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Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
Effect Of Direct Instruction Programs On Teaching Reading Comprehension To Students With Learning Disabilities, Jennifer Parker
Effect Of Direct Instruction Programs On Teaching Reading Comprehension To Students With Learning Disabilities, Jennifer Parker
Doctoral Dissertations and Projects
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region …
Effects Of Information Delivery Type On Reading Comprehension And Reading Enjoyment Level In Male Seventh-Grade Disinterested Readers, Douglas Damon
Effects Of Information Delivery Type On Reading Comprehension And Reading Enjoyment Level In Male Seventh-Grade Disinterested Readers, Douglas Damon
Doctoral Dissertations and Projects
In this quantitative study, reading comprehension scores and reading enjoyment level of forty-two seventh-grade males (N = 42) from a Mid-Atlantic private school were examined to determine the effect of information delivery type. In this true-experimental posttest only control group design, forty-two participants self-identified as disinterested readers. The control group (n = 22) received a traditionally printed excerpt from a novel, while the treatment Group (n = 20) received the same excerpt enhanced with embedded digital links through QR (Quick Response) codes. Upon completion of the reading, participants took a reading comprehension test, and completed a reading enjoyment questionnaire. Data …
Who Am I? [7th Grade], Lisa Shay, Judy Shaw
Who Am I? [7th Grade], Lisa Shay, Judy Shaw
Understanding by Design: Complete Collection
In this three week unit students will gain a better understanding of themselves and how their life experiences and environment have shaped them. Students will also understand that by gaining self-knowledge they are better able to set goals for their future. In order to better understand themselves, students will first examine others lives and obstacles that these individuals have overcome to achieve some level of success. Through this examination students will be able to discover that the past doesn t have to decide their future. They will gain an insight into how certain individuals have triumphed despite difficulties and have …
Survival Stories [6th Grade], Allison Grant
Survival Stories [6th Grade], Allison Grant
Understanding by Design: Complete Collection
In this unit students will read historical fiction and nonfiction texts focusing on the tragedy of the Titanic. The readings will provide them with the opportunity to uncover the understandings that the genre of a text not only determines its purpose but also informs our approach to reading and that survivors make adjustments or adaptations in their lives in order to overcome significant challenges or difficulties. As students read the historical fiction book Voyage on the Great Titanic accompanied by various newspaper articles and nonfiction sources on the sinking of the ship, they will answer the question why does genre …
A Series Of Teacher Inservice Workshops: Teaching Comprehension Using Informational Text With Intermediate Students, Tracy Lynn Denney
A Series Of Teacher Inservice Workshops: Teaching Comprehension Using Informational Text With Intermediate Students, Tracy Lynn Denney
All Graduate Projects
Best practices for teaching comprehension using informational text with intermediate students were researched. Using information and knowledge gained from this research, a series of teacher in-service workshops was created. Subjects addressed in the workshops include differences between narrative and expository text, expository text structures, reading as a metacognitive process, strategies for activating and or building background knowledge, strategies for building vocabulary, and effective use of graphic organizers. The workshops will be presented to the intermediate teaching staff at Martin Luther King, Jr. Elementary School in Yakima Washington.