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Full-Text Articles in Education
Increasing Reading Fluency In Students With Reading Difficulty, Kathryn Balabanis Peabody
Increasing Reading Fluency In Students With Reading Difficulty, Kathryn Balabanis Peabody
All Graduate Projects
Four methods designed to increase reading fluency were employed in a primary level Special Education resource room. The methods were implemented in accordance with the theory and research regarding reading fluency. Each of the four methods effectively increased the students' ability to read fluently. However, the implementation of these methods varied in cost and time.
Supplimental Functional Reading Materials For Secondary Moderately Retarded Students, Kimberlie Ann Baglau
Supplimental Functional Reading Materials For Secondary Moderately Retarded Students, Kimberlie Ann Baglau
All Graduate Projects
Reading materials were compiled that would help secondary moderately retarded students develop reading skills needed to function at a more independent level than in the past. Materials were developed in the form of worksheets. These worksheets were designed to be supplemental materials to be used to reinforce the learning of functional sight words. Materials were produced for two types of functional reading: reading labels on medicine bottles and reading bus schedules.
Literacy Through Literature, Tammy Joy Cartwright
Literacy Through Literature, Tammy Joy Cartwright
All Graduate Projects
Research on literature based and skills based reading programs was reviewed. Results showed that traditional basal programs, which are heavily skill oriented, do not meet the reading styles of all students. Integrated instruction which allows for a variety of learning activities can alleviate this problem. Research also indicated that the reading experience must be meaningful and motivating and that literature is an excellent means of providing this component. Integrated units were developed based upon this research evidence. Conclusions and recommendations are discussed.
Direct Instruction, Strategic Reading And Third Grade Reading Comprehension, Patricia N. Guy
Direct Instruction, Strategic Reading And Third Grade Reading Comprehension, Patricia N. Guy
All Graduate Projects
A review of current research concernmg reading comprehension revealed a perspective of reading as a constructive, interactive process. A strategic approach to reading comprehension is compatible with this view. It was concluded from the review of literature that comprehension monitoring strategies could be taught with direct instruction. A set of comprehension instructional materials was developed which integrated direct instructional methods and research based reading strategies into the district adopted basal reading program. Conclusions are discussed and recommendations made.
Using Children's Literature To Teach Reading Comprehension And Written Language Skills To Elementary Students, Simona Sue Frank
Using Children's Literature To Teach Reading Comprehension And Written Language Skills To Elementary Students, Simona Sue Frank
All Graduate Projects
Literature-based instructional strategies for teaching reading comprehension and written language skills were studied. Evidence from the review of literature indicates that trade books motivate students to develop: critical thinking, comprehension, expanded vocabulary, knowledge of grammatical and literary devices along with enrichment of written language skills. Children's literature has proved to be an excellent vehicle for combining reading, writing and literature. Implications for literature-based instruction are discussed.
Literature-Based Social Studies Learning Activities For First Grade Students In The Selah School District, Selah, Washington, Bonnie D. Isom
Literature-Based Social Studies Learning Activities For First Grade Students In The Selah School District, Selah, Washington, Bonnie D. Isom
All Graduate Projects
The purpose of this project was to develop literaturebased social studies learning activities to be used with first grade students in the Selah School District. To accomplish this purpose, literature-based social studies learning activities for first grade students were gathered and developed for inclusion in a teacher resource packet. Appropriately used, children's literature can enhance learning in social studies and lead to increased teacher effectiveness.
Developing In-Class Activities To Support First-Second Grade Literature Instruction, Trina Danette Miller
Developing In-Class Activities To Support First-Second Grade Literature Instruction, Trina Danette Miller
All Graduate Projects
Literature-based activities were developed in the curriculum areas of Social Studies and Mathematics to be used with the district's adopted literature book program. A district survey indicated a strong interest in these two curriculum areas. This project will provide teachers with activities that support literature instruction in a learning center environment. The activities also help students to self-select a book of interest and to become actively involved in learning center activities that support the books of choice, plus increase their interest and comprehension.
Teaching Comprehension By Incorporating Story Grammar Into A Drta Lesson Format, Sharon Kay Neal
Teaching Comprehension By Incorporating Story Grammar Into A Drta Lesson Format, Sharon Kay Neal
All Graduate Projects
This project presents a teaching procedure which should improve primarylevel reading comprehension. This procedure combines a framework of story grammar as a guide for implementing the Directed Reading Thinking Activity (DRTA) lesson format. Literature is reviewed which illustrates the effectiveness of story grammar when used to teach comprehension, and describes the effectiveness of DRTA to promote active comprehension. By combining both story grammar and DRTA, a procedure is developed and ten example lessons are produced.
