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Reading

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Full-Text Articles in Education

Reading Is Cool: Meeting The Needs Of Modern Students Through Book Clubs In The Secondary English Classroom, Hannah Moore May 2019

Reading Is Cool: Meeting The Needs Of Modern Students Through Book Clubs In The Secondary English Classroom, Hannah Moore

Hannah Moore

English teachers have the daunting task of instilling critical media literacy skills into a generation of students who are less engaged and more distracted than ever before. The 21st-century student lives in a digitally-saturated environment that has been integrated into their identity. Not only do English teachers need to break through a wall of distraction but also instill critical reading, writing, speaking and listening skills that are only brought about from the absorption and understanding of literary texts. Teachers at the secondary level are often overlooked in the instruction and lack the tools required to engage this new kind of ...


Spreading The Word: Reading, Journaling, And Social Engagement, M. Owens, Cynthia R. Chambers Feb 2019

Spreading The Word: Reading, Journaling, And Social Engagement, M. Owens, Cynthia R. Chambers

Cynthia R. Chambers

No abstract provided.


In Review, Edward J. Dwyer Feb 2019

In Review, Edward J. Dwyer

Edward J. Dwyer

No abstract provided.


In Review, Edward J. Dwyer Feb 2019

In Review, Edward J. Dwyer

Edward J. Dwyer

No abstract provided.


In Review, Edward J. Dwyer Feb 2019

In Review, Edward J. Dwyer

Edward J. Dwyer

No abstract provided.


In Review, Edward J. Dwyer Feb 2019

In Review, Edward J. Dwyer

Edward J. Dwyer

No abstract provided.


In Review, Edward J. Dwyer Feb 2019

In Review, Edward J. Dwyer

Edward J. Dwyer

No abstract provided.


In Review, Edward J. Dwyer Feb 2019

In Review, Edward J. Dwyer

Edward J. Dwyer

No abstract provided.


Single-Sex Schooling And Girls’ Achievement In Australia, Katherine Dix May 2018

Single-Sex Schooling And Girls’ Achievement In Australia, Katherine Dix

Dr Katherine Dix

Data from research studies such as the Progress in International Reading Literacy Study (PIRLS), the Programme for International Student Assessment (PISA), Trends in Mathematics and Science Study (TIMSS), and NAPLAN have been utilised to compare girls’ and boys’ academic achievement in single-sex and co-educational schools. The data sets, which inform policy monitoring by identifying key performance measures and evaluating progress towards educational goals for Australian students by international standards, are examined to identify any gender biases in Australian and international trends in reading and mathematics for Years 3-4 to Year 9 students. The effects of socio-economic status, year level and ...


Women’S Literacy In Early Modern Spain And The New World, Ed. By Anne J. Cruz And Rosilie Hernández, Kirsten Schultz Mar 2018

Women’S Literacy In Early Modern Spain And The New World, Ed. By Anne J. Cruz And Rosilie Hernández, Kirsten Schultz

Kirsten Schultz

No abstract provided.


Preserving Adolescent Readership Through Interest And Motivation, Gina M. Doepker, Evan Ortlieb Oct 2017

Preserving Adolescent Readership Through Interest And Motivation, Gina M. Doepker, Evan Ortlieb

Gina Doepker

Adolescent literacy has remained a relatively hot topic for several years in the field of reading education (Cassidy, Ortlieb, & Shettel, 2010/2011) however, educators remain conflicted about how to maintain high levels of reading motivation. A historical analysis of adolescent interests and motivations was conducted to determine what instructional techniques have had positive effects so as to meet the imminent needs of adolescent readers. Findings include information pertaining to: choice of a multitude of reading materials, substantial time to experience aesthetic and engaging reading experiences, and a relevant, challenging curriculum that addresses student needs, personal interests, and motivations.


Supporting Collaborative Efforts In Implementing Evidence-Based Reading Interventions: The Role Of Online Databases, Gina Coffee, Adam S. Kennedy, Markeda L. Newell Sep 2017

Supporting Collaborative Efforts In Implementing Evidence-Based Reading Interventions: The Role Of Online Databases, Gina Coffee, Adam S. Kennedy, Markeda L. Newell

Adam Kennedy

The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel’s general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention (EBI) Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed.


Pisa 2015: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli May 2017

Pisa 2015: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli

Dr Sue Thomson

The main focus of the Programme for International Student Assessment (PISA) financial literacy assessment is on measuring the proficiency of 15-year-old students in demonstrating and applying the knowledge and skill that they have learned in and out of school. Like other PISA domains, financial literacy is assessed using an instrument designed to provide data that are valid, reliable and interpretable. PISA is an international comparative assessment of student achievement directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared ...


