Journal articles on the topic 'Reading (Middle school) Case studies'
To see the other types of publications on this topic, follow the link: Reading (Middle school) Case studies.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Reading (Middle school) Case studies.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Lee, Jaeho, and Heeju Kim. "A study on the relationship between inferential understanding and reading ability of elementary school students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 14 (July 31, 2022): 841–52. http://dx.doi.org/10.22251/jlcci.2022.22.14.841.
Full textAbstract:
Objectives This study was conducted to examine the relationship between elementary school students' reasoning understanding and reading ability.
Methods Specifically, 235 students from the third to sixth grades of elementary school participated. The inference understanding test was divided into bridge inference and elaboration inference areas, and consisted of a total of 30 questions. Reading activities and reading attitude tests were organized based on previous studies.
Results First, it was found that the reasoning understanding of middle and high grades in elementary school increased as the grade increased, but in the case of reading activities, it decreased as the grade increased. Second, as a result of analyzing reading activities and reading attitude variables that affect the reasoning ability of middle school students in elementary school, only reading motivation variables were found to be statistically significant. And in the case of senior students, only the reading immersion variable was found to be statistically significant.
Conclusions The reading immersion variable was found to be a significant variable even in the higher grades than in the middle school. Therefore, in future studies, it is necessary to conduct an elaborate study on the relationship between the factors affecting reading immersion and reading achievement as the effect of reading immersion.
2
Collins, James. "“The reading wars in situ”." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 13, no. 1 (March 1, 2003): 85–100. http://dx.doi.org/10.1075/prag.13.1.04col.
Full textAbstract:
Engaging Raymond Williams’ argument (1977: 112) that “[a] lived hegemony is always a process ... [that] can never be singular,” this paper examines contrary tendencies toward domination and autonomy in national debates about education, classroom-based reading practices, and students’ formation of literate identities. In particular, I explore the dynamics of inequality and reflexivity through an ethnographic-and-discursive analysis of a US urban middle school undergoing pedagogical reform. The school presents a balance, roughly 50/50, of students living in poverty and not living in poverty and from majority and non-majority ethnoracial backgrounds. Because of statewide pressures to “improve test scores,” the school has agreed to an ambitious English Language Arts curriculum initiative which encourages reflexive self-guidance among teachers and students. The paper presents analyses of public debates about literacy and of classroom interactional dynamics as well as case studies of ‘struggling readers,’ that is, young adolescent deemed unsuccessful at school literacy. The analysis of literacy debates focuses on the displacement of class and race “effects” in discussions of pedagogical reform. The classroom analyses focus on conditions of pedagogical inclusion and exclusion and the apparent role of class, race, and gender in such conditions. The case studies focus on the articulation of school and non-school literate identities and the role of class, race, and gender in those identities and their articulation.
3
Hall, Leigh A. "The Negative Consequences of Becoming a Good Reader: Identity Theory as a Lens for Understanding Struggling Readers, Teachers, and Reading Instruction." Teachers College Record: The Voice of Scholarship in Education 112, no. 7 (July 2010): 1792–829. http://dx.doi.org/10.1177/016146811011200708.
Full textAbstract:
Background/Context The majority of middle school students in U.S. schools are struggling readers and lack the reading abilities needed to successfully comprehend texts, complete reading-related assignments, and learn subject matter content. Researchers have suggested that struggling readers’ comprehension abilities can be improved if their subject-matter teachers provide them with appropriate skill and strategy instruction, as well as regular opportunities to read and discuss texts. However, struggling readers may choose not to apply the reading skills they have been taught and may approach reading tasks in ways that they know prevent them from learning content and that marginalize their abilities to grow as readers. Purpose/Objective/Research Question/Focus of Study The multiple case study presented here was intended to explore how middle school struggling readers and their content-area teachers made decisions about how to work with classroom reading tasks and each other over a period of one academic year. A case study approach allowed for the actions that took place to be closely documented. Theories of identity, including models of identity, identity capital, and discursive identity, framed the analysis for this study and were used to interpret the research questions. The research questions were: (1) How do middle school teachers interact with struggling readers in relation to the reading task demands of their classrooms? (2) How do middle school struggling readers interact with the reading task demands of their content-area classrooms? Setting This study took place in one sixth-grade social studies classroom, one seventh-grade mathematics classroom, and one eighth-grade science classroom. Population/Participants/Subjects The participants were: (a) Sarah and Mrs. O'Reilly in sixth grade, (b) Nicole and Mrs. Harding in seventh grade, and (c) Alisa and Mrs. Baker in eighth grade. Research Design This was a descriptive year-long multiple case study. Data sources included biweekly observations, questionnaires, interviews, and graded class work. Findings Teachers’ interactions with struggling readers were based on (a) their models of identity for what it meant to become a good reader and (b) the discursive identities they created for their students based on their models of identity. Students’ interactions with classroom reading tasks were based on (a) how they identified themselves as readers and (b) their goal to prevent their peers, teachers, or family members from constructing a discursive identity of them as poor readers.
