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Explicit instruction

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Full-Text Articles in Education

Best Practices And Resources In Reading Comprehension For Multilingual Learners, Pamella Moura May 2024

Best Practices And Resources In Reading Comprehension For Multilingual Learners, Pamella Moura

Michigan Reading Journal

This article investigates different interventions that can support multilingual learners with their reading comprehension needs. It aims to provide kindergarten through 5th grade teachers with evidence-based practices that may support reading comprehension outcomes for multilingual learners. These practices employ different practical strategies teachers can implement in their daily reading and writing routines to support multilingual and monolingual students with reading difficulties which may support their reading comprehension skills. This article emphasizes the needs of strategy development in reading comprehension so multilingual learners can employ these practices independently, over time. Strategies include explicit instruction of predictions, summaries and questioning, developing …

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Navigating Literacy Proficiency: Merging Science Of Reading And Guided Approaches, Amber Toms Apr 2024

Navigating Literacy Proficiency: Merging Science Of Reading And Guided Approaches, Amber Toms

Master's Theses & Capstone Projects

This action research was prompted by the recognition that a "one-size-fits-all" instructional approach may not cater to the diverse needs of all students, particularly those in special education. The study emphasizes science of reading principles with an appreciation for incorporating guided reading elements to enhance implicit learning and to fast-track learning in order to close the gap, while still catering to the child’s specific needs. The researcher, currently serving as a PK-2nd grade special education teacher, adjusted the current norms to promote student success. Rather than allocating the usual 45 minutes per day for group instruction with her second-grade …

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Social Emotional Learning In Early Elementary Education And The Impact On Academic And Behavioral Outcomes, Adam Mckee Jun 2023

Social Emotional Learning In Early Elementary Education And The Impact On Academic And Behavioral Outcomes, Adam Mckee

M.Ed. Literature Reviews

This project explored the impact of direct instruction in social-emotional learning (SEL) at the elementary grade levels on academic and behavioral outcomes. A comprehensive literature review was conducted to analyze existing research in this area. The findings demonstrate a strong correlation between explicit SEL instruction in primary grades and positive improvements in both academic achievement and behavioral outcomes. This paper concludes that providing explicit instruction in essential SEL skills, including self-regulation, flexibility, and inhibition, is vital for promoting positive student outcomes in both academic achievement and behavior.

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Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure Jan 2023

Explicit Instruction: Evaluating The Fidelity Of A Teacher's Practice Supported By Professional Development And Directive Coaching - A Case Study, Christophe Baco, Marie Bocquillon, Laëtitia Delbart, Antoine Derobertmasure

Australian Journal of Teacher Education

Training teachers in evidence-based practice is a societal challenge. We conducted practical action research to investigate the impact of a professional development programme (the aim of which is to train teachers in explicit instruction) established according to the principles of effective professional development on one teacher's practices. A holistic case study was conducted with one teacher randomly selected among a group of volunteers. An original methodology was developed to measure the fidelity of the teacher’s practices to the different teaching practices and stages of explicit instruction. The teacher's practices were filmed on four occasions and analysed using an observation grid …

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Delivering Explicit Math Instruction Through Point-Of-View Video Modeling To Elementary Students With Autism Spectrum Disorder, Patsy Mccray Gibbs Dec 2022

Delivering Explicit Math Instruction Through Point-Of-View Video Modeling To Elementary Students With Autism Spectrum Disorder, Patsy Mccray Gibbs

Theses and Dissertations

There is significant literature demonstrating the effectiveness of video modeling for teaching skills to students with disabilities. Still, much less is known about how video modeling, particularly point-of-view video modeling (POV-VM), might be applied to teach academic skills to children with an autism spectrum disorder. This multiple probe single-case design study used explicit instruction techniques to teach multiplication, division, and fraction skills to two elementary-aged students with an autism spectrum disorder. A visual analysis of the data showed that POV-VM using explicit techniques to deliver the videos is an effective intervention for autistic students This research study adds to the …

