A Comparison of Readability in Science-Based Texts: Implications for Elementary Teachers
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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. -
Reading Inventory Technical Guide
Technical Guide Using a Valid and Reliable Assessment of College and Career Readiness Across Grades K–12 Technical Guide Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased SRI College & Career permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials. Portions previously published in: Scholastic Reading Inventory Target Success With the Lexile Framework for Reading, copyright © 2005, 2003, 1999; Scholastic Reading Inventory Using the Lexile Framework, Technical Manual Forms A and B, copyright © 1999; Scholastic Reading Inventory Technical Guide, copyright © 2007, 2001, 1999; Lexiles: A System for Measuring Reader Ability and Text Difficulty, A Guide for Educators, copyright © 2008; iRead Screener Technical Guide by Richard K. Wagner, copyright © 2014; Scholastic Inc. Copyright © 2014, 2008, 2007, 1999 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. ISBN-13: 978-0-545-79638-5 ISBN-10: 0-545-79638-5 SCHOLASTIC, READ 180, SCHOLASTIC READING COUNTS!, and associated logos are trademarks and/or registered trademarks of Scholastic Inc. LEXILE and LEXILE FRAMEWORK are registered trademarks of MetaMetrics, Inc. Other company names, brand names, and product names are the property and/or trademarks of their respective owners. -
Building Reading Proficiency at the Secondary Level
BUILDING INTRODUCTION READING PROFICIENCY AT THE SECONDARY LEVEL A Guide to Resources Cynthia L. Peterson, Ph.D. David C. Caverly, Ph.D. Sheila A. Nicholson, M.S.Ed. Sharon O’Neal, Ph.D. Susen Cusenbary, M.Ed. Southwest Texas State University Southwest Educational Development Laboratory 211 East 7th Street Austin, TX 78701 ©Southwest Educational Development Laboratory, 2000. This guide is produced in whole or in part with funds from the Office of Educational Research and Improvement, U.S. Department of Education, under contract #RJ96006801. The con- tent herein does not necessarily reflect the views of the Department of Education, any other agency of the U.S. Govern- ment or any other source. You are welcome to reproduce Building Reading Proficiency at the Secondary Level and may distribute copies at no cost to recipients; please credit the Southwest Educational Development Laboratory as publisher. SEDL is an Equal Opportunity/ Affirmative Action Employer and is committed to affording equal employment opportunities to all individuals in all employ- ment matters. Available in alternative formats. CONTENTS INTRODUCTION ACKNOWLEDGMENTS iv INTRODUCTION 1 • How to Use the Guide 2 • How Resources Were Selected 3 PART I: PERSPECTIVES 6 • Struggling Secondary Readers: A Closer Look 6 • Informal Assessment 7 • Building Reading Proficiency at the Secondary Level 9 • Principles of Effective Reading Instruction 17 • Principles of Effective Professional Development 19 PART II: RESOURCES 22 • Five Questions Organize the Programs and Strategies 22 • Programs 23 • Strategies 23 • Definitions of Terms 70 PART III: PROCEDURES FOR COMPILING THE GUIDE 133 BIBLIOGRAPHY 136 ACKNOWLEDGMENTS his project was sponsored by South- • Dr. Shernaz García, The University of west Educational Development Lab- Texas at Austin oratory and prepared by a team of • Dr. -
Supporting Special Education Students with System 44™
Foundation Paper Supporting Special Education Students with System 44™ System 44 is a foundational reading program designed for the most challenged struggling readers in Grades 3-12. Intentionally metacognitive, System 44 helps students understand that the English language is a finite system of 44 sounds and 26 letters that can be mastered. System 44 was designed for students in Grades 3-12 reading at a BR-400 Lexile ® level, including Special Education students and English-Language learners. OVERVIEW OF THE SYSTEM 44 PROGRAM System 44 is designed so that the teacher, technology, and texts work together to deliver highly engaging, comprehensive, research-based instructional content to the older struggling reader. Through a combination of teacher-led and software-based instruction, the System 44 student is guided along a systematic path from phonemic awareness to fluent reading. System 44 includes research-based features designed for the most challenged older readers: Computer-Based Screening and Placement The Scholastic Phonics Inventory (SPI) collects data on students’ decoding accuracy as well as fluency. This helps to identify students whose lack of decoding proficiency impedes comprehension. The SPI uses real, as well as nonsense words, which assess students’ ability to apply decoding skills to unfamiliar words. Adaptive Software The System 44 adaptive software delivers, direct, systematic, research-based phonics instruction to students. Multiple points of entry allow students to work at the appropriate level based on their performance on the SPI. Independent Reading Beginning readers will always have something to read with the System 44 program. The Decodable Digest includes two passages for every sound-spelling correspondence taught in the program. -