4
Troyer, Margaret. "A Mixed-Methods Study of Adolescents’ Motivation to Read." Teachers College Record: The Voice of Scholarship in Education 119, no. 5 (May 2017): 1–48. http://dx.doi.org/10.1177/016146811711900502.
Full textAbstract:
Background Research has shown that reading motivation is correlated with achievement. Studying motivation in older students is particularly important as reading motivation declines over the course of elementary and middle school. However, current research largely fails to reflect the nuance and complexity of reading motivation, or its variation within and across contexts. Purpose This mixed-methods study investigates whether distinct reading motivation/achievement profiles exist for adolescents and what key levers foster adolescents’ motivation to read. This approach was designed to produce more generalizable results than isolated case studies, while providing a more nuanced picture than survey research alone. Research Design Seventh graders (n = 68) at two diverse public charter schools serving low-income students were surveyed regarding reading motivation and attitude. A cluster analysis of survey results and reading achievement data was conducted. One student per cluster was selected from each school for additional qualitative analysis (n = 8), and students and teachers (n = 2) were observed and interviewed. In addition, cross-case and cross-school analyses were conducted to determine key levers which may promote students’ motivation to read. Conclusions This study suggests that four distinct reading achievement/motivation profiles may exist. In addition, teachers have substantial influence on adolescents’ motivation to read. Teachers could benefit from gathering more information about students’ reading motivation and from promoting feelings of autonomy, competence, and relatedness.
5
Maryam AlSereidi, Ali Salem. "Gender differences in reading skills in english: a case study of 11th grade public school students in UAE." Technium Social Sciences Journal 24 (October 9, 2021): 131–42. http://dx.doi.org/10.47577/tssj.v24i1.4693.
Full textAbstract:
This study aims to examine gender differences in reading skills (literal, inferential, critical, and appreciative) of 11th Grade students in public high schools in UAE and determine to what extent they are statistically significant. The survey uses a quantitative questionnaire about reading skills (literal, inferential, critical, and appreciative) in English. A total of 600 students (n = 300 male, n = 300 female) participated in this survey. A one-way ANOVA test is employed for data analysis. The results indicate that female students obtain higher mean scores (M = 3.54, SD =1.08) for reading practices with lower-level thinking skills (literal reading) and experience inferential and critical reading practices more than male students. However, they exhibit no significant difference in reading practices with lower-level thinking skills and inferential, critical, and appreciative reading skills in English. Future studies could extend this research domain to other countries in the Middle East with large student samples.
6
Nurhadi, Ardhian. "E-Magazine sebagai Media Pembelajaran Teks Fiksi dan Nonfiksi (Studi Kasus pada Siswa SMP Islam Al-Azhar 38 Wonosari)." Prosiding Seminar Nasional IKIP Budi Utomo 1, no. 01 (November 23, 2020): 861–71. http://dx.doi.org/10.33503/prosiding.v1i01.946.
Full textAbstract:
This study aims to explain the use of e-magazine media (electronic magazines) in learning fiction and nonfiction text material in Al-Azhar 38 Islamic Middle School Wonosari. The use of e-magazine media is intended to facilitate students in accessing as well as being a stimulant in reading comprehension of a text. This research is a qualitative descriptive study. The approach in research uses a case study approach. The type of case study in this study is in-depth case studies. Data collection techniques using observation and in-depth interviews. The results show that e-magazine is more effective and efficient in learning in fiction and nonfiction material networks, and is able to increase students' motivation in aspects of reading skills. Students are more interested in reading fiction and nonfiction texts presented in e-magazines than textbooks.
7
Liu, Yan, Hongbing Liu, Yan Xu, and Hongying Lu. "Online English Reading Instruction in the ESL Classroom Based on Constructivism." Journal of Educational Technology Systems 48, no. 4 (January 28, 2020): 539–52. http://dx.doi.org/10.1177/0047239519899341.
