Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
Articles 1 - 6 of 6
Full-Text Articles in Education
Using Co-Teaching In Developing Reading Skills Among Female Students With Learning Disabilities And Their Regular Peers, Maha Hamad Alsheeha Phd
Using Co-Teaching In Developing Reading Skills Among Female Students With Learning Disabilities And Their Regular Peers, Maha Hamad Alsheeha Phd
International Journal for Research in Education
The purpose of this study was to investigate the effect of using co- teaching on developing reading skills for students with learning disabilities and their regular peers on a sample of fourth grade students at primary school in Riyadh. The subjects for this study were (74) female students distributed into two groups (control and experimental), each group consisting of (30) regular students and (7) students with learning disability. A pre and post-test was applied to both groups to measure their achievement in the reading skills: reading accuracy, speed and comprehension. The two groups were taught (40) lessons, each session lasting …
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 Power Of Pictures: Drawing On Visual Sign-Systems To Teach Inference In Gerstein’S The Man Between Two Towers, Shannon Howrey
The Power Of Pictures: Drawing On Visual Sign-Systems To Teach Inference In Gerstein’S The Man Between Two Towers, Shannon Howrey
The Journal of Balanced Literacy Research and Instruction
The ability to infer while reading is a critical part of meaning-making. Readers who infer go beyond the literal words on the page by adding information to the text and making implicit connections between the text and their prior knowledge (Barr, Blacowicz, Bates, Katz, & Kaufman, 2013). This skill allows them to establish causal relationships between story events, connect the events to their personal experiences, and determine relationships, motivations, and emotions within and between characters. Drawing on dual coding theory and visual literacy principles, the author demonstrates how the lines in the illustrations of The Man Between Two Towers assist …
Review Of Think Big With Think Alouds: A Three-Step Planning Process That Develops Strategic Readers, Susan J. Chambre
Review Of Think Big With Think Alouds: A Three-Step Planning Process That Develops Strategic Readers, Susan J. Chambre
The Language and Literacy Spectrum
In Think Big with Think Alouds: A Three-step Planning Process That Develops Strategic Readers (2017), Molly K. Ness provides classroom teachers with a detailed three-step process for developing think aloud procedures during classroom literacy instruction. The book assists teachers in identifying stopping points in narrative and expository text. Ness also includes multiple scripted think alouds with comprehensive explanations for both narrative and expository text. Additionally, practical tips for promoting student adoption of higher order thinking skills are provided in the form of sentence starters and strategy symbols. The procedures outline in Think Big with Think Alouds will empower classroom teachers …
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Journal of Pedagogy, Pluralism, and Practice
In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …