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Strategy instruction

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Full-Text Articles in Education

Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman Jan 2020

Pre-Service Teacher Implementation Of Strategy Instruction: Effects On The Comprehension Of Middle School Students, Brennan Chandler, Jessica Hagaman

The Journal of Special Education Apprenticeship

Recent legislation related to dyslexia has increased the focus on how reading is being taught in schools and how teachers are prepared to teach reading at the pre-service level. One promising teaching approach to supporting students with reading difficulties is the self- regulated strategy development (SRSD) model. However, there is limited research regarding whether the model can be implemented by pre-service teachers while still remaining effective. This study investigated the effects and fidelity of implementation of pre-service teacher implemented SRSD on the reading comprehension of middle school students identified as struggling in reading. A multiple baseline design across participants was ...


Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson Jun 2018

Supporting Primary Students’ Story Writing By Including Retellings, Talk, And Drama With Strategy Instruction, Zoi A. Traga Philippakos, Sarah Munsell, Logan B. Robinson

The Language and Literacy Spectrum

Story writing and story grammar have been studied extensively in an effort to improve students’ reading comprehension. Instruction on story structure and on elements of stories can improve the writing quality of students’ papers. This paper explains a process of supporting primary-grade students’ story writing. The approach is based on strategy instruction and incorporates talk and dramatic play as ways to support the development of characters, descriptions of characters and events, and dialogue between characters. Guidelines are provided and step-by-step directions for teachers to use this work with their students.


A Mixed Methods Study: The Impact Of Self-Regulated Learning On L2 Writing And Strategy Use, Mohammed Almazloum Apr 2018

A Mixed Methods Study: The Impact Of Self-Regulated Learning On L2 Writing And Strategy Use, Mohammed Almazloum

Electronic Thesis and Dissertation Repository

This convergent mixed methods study aimed to find out how a self-regulated learning (SRL) instructional intervention could impact the Palestinian students’ second language (L2) writing and strategy use. L2 writers face common writing challenges, including but not limited to a lack of competences, effective writing approach, proactive planning, motivation, and self-efficacy (Hammad, 2016). Helping the students to overcome their challenges, improve their L2 writing, and become self-regulated writers was an expected outcome of the study. The study was informed by the social cognitive theory of SRL that views successful writers as proactive and self-regulated learners. In the quantitative part, a ...


The Use Of Responses To Reading As A Vehicle To Opinion Writing In The Primary Grades, Zoi A. Philippakos Jan 2017

The Use Of Responses To Reading As A Vehicle To Opinion Writing In The Primary Grades, Zoi A. Philippakos

The Language and Literacy Spectrum

Writing to persuade is an important writing purpose that students and learners need to develop and use both in their academic lives and in the workplace. The Common Core State Standards set specific expectations for students’ opinion writing starting from Kindergarten. This article explains the use of response to reading as a way to introduce opinion writing in the primary grades. The approach is based on strategy instruction, reading and writing connections through interactive read alouds, collaborative reasoning through oral expression, and evaluation to revise through the use of specific evaluation criteria. Resources are suggested for teachers interested in implementing ...


A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal Oct 2016

A Qualitative Inquiry Into One Teacher’S Metacognitive Processes As They Influence Reading Instruction, Jennifer Antoniotti-Neal

Dissertations

Despite over 40 years of research on the importance of metacognitive strategy instruction for increased student reading achievement, minimal research has been conducted to explore teacher’s explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking (Block & Pressley, 2002). Therefore, this qualitative case study investigates one teacher’s understanding of metacognitive awareness and missed opportunities for metacognitive comprehension strategy instruction in a reading classroom. One fourth-grade reading teacher from a proficient rural elementary school participated in this study. The data analysis results suggest that the participant’s metacognitive knowledge was limited ...


The Effect Of Speech-To-Text Software On Learning A New Writing Strategy, Katrina N. Haug Jul 2016

The Effect Of Speech-To-Text Software On Learning A New Writing Strategy, Katrina N. Haug

Electronic Thesis and Dissertation Repository

Handwriting and spelling present elementary students with significant sources of load on working memory as the various writing processes compete for cognitive resources (Kellogg, Whiteford, Turner, Cahill & Mertens, 2013). Several studies have shown that speech-to-text (STT) software can improve students' writing on a specific text (Higgins & Raskind, 1997; MacArthur & Cavalier, 2004; Quinlan, 2004); however, the question of whether STT can be used to teach writing strategies has been neglected. This pretest-post-test between groups study experimentally tested the effects of composition modality on learning a persuasive writing strategy. First, all students (N=45) completed a pretest of persuasive writing. They then, received instruction in Dragon NaturallySpeaking (version 11). Next, students were randomly assigned to participate in four lessons that emphasized dialectical elements of persuasive ...


Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz Mar 2016

Fostering Metacognition In K-12 Classrooms: Recommendations For Practice, Markeya S. Peteranetz

The Nebraska Educator: A Student-Led Journal

This article makes the case for why it is important for educators to intentionally foster students’ metacognition. Metacognition is often defined as thinking about thinking, but it is more complete to describe it as including knowledge, awareness, and control of one’s own cognition and human cognition in general. Two primary components of metacognition, knowledge of cognition and regulation of cognition, are presented and described with regard to learning contexts. Metacognition grows as part of cognitive development and can also be further enhanced through instruction at all levels of schooling. Research that indicates metacognition can be increased through instruction and ...