Full textAbstract:
With the development of Internet technology, teachers are constantly seeking innovative methods to match the potential enhancement of technology. Although many studies have been done before, these are not enough in this field. The purpose of this article is to explore innovative designs to change traditional instruction mode and test its impact. The case was carried out in English as a Second Language (ESL), classroom of NO.9 middle school of Bengbu, an underdeveloped area of China. We compared online instruction with traditional textbook literature methods to improve the reading skills of students; a questionnaire survey designed specifically for this study was conducted at the end of semester; and the collected data were processed. The findings of this study indicated that online instruction is effective, students have gained more knowledge and information through Internet than before, it helped them to improve reading skills, arouse students’ interest and motivation in learning, exam results of students have been improved significantly, and it created a positive learning situation.
8
Monte-Sano, Chauncey, Mary Schleppegrell, Sida Sun, Jiaxin Wu, and Jeff Kabat. "Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (October 2021): 142–84. http://dx.doi.org/10.1177/01614681211058971.
Full textAbstract:
Background/Context: Although calls for rich discussion and argumentation about disciplinary texts and content are frequent, research indicates that in classrooms such discussions are rare. When discussions do happen, few students tend to participate. Purpose/Focus of Study: We look to exemplar teachers’ classrooms where a range of ethnically, racially, linguistically, and academically diverse students participated substantively in discussions throughout social studies inquiries to understand what those teachers do to support broad and substantive student participation in discussion, knowing that discussion promotes student learning. Research Design: Using video recordings of class sessions, we conducted discourse analysis and used case study methods to examine classroom discourse over 20 days of inquiry across an academic year within the context of a larger, design-based research project. Findings: We identify how two teachers build toward and facilitate three types of disciplinary, whole-class, text-based discussions: Sensemaking, Argumentative, and Culminating Argumentative. We analyze the instructional work involved in preparing students for discussions, in situating discussions within a larger context of inquiry, and in facilitating discussions in the moment, focusing on the intellectual work being done when students take extended turns of talk that build on what has been said before. Conclusions/Recommendations: This work contributes a broader understanding of how students’ full participation in disciplinary discussion and argumentation can be supported in the context of inquiry. We draw implications for enabling all students to participate in inquiry, with particular attention to students learning English or needing support for reading complex sources.
9
Joo, Hyungmi. "Literacy Practices and Heritage Language Maintenance." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 76–99. http://dx.doi.org/10.1075/japc.19.1.05joo.
Full textAbstract:
The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.
10
Wall, Amanda. "A Literary Shadow Study." Education Sciences 12, no. 12 (November 22, 2022): 848. http://dx.doi.org/10.3390/educsci12120848.
Full textAbstract:
A shadow study can be an effective way to consider a student’s experience in school. For teacher candidates, engaging in a shadow study can be a responsive approach supporting growing habits of translating theory into practice and making connections among course concepts, research, theory, and principles. When middle-level teacher candidates were unable to have field experiences in recent semesters due to COVID-19, they instead took part in a literary shadow study of a character in a novel for young adolescents. After taking running notes while reading, they connected aspects of the character (including thoughts, words, and actions) to research and principles about education for young adolescents. This was a collective case study to determine overall themes across two cohorts of teacher candidates’ shadow studies. Each candidate’s literary shadow study was a source of data, analyzed through discourse analysis. The AMLE standards for middle level teacher preparation were start codes; other codes were identified through data analysis. This study builds on the scant research on the shadow study procedure and presents evidence of teacher candidates’ learning about young adolescent development as well as middle level structures, and how they connect these ideas to specific student experiences (in this case, fictional) and their own identities as teachers.
11
Gulyaev, Pavel, Vera Titkova, Daria Khodorenko, and Dmitry Tishchenko. "«It’s Only a Joke!» What is an Offensive Joke among Adolescents?" Inter 13, no. 3 (September 30, 2021): 112–29. http://dx.doi.org/10.19181/inter.2021.13.3.5.
Full textAbstract:
All of us cannot imagine adolescents' daily communication without humor and making fun of each other. Jokes can help strengthen friendships, smooth out the awkwardness, or maintain status in the group, but sometimes jokes become a means of humiliation and bullying. Despite many studies, determining the demarcation line between comic and aggressive words is quite challenging. This border remains uncertain. This paper aims to identify characteristics in which a joke becomes offensive and can develop into bullying.The article presents the results of a qualitative analysis of 72 interviews with middle and high school students. We identify three situations when a joke is perceived as aggression. Firstly, If a fun statement emphasizes the differences between the adolescent and the group, it makes one feel "inferior" compared to peers. Secondly, the difference in statuses between a speaker and an interlocutor exists, leading to no reply to a joke using a joke. In that case, the joke ceases to be a part of the dialogue and becomes a means of reinforcing inequality. Thirdly, if not all participants are aware of "the rules of the game," they cannot understand the context of reading the joke. That means the statement is interpreted in different ways by the parties, leading to resentment. The findings can help design effective bullying prevention measures in the school environment.