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Phonics Instruction To Close The Gap Between Students In 4th And 5th Grade Special Education, Heidi Stevenson Oct 2022

Phonics Instruction To Close The Gap Between Students In 4th And 5th Grade Special Education, Heidi Stevenson

Master's Theses & Capstone Projects

Action research was conducted to determine if explicit phonics instruction would bridge the gap between students and their grade-level peers. Fourth and fifth-grade students were taught for six-weeks utilizing Really Great Reading’s HD word program. Grade-level fluency probes were used to monitor student progress at the beginning and end of the six-weeks as well as the Diagnostic Decoding Survey (DDS). Findings concluded that all students’ fluency improved on their correct words per minute and accuracy as well as on the DDS. Further research would be needed to determine how long it would take for students to close the gap between …

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A Paragraph Text-Writing Intervention For Adolescents With Intellectual And Developmental Disabilities, Derek B. Rodgers, Shawn M. Datchuk, Lanqi Wang Jun 2022

A Paragraph Text-Writing Intervention For Adolescents With Intellectual And Developmental Disabilities, Derek B. Rodgers, Shawn M. Datchuk, Lanqi Wang

The Journal of Special Education Apprenticeship

Paragraph text-writing refers to constructing multiple words and sentences into the form of a paragraph. It is critical to overall written expression; unfortunately, many students with disabilities struggle to develop it to fluency. The present study investigated the effects of a multicomponent intervention on the accuracy and fluency of paragraph text writing skills of three adolescents with intellectual and developmental disabilities. The intervention procedures featured a combination of explicit instruction and timed practice delivered through a series of short, supplemental lessons. Intervention was delivered one-on-one, and a multiple probe across participants designed was used. Results were mixed, with two of …

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The Impact Of Explicit Teaching Of Emotions In A Second Grade Classroom, Shaina Pine May 2021

The Impact Of Explicit Teaching Of Emotions In A Second Grade Classroom, Shaina Pine

Education Masters Papers

How can the explicit teaching of emotions affect student behavior and emotional problem solving? This action research project investigated how lessons using the explicit teaching model affected the ability for students to identify their own emotions, problem solve emotional responses, and use the process of affect labeling, or naming an emotion, to help students regulate their emotions within the classroom environment and beyond. Twenty-six second-grade students participated in daily emotional check-ins, explicit teaching lessons about twenty-five different emotions, and journal writing to reinforce emotional identification and problem-solving skills. A pre and post interview was used to assess students’ ability to …

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The Effect Of Integrating Explicit Instruction Of Literacy And Numeracy In Cte Technology Business Education On Student Achievement, Lori Canty Jan 2021

The Effect Of Integrating Explicit Instruction Of Literacy And Numeracy In Cte Technology Business Education On Student Achievement, Lori Canty

Walden Dissertations and Doctoral Studies

AbstractCareer and Technology Education (CTE) high school students often exhibit difficulty reaching academic proficiency in English Language Arts (ELA) and math. To address this problem, one local school district developed and implemented an integrated curriculum using explicit instruction of literacy and numeracy in CTE business education courses. Guided by Archer and Hughes’s theory of explicit instruction, the purpose of this ex post facto quasi-experimental study was to determine the difference in ELA and math High School Assessment Program (HSAP) standardized test scores between 10th grade CTE business education students who participated in integrated curriculum business courses and students who had …

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Exploring Chinese Efl Teachers' Knowledge And Beliefs Relating To The Teaching Of English Reading In Public Primary Schools In China, Meina Luo, Susan Main, Graeme Lock, R. Malatesha Joshi, Chenyin Zhong Aug 2020

Exploring Chinese Efl Teachers' Knowledge And Beliefs Relating To The Teaching Of English Reading In Public Primary Schools In China, Meina Luo, Susan Main, Graeme Lock, R. Malatesha Joshi, Chenyin Zhong

