vocabulary and re- ading comprehension in terms of text types as well as whether the vocabulary was a predictor of reading comp- rehension in terms of text types. In this regard, the correlational research design was used to explain specific research objectives. The study was conducted in Ankara-Sincan during the 2008-2009 academic years. A total of 120 students having middle socioeconomic status participated in this study. The students in this research were in the fifth-grade at a public school. Reading comprehension and vocabulary tests were developed to evaluate the students’ reading comprehension and vocabulary levels. Correlation and bivariate linear regression analy- ses were used to assess the data obtained from the study. The research findings indicated that there was a me- dium correlation between vocabulary and narrative text comprehension. In addition, there was a large correlati- on between vocabulary and expository text comprehension. Compared to the narrative text comprehension, vo- cabulary was also a strong predictor of expository text comprehension. Vocabulary made more contribution to expository text comprehension than narrative text comprehension. Key Words Vocabulary, Reading Comprehension, Text Types. Reading comprehension is defined as a complex Reader factor includes prior knowledge, linguistic process in which many skills are used (Cain, Oa- skill, and metacognitive awareness. -
'Simple View of Reading Model'
The Simple View of Reading Language comprehension processes G O O D Poor word decoding Good word decoding Good comprehension Good comprehension Word Word decoding/recognition P O O R G O O D decoding/recognition processes processes Poor word decoding Good word decoding Poor comprehension Poor comprehension P O O R Language comprehension processes Simple View of Reading model: Original concept ‐ Gough and Tunmer (1986), recommended by Jim Rose (Final Report, March 2006) Adopted by UK government (2006) as a useful conceptual framework: reading = decoding x compehension R = D x C Use for training; and a broad analysis of pupils’ profiles for next steps planning and monitoring over time. Colour‐code and date entries. For pupils with English as an additional or new language, plot for English and for the first language. Copyright Phonics International Ltd 2012 The Simple View of Writing Composition: articulating and structuring ideas G O O D Poor transcription Good transcription Good composition Good composition Transcription: Transcription: spelling P O O R G O O D spelling handwriting handwriting Poor transcription Good transcription Poor composition Poor composition P O O R Composition: articulating and structuring ideas Simple View of Writing model: Adaptation of the SVoR model (Gough and Tunmer 1986) by Debbie Hepplewhite – for training, analysis and planning. Note: Spelling includes: knowledge of the alphabetic code (spelling alternatives) and encoding skill, high‐frequency tricky words, spelling word banks, etymology (word origins), morphology (word structures), some spelling rules. ‘Teach pupils to plan, revise and evaluate their writing – knowledge which is not required for reading’ (DfE National Curriculum for English, Key Stages 1 and 2 – Draft, 2012). -
Simple View of Reading Webcast – Text and Slides Welcome to This Webcast on the Simple View of Reading and Some Strategies to Support Teaching and Learning
SVoR Strategies webcast text and slides Simple View of Reading webcast – text and slides Welcome to this webcast on the Simple View of Reading and some strategies to support teaching and learning. 1. The simple view of reading (Rose 2006) with the two interacting dimensions, word recognition and language comprehension, is seen as essential to pupils becoming skilled readers. Understanding and applying the Simple View of Reading can inform and enhance high quality universal teaching. 2. From your earlier training you have been introduced to the Simple View of Reading. This webcast will suggest some strategies informed by using the Simple View of Reading model. WWW.patoss-dyslexia.org page 1 SVoR Strategies webcast text and slides First let’s briefly look at the Graduated Approach. The Graduated Approach embraces the Assess, Plan, Do and Review cycle. This model is crucial in judging which pupils will benefit from a targeted intervention and those who need a more intensive and individualised approach, usually delivered and/or overseen by a specialist teacher. [IfL 3. website] This ‘layered approach’ to intervention enables schools to plan their provision using pupil progress data and the Assess, Plan, Do and Review model to ensure additional provision at targeted and specialist levels is matched to the needs of their learners. Review impact on learner’s progress, ‘what is the outcome’, set specific date for review and adapt/ change intervention or seek further advice. The Simple View of Reading (Rose 2006) with the two interacting dimensions, word recognition and language comprehension, is seen as essential to pupils becoming skilled readers. -
Dyslexia Or Ld in Reading: What Is the Difference?