12
Strom, Paris. "The Future of Aging in a Longevity Society: A Course for High School and College Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 764. http://dx.doi.org/10.1093/geroni/igab046.2831.
Full textAbstract:
Abstract Americans, on average, can anticipate living 85 years or perhaps 100 if born in this millennium. This extension of the lifespan has introduced a new stage of human development presenting unfamiliar challenges to policy makers, health care providers, employers, religious institutions, families, individuals, and schools. Education about longevity should begin in adolescence (ages 10-20) with the merger of science, experiences of older generations, and imagination of youth. Content of this online course focuses on the years after adolescence: early adulthood, middle age, retirement, and old age. After reading each of the 16 lessons, cooperative learning teams conduct structured interviews with older relatives, friends or neighbors who are further along in life's journey. All the lessons are augmented by 'what do you think? tasks used to motivate discussions, structure interviews, decide on reasoning and problem-solving scenarios, identify key concepts to apply, group lesson reviews, and self-evaluation for comparison with peers. If society wants to encourage adolescents to appreciate their national and ethnic heritage, benefit from learning how older generations see situations and interpret current events, and acknowledge the common need for maturity and spiritual development, then older people should become resources for education about longevity.
13
Mckenzie, John. "NATIONAL IDENTITY AND THE PERSPECTIVE OF THE OTHER: NEW ZEALAND CHILDREN RESPONDING TO SOUTH AFRICAN PICTURE BOOKS." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 92–127. http://dx.doi.org/10.25159/0027-2639/1656.
Full textAbstract:
The issue of national identity is a central concern for learners both in terms of formal education (social studies) and personal pleasure (sports). This study adopted a theoretical model of how national identity can be envisaged by middle school learners, and through an intensive week’s case study, demonstrated both the strengths and potential problems of using picture books as a source of information about a nation state. Having self-reflected on their own sense of national identity, a class from a provincial town in New Zealand (NZ) were given the opportunity to explore over 85 educational readers/trade picture book titles sourced from South Africa (SA) (plus other texts from Africa that were locally available) and attempt to define what it is to be a South African. Prior knowledge was factored in the findings and the results were compared to a South African class’s perceptions using the same theoretical model. This article draws a tentative conclusion as to the presences and absences of which South African national identity features can be located whilst reading the two types of fictional texts. Additionally the article proposes that the methodology can be replicated in the classroom in the context of learning as inquiry.
14
Salma Nadhifa Asy-Syahida and A. Mujahid Rasyid. "Studi Komparasi Metode Talaqqi dan Metode Tilawati dalam Meningkatkan Kemampuan Membaca Al-qur’an." Jurnal Pendidikan Islam Indonesia 4, no. 2 (April 15, 2020): 186–91. http://dx.doi.org/10.35316/jpii.v4i2.192.
Full textAbstract:
An educational institution has the responsibility for the process of educating children as students in reading and memorizing the Qur’an. Among the tasks that require extreme seriousness and extra care from every educator is the task of finding the best method to teach the student about Qur’an. This study aims to determine differences in the ability to read Qur’an between the students who use the Talaqqi method at Fitrah Insani SMPIT with students who use the Tilawati method at Salman Al-Farisi Middle School. The approach used in this research is a quantitative approach, which is by collecting data in the form of numbers. The sample used was 110 students. Data collection techniques such as interviews, observation, test and documentation studies. In analyzing the data using a sample independent t-test on the SPSS 15.0 application. Based on quantitative results, there are significant differences in the ability to read the Qur’an between students who use the Talaqqi method with students who use the Tilawati method. The mean value of students with the Talaqqi method was 87.6 while the average value of students who use the Tilawati method was 90.4, that students who use the Tilawati method get the higher scores than students who use the Talaqqi method. Students who use the Tilawati method are more fluent in reading the Qur’an with good and correct makharijul hurf and tajweed rules.
15
Aydın, Gülnur, and Bilge Bağcı Ayrancı. "Reading Preferences of Middle School Students." World Journal of Education 8, no. 2 (April 17, 2018): 127. http://dx.doi.org/10.5430/wje.v8n2p127.
