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Full-Text Articles in Education

Reading Is, Like, You Know, Sooooo Gross!, Mark Y. Herring Dec 2007

Reading Is, Like, You Know, Sooooo Gross!, Mark Y. Herring

Dacus Library Faculty Publications

“Huge Decline in Book Reading” ran one headline. “Cultural Atrophy!” read another. “Study Links Drop in Test Scores to a Decline Spent in Reading” ran one for the “Duh!” award. “Americans are Closing the Book on Reading” said one, vying for the pun-acious trophy.


To Read Or Not To Read: A Comprehensive Study Of Effective Reading And Methods Of Teaching Reading, Morgan Decker Nov 2007

To Read Or Not To Read: A Comprehensive Study Of Effective Reading And Methods Of Teaching Reading, Morgan Decker

Senior Honors Theses

The ability to read written language proficiently is an important skill in modern society; however, reading seems to be a lost art in many ways. In order to correct this problem, educators must determine the most effective method for teaching reading to elementary students. The most prominent methods include the whole language method, the phonetic method, and the balanced method. Research on the techniques, advantages, disadvantages, and case studies associated with each method indicates that the most effective method for teaching reading to elementary students is the balanced method.


With A T-Shirt Around The World: Reading As Active Learning In A Global Issues Textiles And Apparel Course, Elena E. Karpova Nov 2007

With A T-Shirt Around The World: Reading As Active Learning In A Global Issues Textiles And Apparel Course, Elena E. Karpova

Apparel, Events and Hospitality Management Conference Proceedings and Presentations

Required reading in a Global Issues course were diversified in order to achieve four objectives: (a) increase students' interest in learning about global issues involved in textile production and trade, (b) comprehend relationships among the multifaceted issues, (c) understand conflicting interest of various stakeholders, and (d) relate this information to themselves.


Reading First Annual Report Year 3, Malinda Mary Murphy, Guy Trainin, Oren Yagil, Kristin Javorsky, Emily H. Hayden Oct 2007

Reading First Annual Report Year 3, Malinda Mary Murphy, Guy Trainin, Oren Yagil, Kristin Javorsky, Emily H. Hayden

Research and Evaluation in Education, Technology, and Design

Reading First is a Federal grant program aimed at improving basic literacy skills in kindergarten through third grade in schools identified as underachieving. In the third year of implementation we find that achievement in second and third grade is improving. Round two schools are moving faster than round one schools did in their first year. Gaps for most at-risk populations are decreasing, however, gaps for students in special education are actually growing. There is clear change in teacher beliefs and teacher practice that is strongly associated with changes in student achievement. Finally Reading First is having an impact beyond Reading ...


Viewing Skills & Methods Of Visually Representing, Kathie C. Morgan, Connie Mcdonald Jun 2007

Viewing Skills & Methods Of Visually Representing, Kathie C. Morgan, Connie Mcdonald

Faculty Publications and Presentations

The International Reading Association and National Council Teachers of English have recognised the importance of teaching viewing and visual representing as a means of communication amd have included it in the Standards for the English Language Arts. This presentation offers methods to address and teach those modes of communication, arguably the most used of all language arts skills for today's student.


The Relationship Between Oral Reading Fluency And Comprehension, Jessica A. Talada Feb 2007

The Relationship Between Oral Reading Fluency And Comprehension, Jessica A. Talada

Doctoral Dissertations and Projects

Oral reading fluency and reading comprehension are identified as components in effectively gaining meaning from text. A reciprocal relationship exists between the two that allows one to comprehend more thoroughly as one reads more fluently. Additionally, as one reads more fluently, one’s ability to comprehend also improves. This is due to the fact that one’s brain is more capable in processing text meaning when one is able to read fluently. Therefore, when one automatically identifies words one is able to comprehend text more completely. The oral reading fluency and comprehension relationship was tested for a second and third ...


What Adolescents Are Reading And What Their Teachers Are Not: Between The Deformed Discourse And Disdain Of The Graphic Novel, Philip R. Fitzsimmons Jan 2007

What Adolescents Are Reading And What Their Teachers Are Not: Between The Deformed Discourse And Disdain Of The Graphic Novel, Philip R. Fitzsimmons

Faculty of Education - Papers (Archive)

It was only at the beginning of this year that I realised that I had spent all of my teaching and research life talking with children under the age of twelve years, and even within this group it was mostly with children under six. While I had come to understand a great deal about literacy acquisition (Geekie, Cambourne and Fitzsimmons 1999) and elementary school reading development (Harris, Turbill, Fitzsimmons and McKenzie 2001), as my own teenage daughter constantly reminded me, all I knew was ‘ankle-biter speak’. Determined to change this, I began working with a group of students in a ...