DYSLEXIA OR LD IN READING: WHAT IS THE DIFFERENCE? Anise Flowers & Donna Black, Pearson Dyslexia or LD in Reading? TCASE 2017 Image by Photographer’s Name (Credit in black type) or Image by Photographer’s Name (Credit in white type) International Dyslexia Association Dyslexia is a specific learning disability that is neurological in origin. It is characterized by Dyslexia or LD in Reading: What difficulties with accurate and/or fluent word is the Difference? recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of Presented by effective classroom instruction. Secondary Anise Flowers, Ph.D. Donna Black, LSSP consequences may include problems in reading comprehension and reduced reading experience TCASE that can impede growth of vocabulary and January 2017 background knowledge. Presentation Title Arial Bold 7 pt 1 2 Dyslexia Identification and Services in Texas Dyslexia Definition (in Texas) Texas Education Code (TEC)§38.003 defines Texas Education Code (TEC)§38.003 definition: dyslexia and mandates testing and the provision of 1. “Dyslexia” means a disorder of constitutional instruction origin manifested by a difficulty in learning to State Board of Education (SBOE) adopts rules and read, write, or spell, despite conventional standards for administering testing and instruction instruction, adequate intelligence, and TEC §7.028(b) relegates responsibility for school sociocultural opportunity. compliance to the local school board 2. “Related disorders” include disorders similar to or 19 (TAC)§74.28 outlines responsibilities of districts related to dyslexia such as developmental auditory and charter schools in the delivery of services to imperceptions, dysphasia, specific developmental students with dyslexia dyslexia, developmental dysgraphia, and The Rehabilitation Act of 1973, §504, establishes developmental spelling disability. -
Teaching Sight Words According to Science ODE Literacy Academy 2019 Why Are We D O in G T H Is ? Alig N Men T W It H Ohio’S Plan T O Raise Literacy Achievement
Teaching Sight Words According to Science ODE Literacy Academy 2019 Why are we d o in g t h is ? Alig n men t w it h Ohio’s Plan t o Raise Literacy Achievement 3 Why are we here? Ac c o r d in g t o t h e 2 0 17 Na t io n a l Assessment of Educational Progress (NAEP) scores, 37% of our nation’s fou rth - grade students were proficient readers. Why are we here? ● Nearly 30 percent of Ohio’s K- 3 students are reading below grade level. ● Nearly 40 percent of students in grades 3- 8 are not proficient on the OST in ELA. ● More than 50 percent of graduating seniors taking the ACT do not meet the college and career readiness benchmark for reading. Today’s Outcomes P a r t ic ip a n t s w ill… ● Ap p ly t h e t h e o r e t ic a l m o d e ls o f t h e S im p le Vie w o f Re a d in g and Seidenburg’s 4 Part Processing System for Word Recognition to instructional practices to teach words “by s ig h t .” ● Understand the connection between phonology and orthography when storing words for automatic retrieval. ● Demonstrate instructional strategies. Word Language Reading Recognition X Comprehension = Comprehension Phonological Background Awareness Knowledge Decoding (Phonics, Vocabulary Advanced Phonics) Language Sight Word Based on the Simple View of Recognition Verbal Reasoning Reading by Gough and Tunmer, 1986 Th e Simple View of Read in g 7 Wh a t is a Sig h t Wo r d ? A sight word is any word that is recognized in s t a n t ly a n d e ffo r t le s s ly , b y s ig h t , w h e t h e r it is s p e lle d r e g u la r ly o r ir r e g u la r ly BeAr bear bEaR bear Bear bear bear bEa r Sig h t w or d vocabulary is NOT based on visu al memory / visu al sk ills! - Dr . -
Final Conference Program
Society for the Scientific Study of Reading Brighton, United Kingdom Conference Program WEDNESDAY, JULY 18, 2018 Refreshments during breaks – Sandringham 09:00–04:00 Student and Early Careers Preconference Ambassador Room 01:00-03:30 Board Meeting Chartwell 04:00-05:00 Business Meeting (ST&D Keynote) Osborne Suite 05:00-07:00 Welcome Reception (Joint with ST&D) Oxford Gallery Wednesday POSTER SESSION I (JOINT with ST&D) Authors Oxford Gallery 05:30-07:00 Katherine Binder, Mount Holyoke College: Assessing vocabulary depth and breadth and their role in adult 1 [email protected]; An Tran; Kathryn literacy reading comprehension Tremblay Why do better readers have larger vocabularies? Exploring the roles Laura Shapiro, Aston University: 2 of reading ability and reading experience in developing vocabulary [email protected]; Jessie Ricketts; Adrian knowledge Burgess Amélie Bourcier, University of Montreal: The effect of a vocabulary intervention on the spelling, reading and 3 [email protected]; Rachel lexical skills of French-speaking grade 4 students Berthiaume; Daniel Daigle; Dominic Anctil Mary Requa, San Francisco State University: Vocabulary development through shared storybook reading with 4 [email protected]; Yi-Jui (Iva) Chen; Anne E. preschool parents Cunningham How phonological and morphological awareness interact for Erin Robertson, Cape Breton University: 5 children with dyslexia [email protected]; Helene Deacon An examination of a morpheme-based training and its effects on Irit Bar-Kochva, German Institute