Research outputs 2014 to 2021

© 2019 The Authors. Dyslexia published by John Wiley & Sons Ltd The present study explored knowledge and beliefs about reading instruction of Chinese teachers teaching English as a foreign language (EFL). Theoretical Orientation to Reading Profile and the Survey of Basic Language Constructs Related to Literacy Acquisition were administered to 262 EFL teachers in the south-eastern part of China. Additionally, three teachers were interviewed, and their instructional practices were observed. The results showed that there was no correlation between teachers' self-efficacy beliefs and the performance on the knowledge of basic language construct survey. However, it was found that teachers' …

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Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng Dec 2019

Variance And Reliability In Special Educator Observation Rubrics, Angela R. Crawford, Evelyn S. Johnson, Laura A. Moylan, Yuzhu Zheng

Early and Special Education Faculty Publications and Presentations

This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted …

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Finding The Right Words: Exemplary Educators Essence Of Vocabulary Instruction, Mackenzie W. Sheahan Dec 2019

Finding The Right Words: Exemplary Educators Essence Of Vocabulary Instruction, Mackenzie W. Sheahan

Dissertations

This study was warranted in order to deeply understand the exemplary teacher and the complexity of beliefs, challenges, and overall essence of vocabulary instruction in early elementary. By using an Interpretative Phenomenological Analysis the study illuminates how exemplary second-grade teachers make meaning of their own daily experiences in relation to vocabulary instruction. Specifically, the study allows insight into the perceptions and daily actions that meet the needs of all students, with and without disabilities, through vocabulary instruction.

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Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan May 2019

Developing An Explicit Instruction Special Education Teacher Observation Rubric, Evelyn S. Johnson, Yuzhu Zheng, Angela R. Crawford, Laura A. Moylan

Early and Special Education Faculty Publications and Presentations

In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction, and tested its psychometric properties using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters (n = 15) were trained to observe and evaluate instruction using the rubric, and assigned scores of ‘implemented’, ‘partially implemented’ or ‘not implemented’ for each of the items. Analyses showed that the item, teacher, lesson and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.

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Lebanese Elementary Teachers' Perceptions About Metacognitive Skills For Students With Learning Disabilities, Tassoula Semaan Bassous Jan 2019

Lebanese Elementary Teachers' Perceptions About Metacognitive Skills For Students With Learning Disabilities, Tassoula Semaan Bassous

Walden Dissertations and Doctoral Studies

Teachers in Lebanese schools are still using outdated traditional strategies for instructing students with learning disabilities (LD). The purpose of this qualitative exploratory case study was to understand Lebanese elementary teachers' perceived barriers to providing effective metacognition skills instruction and increase the understanding of how teachers are supporting students with LD to use metacognitive strategies to enhance their own learning. The conceptual framework used to ground the study was Flavell's metacognitive theory. The purposeful sample included 12 elementary special and regular education teachers selected from 6 different Lebanese schools in 5 areas in Lebanon. Each teacher participated in a semistructed …

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Investigating The Use Of The Interactive Notebook As A Pedagogical Tool In A Primary Music Specialist Classroom, Kristie Anne Gray Jan 2019

Investigating The Use Of The Interactive Notebook As A Pedagogical Tool In A Primary Music Specialist Classroom, Kristie Anne Gray

Theses: Doctorates and Masters

This study aimed to investigate how using the Interactive Notebook as a pedagogical tool in a primary music classroom impacted students’ music making and responding and developed their metacognitive skills. Authentic music education is strongly linked to positive social-emotional, physical and academic developmental outcomes. While the importance of a quality music education is highly recognised, generalist trained teachers are commonly placed in the role and may lack confidence. This study used an action research approach with a generalist trained teacher-as-researcher in a Western Australian Year Six music classroom. Observations from video technology and interviews were used to consider how the …

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The Use Of Explicit Comprehension Strategies During Oral Instruction Of Informational Text Structures And The Effect On First-Graders' Listening Comprehension, Noelle E. Converse Dec 2018

