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Full-Text Articles in Education
The Effect Of Drama Based Instruction On Reading Comprehension, Janee Udalla
The Effect Of Drama Based Instruction On Reading Comprehension, Janee Udalla
Innovations and Critical Issues in Teaching and Learning
Educators might believe that classroom drama is comparable to putting on a theatrical production and might avoid it because they fear it will involve time-consuming planning, use of props, and expensive scripts (McMaster, 1998). Unfortunately, this view can discourage educators from using an important teaching tool that can improve students’ reading comprehension skills. However, educators should explore the use of drama-based instruction and the benefits it may provide to their students. The methods teachers implement in the classroom greatly affect the attitudes and learning of their students (Author, 2008). Therefore, the purpose of this article is to identify the benefits …
Let's Read A Story!: Collaborative Meaning Making, Student Engagement, And Vocabulary Building Through The Use Of Interactive Read-Alouds, Shaya Helbig, Susan V. Piazza
Let's Read A Story!: Collaborative Meaning Making, Student Engagement, And Vocabulary Building Through The Use Of Interactive Read-Alouds, Shaya Helbig, Susan V. Piazza
Michigan Reading Journal
The interactive read-aloud has long been a practice during early literacy instruction in schools and in homes. Reading aloud to children provides a platform for teachers or caregivers to model meaning-making interactions with text. Students are able to collaboratively engage in conversations to create a collective understanding of texts. Interactions during a read-aloud can foster engagement, create meaning, and promote vocabulary acquisition. This article examines current research that supports the use of interactive read alouds to engage learners in meaning-making processes and translates research and theory into practical recommendations for effective interactive read-alouds.
The Effect Of Using Metacognitive Monitoring Strategy On Developing Reading Comprehension In English Language Among Tenth Grade Students In North Eastern Badiah Directorate Of Education, Ziad Salem Alshurfat, Ahmad H. Alkhawaldeh
The Effect Of Using Metacognitive Monitoring Strategy On Developing Reading Comprehension In English Language Among Tenth Grade Students In North Eastern Badiah Directorate Of Education, Ziad Salem Alshurfat, Ahmad H. Alkhawaldeh
Jordanian Educational Journal
This study aimed at exploring the effect of using metacognitive monitoring strategy on developing reading comprehension in English language among tenth grade students in North Eastern Badiah directorate of education. The study used the quasi experimental design.The sample of the study consisted of 123 male and female students who were purposefully chosen from the tenth grade students at Alkaum Alahmer comprehensive secondary school for girls, Alkaum Alahmer comprehensive secondary school for boys, Um Aljemal comprehensive secondary school for girls and Um Aljemal comprehensive secondary school for boys. The experimental and control groups were assigned randomly. The groups of the study …
Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman
Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman
The Journal of Special Education Apprenticeship
Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self- regulated strategy development (SRSD) model. However, there is limited research regarding whether the model can be implemented by pre-service teachers while still remaining effective. This study investigated the effects and fidelity of implementation of pre-service teacher implemented SRSD on the reading comprehension of middle school students identified as struggling in reading. A multiple baseline design across participants was …
Increasing College Entrance Testing Vocabulary For Secondary Students With High-Incidence Disabilities, Cynthia C. Massey, Margarett E. Shippen, Margaret M. Flores, Cindy Head
Increasing College Entrance Testing Vocabulary For Secondary Students With High-Incidence Disabilities, Cynthia C. Massey, Margarett E. Shippen, Margaret M. Flores, Cindy Head
Georgia Educational Researcher
This study investigated the effects of an instructional technology device, specifically, a computer-based graphic organizer, called the Real-World Connections Vocabulary graphic organizer (Ellis, 2015), on vocabulary acquisition for college entrance testing skills of students with high-incidence disabilities. Although graphic organizers have been studied since the 1960’s, there is very little research regarding the effectiveness of computer-based graphic organizers when used with high school students with mild disabilities, and their benefit acquiring college entrance exam vocabulary knowledge, namely, the ACT exam. By means of a single-subject, multiple probe across participants design, this study demonstrated that a functional relation did exist between …