Education Commons^™

Incarcerated Fathers’ Experiences In The Read To Your Child/Grandchild Program: Supporting Children’S Literacy, Learning, And Education, Esther Prins, Tabitha Stickel, Anna Kaiper-Marquez

Journal of Prison Education and Reentry (2014-2023)

In response to rising parental incarceration, some correctional facilities and outside organizations offer family literacy programs for parents in prison. However, research on these correctional education initiatives is scant. This paper uses qualitative data to analyze how 11 fathers in a rural Pennsylvania prison were involved in their children’s literacy, learning, and education before and during incarceration and through the Read to Your Child/Grandchild (RYCG) program. Before RYCG, most fathers had taken steps such as reading to children, teaching reading and math, attending parent-teacher conferences, helping with homework, and singing and rhyming—and then sought to continue supporting their children’s learning …

Reading And Math Interventions At The Secondary Level: A Research Brief, Ashlee Lester, David Naff

MERC Publications

Starting in the early 2000’s with the No Child Left Behind (NCLB) act, federal and state education authorities promoted the use of accountability policies that require schools to meet certain measures of academic progress overtime. Annual Yearly Progress (AYP) and Annual Measurable Objectives (AMOs) have become the new measure of school success. These policies rely heavily on students’ Math and Reading achievement at particular benchmark grades, leading local educational agencies (i.e. school divisions) to place increased emphasis on the reading and math results of state-mandated testing. In Virginia, pressures to meet AYP and AMOs by improving school performance on the …

The Impact Of Singing-Integrated Reading Instruction On The Oral Reading Fluency And Motivation Of Elementary Students In An Out-Of-School Time Program, Yvette M. Moorehead-Carter

Theses and Dissertations

The purpose of this study was to investigate the impact of singing-integrated reading instruction on the oral reading fluency and motivation of elementary students in an after school program. Participants were third graders (n = 29) who attended the singing-integrated oral reading fluency (SI ORF) intervention twice a week for eight weeks. Components of the intervention included teacher-modeling of fluent oral reading, oral support, repeated reading and singing activities from a variety of children’s literature, and individual free-time.

The adapted Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990) measured recreational, academic, and composite reading attitudes. The Qualitative Reading …

A Comparison Of Literature-Based And Content-Based Guided Reading Materials On Elementary Student Reading And Science Achievement, Christine Guns

Theses and Dissertations

Guided reading, as developed by Fountas and Pinnell (2001), has been a staple of elementary reading programs for the past decade. Teachers in the elementary school setting utilize this small group, tailored instruction in order to differentiate and meet the instructional needs of the students. The literature shows academic benefit for students who have special needs, such as learning disabilities, autism, and hearing impairments but consideration of academic impact has not been investigated for regular education students. The purpose of this quasi-experimental study was to investigate the academic impact of the use of content-related (Group C) and the traditional literature-based …

Reading Strategies For Middle And High School Students: A Review Of Literature, William Muth

MERC Publications

This review targets “best practices” in adolescent reading instruction. While writing is inextricably related to reading, this review did not explicitly target studies of writing. However, where writing studies informed reading instruction, they were cited in this review. The first step in this search for empirical data was the U.S. Department of Education, Institute of Education Science’s What Works Clearinghouse. From the reports listed there, I followed major references to identify other key and current publications that targeted educators and stakeholders at the classroom, school, system, and state levels. Though its findings are still emerging and we are still learning …

Effects Of Computerized Storybooks On Early Literacy Development Of Preschool Children With Weak Self-Regulation Skills, Nora E. Land

Theses and Dissertations

This study examined the effectiveness of two universally designed methods of instruction, teacher-mediated small group reading and individual use of an electronic book with limited teacher interaction, for preschool children who have been identified as having poor behavioral self-regulation. The sample consisted of 18 preschool children enrolled in an urban Head Start program. The children ranged in age from 43 months to 65 months. Children's measures included the Child Temperament and Personality Questionnaire-Short Form (CTPQ-SF), Peabody Picture Vocabulary Test (PPVT),Phonological Awareness Literacy Screening for Preschoolers (PALS-PreK) - the Print and Word Awareness subtest, an expressive vocabulary posttest, and a story …

Effectiveness Of Instructional Strategies To Enhance The Reading Achievement Of At-Risk Students, Leila Christenbury

MERC Publications

Certainly researchers and teachers are in agreement regarding the components that are needed to read successfully and have a good idea of the skills that proficient readers consistently use. When children or older students are not able to read well or fluently or to comprehend their reading, the specific intervention strategies – and their duration and intensity – to bring those readers up to skill level remains an area of serious debate. This report will attempt to provide some background regarding that controversy and to look at selected recent research and its implications.

Early Reading Interventions: What Works?, Anne J. Atkinson, Jennifer L. Uram

MERC Publications

The purpose of this study was to: 1) examine differences in the programs and practices employed in area schools to teach successful and unsuccessful at-risk students, 2) determine relationships among identified problems, reading interventions, and outcomes, and 3) present implications of the study for schools.

Teaching As Reflective Practice: Papers By Teacher Researchers, Merc Research Teachers

MERC Publications

This is a research report on "Teaching as Reflective Practice" put together by the Metropolitan Educational Research Consortium. The research papers in this report include:

"Expectation and Innovations: A Nation At Risk; Shopping Mall High School; Horace's Compromise" by Angela Pickels and Brettina Sanchez of Monacan High School, Chesterfield County Public Schools.

"The Successful Interdisciplinary Class Must Secede From the Traditional" by Puck Snidow and Margaret Flanagan of Clover Hill High School, Chesterfield County Public Schools.

"What Has Been the Impact of Beaverdam Elementary Schools's Computer Network on Teachers?" by Katherine W. Benkert and Donna Kouri of Beaverdam Elementary School, …