Education Commons^™

Predicting Performance On The Tennessee Comprehensive Assessment For Reading For Third Graders Using Reading Curriculum Based Measures, Robert S. Kirkham

Electronic Theses and Dissertations

Despite flexibility waivers granted to states by the United States Department of Education from some provisions of the No Child Left Behind Act, our nation’s public schools continue to struggle to improve reading proficiency as measured by high stakes assessments. To reach state targets for reading proficiency schools must use data at the earliest point possible to inform instructional strategies and identify students at risk of failure. The response to intervention model holds promise for improving reading outcomes particularly for early elementary students.

The effective use of reading curriculum based measures (R-CBM) to determine if instruction is adequate to produce …

An Investigation Of Reading Instruction In Northeast Tennessee., Karen Pierson Reach

Electronic Theses and Dissertations

The purpose of this qualitative study was to examine specific prekindergarten- through 8th-grade reading programs, instructional best practices, academic interventions, and educational activities that are perceived as successful practices in four high achieving schools within the parameters of Northeast Tennessee. This study was accomplished through a protocol of open-ended interviews with 15 participants comprised of 4 school principals, 4 primary reading teachers, 4 intermediate reading teachers, 2 Title I reading specialists, and 1 district language arts coordinator. Additionally, school-specific documentation and basal reading programs were reviewed to triangulate the findings of this investigation.

The findings from this study suggested that …

A Comparison Between Read 180 Students And Non-Read 180 Students Reading And Math Scores By Classroom Structure., Amanda C. Cannon

Electronic Theses and Dissertations

The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative …

Terrific Teaching Tips: Affective Reading Empowers Student Response, Laurel Borgia, Carol Owles, Kylee Merendino, Edward J. Dwyer

ETSU Faculty Works

As educators, we are faced with the challenge of creating an effective classroom environment that stimulates creativity and fosters student learning through effective instruction. To assist teachers in meeting this challenge, this column provides information about current resources, programs, techniques, and strategies that teachers are using in their classrooms. By sharing these ideas, it is IRCJs hope to foster teacher growth and energize teacher performance.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

Effects Of Sustained Silent Reading On Attitudes Toward Reading, Edward J. Dwyer, Valda Reed

ETSU Faculty Works

Sustained silent reading (SSR) is a practice involving readers in the process of reading over a designated time period. The basic assumption, in a pedagogical sense, is that practice in reading contributes to reading achievement. Durkin (1983) suggested that the focus of any reading program should be the development of competence in independent silent reading. In the same light, Gambrell (1978) proposed that "cormnonsense notions about the reading process tell us that independent reading skills are enhanced through daily practice in silent reading ... " (p. 328). On the other hand, little empirical research appears to have been undertaken to …

Strengthening Prediction Competencies In Reading Through Using An Overhead Projector, Rudolph P. Miller, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

In Review, Edward J. Dwyer

ETSU Faculty Works

No abstract provided.

Encouraging Recreational Reading Through Book Talks, Edward J. Dwyer

ETSU Faculty Works

Children who have adequate reading skills rarely do any reading that is not specifically required in school. Reading for fun, and sometimes even required reading are frequently given a low priority when time for reading competes with sports, television, free play, music and dance lessons, etc. However, recreational reading is of critical importance for reinforcement of what is learning during reading instruction. The book talk is an excellent approach for motivating students to read outside of the classroom and during opportunities for free reading provided at school. Further, development of important oral communication skills can be fostered as well.

Reading Attitudes Across A Broad Age Spectrum, Edward J. Dwyer, Flora Joy

ETSU Faculty Works

Children with parents who demonstrate a highly positive attitude toward reading and who read to their children generally profit from instruction when they begin learning to read and also enjoy considerable success (Durkin, 1966; McCormack, 1977). On the other hand, a review of current research indicates that there is little information available which demonstrates how school-age children as well as adults say they feel about reading. Further, Zirkel and Greene (1976) suggested that "there is a paucity of verbal self-report instruments in the reading attitude assessment area" (p. 107).