Pisa 2015: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli May 2017

Pisa 2015: Financial Literacy In Australia, Sue Thomson, Lisa De Bortoli

Lisa De Bortoli

The main focus of the Programme for International Student Assessment (PISA) financial literacy assessment is on measuring the proficiency of 15-year-old students in demonstrating and applying the knowledge and skill that they have learned in and out of school. Like other PISA domains, financial literacy is assessed using an instrument designed to provide data that are valid, reliable and interpretable. PISA is an international comparative assessment of student achievement directed by the Organisation for Economic Co-operation and Development (OECD). PISA measures how well 15-year-olds, who are nearing the end of their compulsory schooling in most participating educational systems, are prepared ...


Improving Reading With Targeted Strategies For A Reluctant Elementary Reader, Amanda C. Bright Dec 2016

Improving Reading With Targeted Strategies For A Reluctant Elementary Reader, Amanda C. Bright

Amanda C. Bright

 When elementary school children struggle with reading skills, teachers and parents worry. When
young children are reluctant to even engage in the act of reading, the situation becomes a dire. This action
research project focused on a single first-grade male student who, despite support in the home and in the
classroom, was averse to participating in any type of reading. Using a mixed methods approach, three
research-based reading strategies were introduced to this learner to engage his sense of self-efficacy for the
task, and both his responses, as well as the reactions of his parent, were analyzed. The action research ...


Paper 2 - Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker Aug 2015

Paper 2 - Aligning Reading Assessment With National Goals, Danielle Anzai, Maurice Walker

Danielle Anzai

Monitoring Trends in Educational Growth (MTEG), initiated in 2012, is an international assessment program especially appropriate to those countries where education systems are in rapid development. Key aims of the program are to provide policy-relevant information about learning and the factors related to it, focusing on the needs expressed by the country; and to track growth in learning over time. Developed in partnership with the Afghanistan Ministry of Education, MTEG was administered at Grade 6 in 2013, and will be administered at Grade 3 later in 2015. The assessment of reading at Grade 3 draws on the five components of ...


The Effects Of Doubling Instruction Efforts On Middle School Students' Achievement: Evidence From A Multiyear Regression-Discontinuity Design, Timothy J. Bartik, Marta Lachowska Jan 2015

The Effects Of Doubling Instruction Efforts On Middle School Students' Achievement: Evidence From A Multiyear Regression-Discontinuity Design, Timothy J. Bartik, Marta Lachowska

Timothy J. Bartik

We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run.


The Effects Of Doubling Instruction Efforts On Middle School Students' Achievement: Evidence From A Multiyear Regression-Discontinuity Design, Timothy J. Bartik, Marta Lachowska Jan 2015

The Effects Of Doubling Instruction Efforts On Middle School Students' Achievement: Evidence From A Multiyear Regression-Discontinuity Design, Timothy J. Bartik, Marta Lachowska

Marta Lachowska

We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run.


Morphological Knowledge And Decoding Skills Of Deaf Readers, M. Diane Clark, Gizelle L. Gilbert, Melissa L. Anderson Jan 2015

Morphological Knowledge And Decoding Skills Of Deaf Readers, M. Diane Clark, Gizelle L. Gilbert, Melissa L. Anderson

Melissa L. Anderson

Many studies have reported the necessity of phonological awareness to become a skilled reader, citing barriers to phonological information as the cause for reading difficulties experienced by deaf individuals. In contrast, other research suggests that phonological awareness is not necessary for reading acquisition, citing the importance of higher levels of syntactic and semantic knowledge. To determine if deaf students with higher language skills have better word decoding strategies, students responded to a morphological test, where monomorphemic words and multimorphemic words were matched to their definitions. Two studies are reported, one focusing on English placement levels and a second with formal ...


Using Book Trailer Videos To Help Increase Aesthetic Reading Among Males In Fourth And Fifth Grade, April S. Dubois Dec 2014

Using Book Trailer Videos To Help Increase Aesthetic Reading Among Males In Fourth And Fifth Grade, April S. Dubois

April DuBois

Research has shown that number of males who read for aesthetic purposes is far below the number of females who read for aesthetic purposes. This project focuses on the design, development, implementation and evaluation of book trailer videos to help increase aesthetic reading among males in fourth and fifth grade. The finished project includes five book trailer videos based on books at the fourth and fifth grade level, which are targeted towards males, which will assist in promoting aesthetic reading among males who are in fourth and fifth grade. The implementation of the book trailer videos was completed at a ...


Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill Sep 2014

Thinking It Through: Australian Students’ Skills In Creative Problem Solving, Lisa De Bortoli, Greg Macaskill

Lisa De Bortoli

In every PISA survey, students from every participating country are assessed in the core domains of mathematics, science and reading literacy. In addition to assessing these literacy domains, the OECD proposes additional assessments in other domains. In PISA 2003, a paper-based assessment of cross- disciplinary problem solving was first assessed, when it was included as a core domain. In PISA 2012, problem solving was once again assessed, this time as an optional computer-based assessment.

