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Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Academic Literacy For Deaf Postsecondary Students Through Integrated Reading And Writing Instruction, Sue Livingston
Publications and Research
Based on theoretical findings from the literature on the integration of reading and writing pedagogies used with hearing postsecondary students to advance academic literacy, this article offers a model of instruction for achieving academic literacy in developmental and freshman composition courses composed of deaf students. Academic literacy is viewed as the product of acts of composing in reading and writing which best transpire through reciprocal rather than separate reading and writing activities. Pedagogical practices based on theoretical findings and teacher experience are presented as a model of instruction, exemplified as artifacts in online supplementary materials and juxtaposed with practices used …
Probing The Enactment Of Reading Miscues: A Study Examining Reading Fluency, Edward Lehner
Probing The Enactment Of Reading Miscues: A Study Examining Reading Fluency, Edward Lehner
Publications and Research
Subsequent to the National Reading Panel’s (2000) report, more researchers have been examining the role that reading fluency plays in the development of a child’s reading skills. This study investigated the efficacy of the National Reading Panel’s research claim that a child learns reading fluency skills mainly through phonics and decoding instruction. Using a methodology to track the source of reading miscues, this paper demonstrates that a student’s cultural and semantic knowledge of text vitally influences the development of reading fluency skills. Specifically, the findings suggest that a child culturally enacts reading fluency both through graphophonic and semantic knowledge of …
How Much Does Poor Reading Lower Math Scores?, William (Bill) H. Williams, Sandra P. Clarkson Ph.D
How Much Does Poor Reading Lower Math Scores?, William (Bill) H. Williams, Sandra P. Clarkson Ph.D
Publications and Research
No abstract provided.
Does Our Complex Writing Lower Test Scores On Mathematics Word Problems?, William (Bill) H. Williams, Sandra P. Clarkson
Does Our Complex Writing Lower Test Scores On Mathematics Word Problems?, William (Bill) H. Williams, Sandra P. Clarkson
Publications and Research
ABSTRACT: In this paper, we describe one of a series of studies at Hunter College to determine whether students' reading proficiency affects their performance on mathematics "word" problems. Based on this study, we reached some specific conclusions:
1. Reading ability is a separate, quantifiable factor which impacts the performance of all students on mathematics word problems.
2. Less complex writing leads to better results on word problems for all students.
3. Less complex writing leads to even more improvement in test results for “weaker” readers [those needing reading remediation] than for “average” readers [those exempting reading remediation].