The Reading And Writing Connection, Leona G. Morton
The Reading And Writing Connection, Leona G. Morton
All Graduate Projects
Many children are graduating from school lacking skills in writing. This project reviews the literature in order to establish a theoretical justification for improving writing through reading. Using materials from the classroom and library, activities are presented that emphasize writing as well as reading. Some writing activities will be presented before reading and some writing activities will be presented after reading. Thus each activity will reflect the reading/writing connection, and create a basis from which writing should improve.
Using Manipulatives To Teach Beginning Reading Skills, Veronique F. Rush
Using Manipulatives To Teach Beginning Reading Skills, Veronique F. Rush
All Graduate Projects
Based on a review of the literature, a reading curriculum for kindergarten children was created. The curriculum focuses on the learning of beginning reading skills through hands-on manipulative activities. The activities were arranged into ten centers. Each center related to beginning reading skills. Each activity is self-correcting and requires minimal verbal directions from the teacher.
Activities For Teaching Letter Identification, A. Kristin Seibel
Activities For Teaching Letter Identification, A. Kristin Seibel
All Graduate Projects
The focus of this project was to compile and design research based letter identification activities. Emphasis was placed on the highly confusable letters "b-d", "p-q", and "n-u". The activities were for use in the first grade curriculum. Learning objectives were stated for each activity. The activities, utilizing a variety of materials, were chosen and designed for hands-on application. Needed materials were listed, directions and patterns for construction were included, directions for use were provided, and classroom management was suggested. Use of the activities was divided into three parts: whole group introduction, guided practice, and small group activities.
Cedar River Mini-School, Judy Anne Rene
Cedar River Mini-School, Judy Anne Rene
All Graduate Projects
A mini-school was set up in Cedar River Elementary School in Maple Valley, Washington. The mini-school will keep the same students and teachers together for a three-year period of time. There will be a fourth, fifth, and sixth grade classroom, each with its own teacher. Research suggests that students in small schools perceive a closer, warmer relationship with their teachers, fellow students and other adults and a stronger connection with the school. This project presents a justification for and a description of the mini-school. The only conclusions reached come from the development of the mini-school, not in an evaluation of …
Improving Content Area Reading In A Middle School Core Classroom, Richard Têtu
Improving Content Area Reading In A Middle School Core Classroom, Richard Têtu
All Graduate Projects
Many middle school students cannot adequately use content area textbooks. This project begins with a review of the research literature related to this concern. The literature review is followed by a content area reading program designed for an eighth grade core classroom. The program is composed of sequential directions and worksheets to teach diverse content area reading techniques. The relative values of different techniques are discussed, and suggestions for future studies are offered.
Hispanic Cultural Activities In The Social Studies Curriculum For Grades 4-5, Janell Ann Ramos
Hispanic Cultural Activities In The Social Studies Curriculum For Grades 4-5, Janell Ann Ramos
All Graduate Projects
The purpose of this project was to integrate Hispanic cultural activities into a Social Studies curriculum using student learning objectives for grades four and five. Six cultural activities were designed and implemented. An informal evaluation of the activities as they related to areas of multicultural education was included. This project demonstrated that Hispanic cultural activities could be successfully integrated into an otherwise monocultural environment, and through this integration positive changes in attitudes and behaviors of all students could be achieved.
Teaching Test-Taking Skills To Elementary Grades For Standardized Tests, Jessie S. Thompson
Teaching Test-Taking Skills To Elementary Grades For Standardized Tests, Jessie S. Thompson
All Graduate Projects
This project is concerned with teaching test-taking skills to elementary grade students in grades one to five in preparation for standardized tests. Research was explored to discover if any benefits to students have been identified, and if scores on tests can be improved with test-taking skills instruction. A history of standardized tests provides a background on testing, and illustrates the reason for our present concern with students' abilities to demonstrate learned skills. The preparation of materials that may, or may not, be appropriate is at issue and referred to in the preparation of the test-taking skills project designed for Annie …
Literature Strands For The Enhancement Of Language In The Early Childhood Classroom, Wendy Sue White
Literature Strands For The Enhancement Of Language In The Early Childhood Classroom, Wendy Sue White
All Graduate Projects
Literature and activities which support and enhance language learning in the early childhood classroom were examined. Seventy-six pieces of literature were selected along with thirty-two supporting activities. These were all described and matched for easy reference by the classroom teacher. A discussion of the importance of literature for the early childhood classroom, particularly that in which Engli~h is taught as a second language, has been included.