The Use Of Explicit Comprehension Strategies During Oral Instruction Of Informational Text Structures And The Effect On First-Graders' Listening Comprehension, Noelle E. Converse

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study evaluated the effect of an explicit comprehension read-aloud routine of science content on first grade students’ listening comprehension.The read-aloud routine taught the structures common in the informational text (compare, contrast, and compare-contrast) and found in first grade science big books with the goal of improving understanding of the science content. Students who received the intervention showed improvements in their ability to understand the compare-contrast text structures compared to students who were taught the same content without the routine or students who were taught typical science read-aloud content without the routine. Observations revealed that teachers who were most consistent …

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Impact Of Explicit Instruction Using Culturally Relevant Texts In Reading On Student Confidence, Wendy Harriford Platt Oct 2018

Impact Of Explicit Instruction Using Culturally Relevant Texts In Reading On Student Confidence, Wendy Harriford Platt

Theses and Dissertations

This paper describes an action research question focused on how explicit instruction in reading, coupled with culturally responsive teaching, can affect the confidence levels of African-American male ninth graders regarding their reading comprehension abilities. The research question seeks to illustrate the benefits of using explicit instruction in the context of materials seen as relevant by the student to unpack each step of the reading comprehension process thereby engaging students who otherwise view reading as a streamlined, passive process; it also uses teacher modeling to show how to increase reading comprehension, Also, classroom instruction on the secondary level makes use of …

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Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer Sep 2018

Developing A Clinical Literacy Experience That Improves Outcomes For Students And Preservice Teachers, Susan Keesey, Charley Jo Allen, Madison Loy, Amanda Schaefer

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

Improving literacy outcomes so more students graduate from high school career- and college- ready is critical in today's society. There is a wealth of evidence-based practices for teachers to utilize and yet student literacy outcomes fail to improve. This article provides an example of how a clinical model literacy clinic, housed in a partner elementary school, improved learning outcomes for preservice teachers and the at-risk students they instructed. During this twice weekly, semester-long literacy clinic, the preservice teachers explicitly taught all five critical literacy components to support struggling readers with the focus on using high-leverage practices for instruction. This taught …

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The Effects Of Explicitly Teaching Summarization Skills On The Reading Comprehension Of Students With Specific Learning Disabilities, Sally A. Brown Aug 2018

The Effects Of Explicitly Teaching Summarization Skills On The Reading Comprehension Of Students With Specific Learning Disabilities, Sally A. Brown

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Secondary students who struggle with reading often have deficits in the area of reading comprehension. The purpose of this study was to examine the effects of explicit main idea and summarization instruction on reading comprehension of expository text for alternative high school students. The lead researcher explicitly taught participants how to summarize expository passages. Participants were taught to generate a big idea topic of a passage, identify key words and phrases, locate or generate main ideas, and generate an oral summary. The three participants increased their performance on the researcher-developed oral summary measure and the summarization guide after receiving the …

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Developing Graduate Students' Self-Regulation And Critical Thinking During A Clinical Writing Workshop, Whitney Schneider-Cline Mar 2017

Developing Graduate Students' Self-Regulation And Critical Thinking During A Clinical Writing Workshop, Whitney Schneider-Cline

Teaching and Learning in Communication Sciences & Disorders

Clinical writing is a significant component of being an effective speech-language pathologist, yet often clinicians are not formally trained in this area. Limited evidence exists regarding how to address this problem. Within the current study, graduate speech-language pathology students participated in a Clinical Writing Workshop (CWW) specifically aimed at improving self-regulation and critical thinking as demonstrated through professional writing improvement. The CWW consisted of weekly meetings for the course of one academic semester; each meeting targeted a specific clinical writing topic related to style/use (related to self-regulation) and/or content (related to critical thinking). Participants (n = 17) completed the intervention …

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Filling The Gap: Phonological Awareness Activities For A Montessori Kindergarten, Shauna A. Aranas May 2016

