Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers, Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, Sarah Harry
An Alternating Treatment Design Comparing Small Group Reading Interventions Across Early Elementary Readers, Madison Billingsley-Ring, Kayla Bates-Brantley, Hailey Ripple, Mallie Donald, Daniel L. Gadke, Sarah Harry
Perspectives on Early Childhood Psychology and Education
Learning how to read accurately and fluently is a critical component for a student’s future academic success. Reading fluency is a skill that many students struggle to master. In addition, many students missed out on key skill development due to the loss of instruction from COVID-19. As schools begin to recover from these educational losses, small group reading interventions offer an efficient solution to service multiple students at once. Small group reading interventions such as Repeated Readings (RR), Listening Passage Preview (LPP) and LPP with RR (LPP+RR) have all been demonstrated to be effective methods for increasing reading fluency. Yet …
Elementary Preservice Mathematics Teachers Fraction Knowledge: An Integrative Review Of Research, Cody J. Perry
Elementary Preservice Mathematics Teachers Fraction Knowledge: An Integrative Review Of Research, Cody J. Perry
Educational Considerations
Elementary preservice teachers struggle with fractions and explaining them despite taking numerous mathematics courses. Therefore, they may have issues when they teach fractions and related concepts. Since fractions underlie many concepts like algebra, improving teachers’ fraction knowledge is imperative. This integrative review of research synthesized findings about teachers’ fractions knowledge to provide potential strategies educator preparation programs (EPPs) can use to improve fraction mastery. The literature shows teachers lacked conceptual knowledge, used incorrect strategies and too few representations, and misunderstood magnitude and manipulatives. However, number lines and teaching conceptually helped improve mastery of fractions. Resolving issues with fraction mastery may …