Exploring The Use Of Discussion Strategies And Labels In Asynchronous Online Discussion, Fei Gao May 2015

Exploring The Use Of Discussion Strategies And Labels In Asynchronous Online Discussion, Fei Gao

Fei Gao

Drawing on research in both constrained online discussion environments and strategy instruction, this approach combines explicit instruction on discussion strategies with the use of post type labels. In a trial of this approach in an online course, students actively used the discussion strategies and post type labels in their discussion. Analysis of student posts and survey responses suggested that students in the experimental group used discussion strategies more frequently after the intervention as compared to the control group and perceived that this approach positively impacted their discussions. In addition, there is a certain degree of improvement in the quality of ...


Exploring The Use Of Discussion Strategies And Labels In Asynchronous Online Discussion, Fei Gao Jan 2014

Exploring The Use Of Discussion Strategies And Labels In Asynchronous Online Discussion, Fei Gao

Visual Communications and Technology Education Faculty Publications

Drawing on research in both constrained online discussion environments and strategy instruction, this approach combines explicit instruction on discussion strategies with the use of post type labels. In a trial of this approach in an online course, students actively used the discussion strategies and post type labels in their discussion. Analysis of student posts and survey responses suggested that students in the experimental group used discussion strategies more frequently after the intervention as compared to the control group and perceived that this approach positively impacted their discussions. In addition, there is a certain degree of improvement in the quality of ...


The Effects Of Explicit Listening Strategy Instruction On The Listening Comprehension Of English As Second Language (Esl) Community College Students, Yi Guan Jan 2014

The Effects Of Explicit Listening Strategy Instruction On The Listening Comprehension Of English As Second Language (Esl) Community College Students, Yi Guan

Doctoral Dissertations

This mixed methods study explored the effects of explicit listening strategy instruction on the beginning-level ESL learner's listening comprehension at a community college in Northern California. Most previous studies measured the effectiveness of listening strategy instruction by comparing students' test scores, but little research explored the students' listening strategy development and their perceptions of the strategy instruction. Furthermore, no prior research exists on the effects of listening strategy instruction among community college students.

The researcher employed the concurrent triangulation approach, collecting and analyzing both quantitative and qualitative data simultaneously. Data sources included interviews, a listening test, background surveys, and ...


Effects Of Reading Strategies And The Writing Process With Written Recasts On Second Language Achievement, Helen Ramirez, Don Jones Apr 2013

Effects Of Reading Strategies And The Writing Process With Written Recasts On Second Language Achievement, Helen Ramirez, Don Jones

Administrative Issues Journal

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the study consisted of second language theories and hypotheses that explained how second language learning ...


College Aspirations And Preparation: How Avid Students Beat The Odds, Dana Cronin Apr 2013

College Aspirations And Preparation: How Avid Students Beat The Odds, Dana Cronin

Education Doctoral Dissertations in Leadership

A study of “at risk” high school youth revealed how student participation in the Advancement Via Individual Determination (AVID) program positively affected student achievement and increased college aspirations and entrance rates. The experiences of the students, teachers, and administrators were examined using a case study approach involving two high schools providing the AVID program within the same district. A combination of factors supported student success in the AVID program. Students found a safe place within the AVID classroom to take risks and learn due to positive relationships between teachers and students. The relationships within the “school family system” contained family-like ...


Designing Online Strategy Instruction For Integrated Vocabulary Depth Of Knowledge And Web-Based Dictionary Skills, Jim Ranalli Jan 2013

Designing Online Strategy Instruction For Integrated Vocabulary Depth Of Knowledge And Web-Based Dictionary Skills, Jim Ranalli

English Publications

This paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and web-based dictionary skills. The resource delivers an automated, online form of strategy instruction outside of class time, facilitating self-paced learning with sufficient practice and feedback. In addition to the L2 lexicography, vocabulary, and strategy literatures, the project is informed by instructional design principles aimed at 1) managing demands on learners’ cognitive processing capacities; 2) differentiating materials so as to appropriately target declarative or procedural ...


The Vvt Project: A Web-Based Platform For Strategy Instruction And Research Into Self-Regulated Learning Of L2 Vocabulary, James M. Ranalli Jan 2012

The Vvt Project: A Web-Based Platform For Strategy Instruction And Research Into Self-Regulated Learning Of L2 Vocabulary, James M. Ranalli

Graduate Theses and Dissertations

The focus of this dissertation is a web-based, second language (L2) instructional resource called VVT (Virtual Vocabulary Trainer) designed to teach integrated vocabulary depth of knowledge and dictionary referencing skills to tertiary-level learners of English as a Second Language (ESL). In addition to evaluating the potential of online resources to address long-standing challenges in the field of L2 strategy instruction, the project also targeted research objectives in other related areas. The work is described in four separate articles aimed at peer-reviewed journals in the fields of computer-assisted language learning (CALL), applied linguistics, and teaching English as a Second Language. The ...


The Effects Of A Multistrategy Reading Comprehension Intervention On The Reading Skills Of University Athletes With Reading Deficits, Gerlinde Grandstaff-Beckers Jan 2006

The Effects Of A Multistrategy Reading Comprehension Intervention On The Reading Skills Of University Athletes With Reading Deficits, Gerlinde Grandstaff-Beckers

LSU Doctoral Dissertations

A large number of entering college and university students are unable to derive meaning from print at age-expected levels. The purpose of this study was to determine the effectiveness of Collaborative Strategic Reading (CSR; Klingner, Vaughn, Dimino, Schumm, & Bryant, 2001) in improving the reading comprehension skills of underprepared college students. Sixteen (8 experimental and 8 control) first-time male college student athletes entering their freshman year at a research-intensive university in the southeastern United States participated in the study. An experimental design was implemented to address the following research question: What effects does a multistrategy reading comprehension intervention (i.e., CSR ...