The focus of the PISA 2012 assessment of problem solving was: Are today’s 15-year-old students acquiring the problem-solving skills that will prepare them to meet ...


Validation Of A Reader Self Perception Scale (Rsps2) For Use In Grades 7 And Above, Steven A. Melnick, William A. Henk, Barbara A. Marinak Jul 2014

Validation Of A Reader Self Perception Scale (Rsps2) For Use In Grades 7 And Above, Steven A. Melnick, William A. Henk, Barbara A. Marinak

William A. Henk

Clearly, the attitudes, values, expectations, and beliefs that individuals possess about literacy will play a vital role in shaping their engagement with reading, writing, and other language processes. Grounded in Self-Efficacy Theory (Bandura, 1977, 1982; Schunk, 1984), the Reader Self Perception Scale Version 2 predicts that students take four basic factors into account when forming literacy self-perceptions: Progress, Observational Comparisons, Social Feedback, and Physiological States. Student response data (n=3,031 in grades 7-10) provides evidence of construct validity through a principal components analysis of the factor structure. Alpha reliabilities by factor are reported.


A Teacher's Guide To Pisa Reading Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli May 2014

A Teacher's Guide To Pisa Reading Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli

Lisa De Bortoli

This report focuses on Australian students' performance on the PISA items that have been released in reading literacy. It includes an overview of the PISA Reading Framework, Australia's results in the PISA 2009 international assessment , examples of responses and marking guides, and the context behind achievement, e.g. enjoyment of reading, how often they read and high-level strategies for learning.


Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy, Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley May 2014

Pisa In Brief : Highlights From The Full Australian Report : Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy, Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley

Lisa De Bortoli

PISA in Brief summarises the results from the PISA 2009 assessment of students’ reading, mathematical and scientific literacy skills. It tells us about how students performed in the assessment and describes some wider findings about what lies behind their results. The full Australian report is called Challenges for Australian Education: Results from PISA 2009, and is available from http://www.acer.edu.au/ozpisa/reports. PISA 2009 assessed students’ capacities to apply knowledge and skills in reading, mathematical and scientific literacy. More assessment time was given to reading literacy, as this was the main focus for this cycle. Reading literacy ...


Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy, Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley May 2014

Challenges For Australian Education : Results From Pisa 2009 : The Pisa 2009 Assessment Of Students' Reading, Mathematical And Scientific Literacy, Sue Thomson, Lisa De Bortoli, Marina Nicholas, Kylie Hillman, Sarah Buckley

Lisa De Bortoli

Focusing on reading literacy as the major domain for the PISA 2009 assessment, this national report examines Australian students' achievement in reading, mathematical and scientific literacy. Results are reported for the states, by gender, for Indigenous students, by location, language background and by socioeconomic background.


What’S The Story? Making Sense Of Conflicting Literacy And Numeracy Results, Juliette Mendelovits Apr 2014

What’S The Story? Making Sense Of Conflicting Literacy And Numeracy Results, Juliette Mendelovits

Juliette Mendelovits

No abstract provided.


Reading Between The Lines. What’S The Story With Reading Literacy? Where To Next?, Sue Thomson Apr 2014

Reading Between The Lines. What’S The Story With Reading Literacy? Where To Next?, Sue Thomson

Dr Sue Thomson

No abstract provided.


Development Of A School Improvement Framework With Broad Application In Different Contexts, Elizabeth A. Hartnell-Young Dec 2013

Development Of A School Improvement Framework With Broad Application In Different Contexts, Elizabeth A. Hartnell-Young

Dr Elizabeth Hartnell-Young (Consultant)

School improvement has been a focus of attention in Australia for some time, but the publication of results in international testing such as PIRLS (Progress in International Reading Literacy Study), TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment) in recent times has heightened awareness of comparisons between Australian students and their peers in other countries (eg. Thomson, Hillman, Wernert, Schmid, Buckley, and Munene, 2012). This paper describes the National School Improvement Tool (ACER, 2012) developed in Australia to support school and system improvement efforts.


A Teacher's Guide To Pisa Reading Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli Sep 2013

A Teacher's Guide To Pisa Reading Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli

Kylie Hillman

This report focuses on Australian students' performance on the PISA items that have been released in reading literacy. It includes an overview of the PISA Reading Framework, Australia's results in the PISA 2009 international assessment , examples of responses and marking guides, and the context behind achievement, e.g. enjoyment of reading, how often they read and high-level strategies for learning.


A Teacher's Guide To Pisa Reading Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli Sep 2013

A Teacher's Guide To Pisa Reading Literacy, Sue Thomson, Kylie Hillman, Lisa De Bortoli

Dr Sue Thomson

This report focuses on Australian students' performance on the PISA items that have been released in reading literacy. It includes an overview of the PISA Reading Framework, Australia's results in the PISA 2009 international assessment , examples of responses and marking guides, and the context behind achievement, e.g. enjoyment of reading, how often they read and high-level strategies for learning.