Whole Language Instruction Vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students
Whole Language Instruction vs. Phonics Instruction: Effect on Reading Fluency and Spelling Accuracy of First Grade Students Krissy Maddox Jay Feng Presentation at Georgia Educational Research Association Annual Conference, October 18, 2013. Savannah, Georgia 1 Abstract The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher’s general education classroom of a non-Title I school. Stratified sampling was used to randomly divide twenty-two participants into two instructional groups. One group was instructed using whole language principles, where the children only read words in the context of a story, without any phonics instruction. The other group was instructed using explicit phonics instruction, without a story or any contextual influence. After four weeks of treatment, results indicate that there were no statistical differences between the two literacy approaches in the effect on students’ reading fluency or spelling accuracy; however, there were notable changes in the post test results that are worth further investigation. In reading fluency, both groups improved, but the phonics group made greater gains. In spelling accuracy, the phonics group showed slight growth, while the whole language scores decreased. Overall, the phonics group demonstrated greater growth in both reading fluency and spelling accuracy. It is recommended that a literacy approach should combine phonics and whole language into one curriculum, but place greater emphasis on phonics development. 2 Introduction Literacy is the fundamental cornerstone of a student’s academic success. Without the skill of reading, children will almost certainly have limited academic, economic, social, and even emotional success in school and in later life (Pikulski, 2002). -
Research Paper
Research-Based Vocabulary WORDLY WISE 3000® 3rd Edition Books K–12 Kenneth Hodkinson and Sandra Adams (Books 2–12), Cheryl Dressler (Books K–1) By Lee Mountain For young children, one of the most effective ways to learn new words is to listen to read- alouds. Older children, on the other hand, learn many new words through independent reading. Whether children are pre-readers or already reading independently, there is a growing consensus among educators regarding the need for direct teaching of academic vocabulary in a systematic program. In fact, recent research has shown not only that it is important, but that it is important much earlier than was previously thought. This is especially true for children who come from disadvantaged backgrounds, many of whom enter school knowing far fewer words than their middle class peers. The words in the Wordly Wise 3000® series will expand the vocabularies and minds of today’s students. The Third Edition, which extends from kindergarten through high school, Wordly Wise 3000® is a kindergarten provides teachers with effective research-based lessons for direct instruction in vocabulary. through grade 12 vocabulary series that includes reproducible tests and Today’s educators are becoming increasingly aware of the benefits of a structured vocabulary curriculum. Thomas Gunning, author of Creating Literacy Instruction for All an online test generator. The entire Children, calls a planned program of vocabulary development “highly advisable,” and he program introduces over 3,000 suggests that a certain amount of time be set aside each week for vocabulary instruction: words, and exercises become more “A planned approach ensures that vocabulary instruction is given the attention it deserves. -
The Effect of Teaching Phonics and Phonemic Awareness Training To
The Effect of Teaching Phonics and Phonemic Awareness Training to Adolescent Struggling Readers by Stephanie Hardesty Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education December 2013 Goucher College Graduate Programs in Education Table of Contents List of Tables i Abstract ii I. Introduction 1 Statement of the Problem 2 Hypothesis 3 Operational Definitions 3 II. Literature Review 6 Phonemic Awareness Training and Phonics 6 Reading Instruction in the High School Setting 7 Reading Remediation 10 Summary 13 III. Methods 14 Participants 14 Instrument 15 Procedure 16 IV. Results 19 V. Discussion 20 Implications 20 Threats to Validity 21 Comparison to Previous Studies 22 Suggestions for Future Research 24 References 25 List of Tables 1. Pre- and