Filling The Gap: Phonological Awareness Activities For A Montessori Kindergarten, Shauna A. Aranas

Masters of Arts in Education Action Research Papers

Phonological Awareness in Kindergarten 2 Abstract This action research was conducted to determine if small group explicit phonological awareness (PA) instruction using materials from Early Reading Mastery (Klein, 2015) and Words Their Way (Bear et al., 2006) would increase students’ ability to segment phonemes (i.e., break words into sounds) and build three letter consonant-vowel-consonant (CVC) words. The research was completed in a full-day public suburban Montessori kindergarten. Data was collected using phonological awareness tests, a teacher adapted spelling test, tally sheet, and researcher’s log. Pre-test data was used to create homogenous small groups for the four-week intervention. Explicitly worded lessons …

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Effects Of Explicit Instruction And Self-Directed Video Prompting On Text Comprehension Of Students With Autism Spectrum Disorder, Emily C. Sartini Jan 2016

Effects Of Explicit Instruction And Self-Directed Video Prompting On Text Comprehension Of Students With Autism Spectrum Disorder, Emily C. Sartini

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this study was to investigate the effects of explicit instruction combined with video prompting to teach text comprehension skills to students with autism spectrum disorder. Participants included 4 elementary school students with autism. A multiple probe across participants design was used to evaluate the intervention’s effectiveness. Results indicated that the intervention was successful for all participants. All participants mastered the comprehension skills; however, data were highly variable during the acquisition phase. Implications for researchers and practitioners are discussed.

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Improving Implicit Learning And Explicit Instruction Of Adult And Child Learners Of Chinese, Li-Hui Kuo Jun 2013

Improving Implicit Learning And Explicit Instruction Of Adult And Child Learners Of Chinese, Li-Hui Kuo

Theses and Dissertations

This study explored the main effects and interaction effects of implicit learning and explicit instructional approaches on the language acquisition of beginning adult and child learners of Chinese and analyzed the successful adult and child learners' learning styles in their information processing time, second language acquisition techniques, and cognitive strategies. Volunteers from Brigham Young University and Wasatch Elementary School were randomly assigned to either an Explicit Instruction Treatment (EIT) or an Implicit Learning Treatment (ILT). Following the treatment, the participants completed an online survey and a vocabulary application test. Results from a 2 x 2 factorial ANOVA indicated that adults …

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Can Preservice Teachers Be Taught To Become Reflective Thinkers During Their First Internship Experience?, Stephanie Weber May 2013

Can Preservice Teachers Be Taught To Become Reflective Thinkers During Their First Internship Experience?, Stephanie Weber

Doctoral Dissertations and Projects

Reflective thinking is a developmental process that progresses over time from a technical, routine level to a critical, self-evaluating level. Preservice teachers, who tend to stay in the technical, routine level of critical thinking without guidance, need to be taught how to become reflective thinkers so that they are able to identify and analyze their own personal teaching practices, connect theory with practice, and understand why they are teaching. By learning to be more critically reflective in their thinking, preservice teachers will become more effective teachers, thus having a positive impact on student achievement. This dissertation research study quantitatively evaluated …

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Effects Of Explicit Subtraction Instruction On Fifth Grade Students With Learning Disabilities, Danielle Ferreira Jan 2009

Effects Of Explicit Subtraction Instruction On Fifth Grade Students With Learning Disabilities, Danielle Ferreira

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study involved an investigation of the effects of strategy instruction integrated with the concrete-representational-abstract teaching sequence on students with learning disabilities. A multiple probe design across subjects with one replication was used in this study. Two sets of data were analyzed to determine effectiveness of the independent variable (intervention lessons). The first data set consisted of pre and posttest percentage scores and the second data set consisted of baseline, intervention, and maintenance probe scores that were collected throughout the study per the parameters of a multiple probe design. The probe scores were plotted in line graph format and analyzed …

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