Post-SRI Test Results 19 i Abstract The purpose of this study was to determine the efficacy of teaching phonics and phonemic awareness training to adolescent struggling readers. The measurement tool was the Scholastic Reading Inventory (SRI). This study involved the use of a pretest/posttest design to compare data prior to the implementation of the reading intervention, System 44, to data after the intervention was complete (one to two years). Achievement gains were not significant, though results could be attributable to a number of intervening factors. Research in the area of high school reading remediation should continue given the continued disagreement over best practices and the new standards that must be met per the Common Core. ii CHAPTER I INTRODUCTION Advanced or proficient reading abilities are one of the primary yet essential skills that should be mastered by every student. -
A LOOK at MISSION STATEMENTS of SELECTED ASIAN COMPANIES Purpose Mission Statements Are Important Corporate Communication Tool for Organizations
Journal of the Research Society of Pakistan Volume No. 54, Issue No. 2 (July - December, 2017) Muhammad Khalid Khan * Ghulam Ali Bhatti** Ishfaq Ahmed*** Talat Islam **** READABILITY AND UNDERSTANDABILITY: A LOOK AT MISSION STATEMENTS OF SELECTED ASIAN COMPANIES Purpose Mission statements are important corporate communication tool for organizations. In order to be purposeful it should be comprehendible and easy to understand. Considering the importance of mission statements readability, this research endeavor is aimed to judge the level of readability and understandability of mission statements of Asian companies listed in Fortune 500 for the year of 2015. Design/Methodology Asian companies listed in Global Fortune-500 for 2014-2015 were taken. There were 197 Asian companies present in that listing. In order to fetch mission statements of those companies their websites were visited from Feb, 2016-April 2016. Mission statements were analyzed for their readability and understandability by estimating total sentences, total words and number of words per sentence (simple counting technique) and following tests: automated readability index, Coleman Liau index, Flasch Reading Ease tests and Gunning fog index. Findings It is evident from the study that mission statements of Asian companies are long and difficult to read and understand. Trading sector is found to have shortest mission statement, with ease of reading and understandability, when compared to other sectors. Research Limitations/Future Directions Future researchers should use other sophisticated evaluation tools and the analysis should also include the influence of country culture on contents and traits of mission statements. * Dr. Muhammad Khalid Khan, Assistant Professor, Registrar & Director HR, University of the Punjab, Lahore, Pakistan, [email protected]. -
The Lexile Framework: Unnecessary and Potentially Harmful
The Lexile Framework: Unnecessary and Potentially Harmful Stephen Krashen CSLA (California School Library Association) Journal 24(2): 25-26, 2001 The Lexile Framework attempts to solve a problem that doesn't exist. It is a readability formula that "stands firmly in the tradition of classic readability formulas" (Stenner, 1996, p. 23) that assigns reading levels to texts based on word frequency and sentence length. The Lexile Framework is intended to help teachers and librarians recommend supplementary reading that is at the right reading level: "For example, an eighth-grade girl who is interested in sports but is not reading at grade level might be able to handle a biography of a famous athlete. The teacher may not know, however, whether that biography is too difficult or too easy for the student. " All the teacher has to do is use the Lexile Framework on the text and the student and select a book at the right level. Then, "as the reader improves, new titles with higher text measures can be chosen to match the growing person (sic) measure, thus keeping the comprehension rate at the chosen level." (Stenner, 1996, p. 22). Not Necessary None of this is necessary, and it is probably harmful. There is a much easier way for readers to select texts: Are they comprehensible and interesting? It doesn't take long for a reader to determine this: All it takes is sampling a little of the text (reading it). Our eighth grader simply needs to have a look at a few biographies. Teachers and librarians can certainly help in text selection and they do this all the time, with great success. -
Structured Word Inquiry Resources
Structured Word Inquiry Resources Where to learn more: Word Works Kingston (Pete Bower’s website): http://www.wordworkskingston.com LEX (Gina Cooke’s website): https://linguisteducatorexchange.com/ Dyslexia Training Institute’s Recorded Webinar on SWI http://www.dyslexiatraininginstitute.org/webinar_structured-word.html Real Spelling http://www.realspelling.fr Real Spellers http://www.realspellers.org/ Lyn Anderson: http://wordsinbogor.blogspot.com/ Facebook Groups: Structured Word Inquiry, LEX linguisteducator exchange Related Upcoming Webinars: Upper Midwest IDA Webinars http://umw.dyslexiaida.org/?page_id=536 o December 7, 2016 Four Steps to Better Spelling Instruction o March 16, 2017 Developing Literacy in the Content Areas through Structured Word Study Resources to help in the SWI process 1. What does the word mean? Resources: Dictionary (e.g. dictionary.com, dictionary app) Etymology Online free http://www.etymonline.com/ 2. How is the word built? Resources: Word Sums http://www.wordworkskingston.com/WordWorks/Spelling-Out_Word_Sums.html Interactive suffix checker free http://www.neilramsden.co.uk/spelling/checker/index.html Word Searcher free http://www.neilramsden.co.uk/spelling/searcher/index.html Word Matrix o Matrix Study Sheets $25 https://linguisteducatorexchange.com/ o 70 Word Matrices $34 http://www.realspelling.fr Word Microscope $50 (40 day free trial) http://www.neilramsden.co.uk/microscope/ Sound Literacy iPad app $10 http://soundliteracy.com/ 3. What are the word’s relatives? Resources: Etymology Online (see above) LEX Matrix Study sheets (see above) Word Searcher (see above) Real Spelling (toolkit $148) http://www.realspelling.fr 4. How is the pronunciation represented? Resources: LEX Grapheme cards $60 https://linguisteducatorexchange.com Sound Literacy (see above) Kirstin O’Dell Decoding Dyslexia Oregon-Portland Meeting November 2016 . -
Ela Best Standards
Table of Contents Table of Contents .......................................................................................................................................... 1 Introduction ................................................................................................................................................... 5 Standards Map ............................................................................................................................................ 10 Progression of Foundations Benchmarks .................................................................................................... 11 Spiraled Standards in a Vertical Progression .............................................................................................. 13 Kindergarten ........................................................................................................................................... 26 Foundational Skills ............................................................................................................................. 26 Reading ............................................................................................................................................... 27 Communication ................................................................................................................................... 29 Vocabulary .......................................................................................................................................... 32 Sample texts by -
Leveled Book List for Home Reading
Looking for Book Ideas in Your “Just Right” Level? Booklist for 3-4 Classroom by Guided Reading Level Michelle, Alli, Cory Enclosed is a list of some great books for your children. The Guided Reading Level is the leveling system we currently use K6 at ACS to help children find “just right” / “good fit” books. Most of student’s reading should be within levels s/he control with accuracy, fluency, and comprehension (see comprehension link in our blog). 3rd Grade M Q 4th Grade Q S/T 5th Grade T V Guided Reading Level L DRA 24 Cam Jansen series by David Adler Horrible Harry series by Suzy Kline Pinky and Rex by James Howe Ricky Ricotta’s Mighty Robot series by Dav Pilkey Song Lee series by Suzy Kline Guided Reading Level M DRA 28 Bailey School Kids series by Debbie Dadey Bink and Gollie by Kate DiCamillo Blue Ribbon Blues by Jerry Spinelli Buddy: the First Seeing Eye Dog by Eva Moore Camp Sink or Swim by Gibbs Davis The Case of the Elevator Duck by Polly Brends The Chalk Box Kid by Clyde Bulla Cloudy with a Chance of Meatballs by Judi Barrett The Copper Lady by Alice and Kent Ross The Drinking Gourd by Ferdinand Monjo Everybody Cooks Rice by Norah Dooley Five True Dog Stories by Margaret Davidson Five True Horse Stories by Margaret Davidson Flat Stanley by Jeff Brown The Flying Beaver Brothers series by Maxwell Eaton Freckle Juice by Judy Blume The Ghost in Tent 19 by Jim and Jane O’Connor The Haunted Library by Dori Hilestad Butler Helen Keller by Margaret Davidson Ivy and Bean by Annie Barrows Jenny Archer series by Ellen Conford Judy Moody series Megan McDonald Junie B.