Full textAbstract:
Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students towards those needs and interests. When the literature was reviewed, therewere no functional researches regarding the reading preferences of middle school students. In this regard, this studywas necessary to contribute to the literature.The purpose of this study was to determine the reading preferences of middle school students. The pattern of thisresearch was created based on qualitative case study and under the scope of this study, 25 participants were selectedfor each class level including 5th, 6th, 7th, and 8th grade students. Data was collected with the semi-structuredinterview technique. Data was themed by two experts using content analysis. Similar answers were converted intonumerical data and presented in the form of tables. Examples from student statements were given to support thetables. The results of the research indicated that a majority of students preferred reading on printed resources,selected novels as genre, read texts with 300 or more pages, and preferred adventure as subject. Additionally,students expressed that unknown words in reading texts should be low, they voluntarily spend 1-2 hours per dayreading, and preferred silent reading.
16
Gonzalez, Emir, Michelle McCraney, Sunddip Panesar-Aguilar, and Chri Cale. "Fidelity First in Middle School Reading Programs." World Journal of Education 10, no. 2 (April 20, 2020): 109. http://dx.doi.org/10.5430/wje.v10n2p109.
Full textAbstract:
Middle school reading scores throughout the state of California have been predominantly less than average in recent years. A school located within this region has struggled to raise reading scores. An unknown problem existed that stemmed from the implementation of the school’s reading program. The purpose of this investigation was to (a) determine the level of fidelity to the reading program, (b) understand the teachers’ perceptions of the reading program, and (c) understand the structure of the reading program. The theory of andragogy guided this qualitative case study. Six teachers from a local school participated in the investigation. The teachers were purposely selected to take part in semi-structured interviews. Two sets of data were gathered for this investigation: (a) results from semi-structured interviews, and (b) publicly available reading data. The data were coded, and emerging themes were outlined. Six themes emerged to understand the overall process of the reading program. The results of the study pointed to the need for a more focused and sustained reading program. Another finding from the investigation was that teachers need year-around training in implementation fidelity. Another finding was that the reading program’s structure can benefit from the 5 constructs that make up implementation fidelity. The implications of this study may affect positive social change by providing teachers with sustained training and support to be effective reading development facilitators. Well-trained teachers have a profound effect on their students and providing teachers a platform to guide these students toward a literate world can make a positive social change in their communities.
17
Vaughn, Sharon, Elizabeth A. Swanson, Greg Roberts, Jeanne Wanzek, Stephanie J. Stillman-Spisak, Michael Solis, and Deborah Simmons. "Improving Reading Comprehension and Social Studies Knowledge in Middle School." Reading Research Quarterly 48, no. 1 (January 2013): 77–93. http://dx.doi.org/10.1002/rrq.039.
Full text
18
Pantaleo, Sylvia. "Middle-school students reading and creating multimodal texts: a case study." Education 3-13 40, no. 3 (June 2012): 295–314. http://dx.doi.org/10.1080/03004279.2010.531037.
Full text
19
Kinney, Daryl W. "Selected Demographic Variables, School Music Participation, and Achievement Test Scores of Urban Middle School Students." Journal of Research in Music Education 56, no. 2 (July 2008): 145–61. http://dx.doi.org/10.1177/0022429408322530.
Full textAbstract:
Nontransient 6th- and 8th-grade urban middle school students' achievement test scores were examined before (4th grade) and during (6th or 8th grade) enrollment in a performing ensemble. Ensemble participation (band, choir, none) and subject variables of socioeconomic status (SES) and home environment were considered. Fourth- and 6th-grade achievement tests consisted of Reading, Math, Citizenship and Science; 8th grade included Reading, Math, Social Studies, Science, and Language Arts. Analyses indicated significant differences yet small effect sizes for main effects of SES and ensemble participation. Higher SES students scored significantly higher on all subtests except 4th-, 6th-, and 8th-grade reading. Sixth-grade band students scored significantly higher than choir students and nonparticipants on every subtest of 6th- and 4th-grade achievement tests. Eighth-grade band students scored significantly higher than nonparticipants on 4th-grade Reading and Math and every subtest of the 8th-grade achievement test except Social Studies. Similar results for both cohorts suggest that band may attract higher achieving students from the outset and that test score differences remain stable over time.
20
Liu, Yongmei. "Case of Reading Teaching on Task-Based Teaching Model in Middle Schools." Pacific International Journal 5, no. 2 (June 30, 2022): 82–87. http://dx.doi.org/10.55014/pij.v5i2.184.
Full textAbstract:
In April 2022, the Ministry of Education of the People's Republic of China officially announced the English Curriculum Standards for Compulsory Education (2022 Edition). Since the release of the English Curriculum Standards for Compulsory Education (2011 Edition), the reform of the English curriculum for compulsory education has made remarkable achievements; at the same time, however, there are also some problems that need to be solved urgently. The new curriculum standards should change the teaching of vocabulary and grammar knowledge as the main content, select learning contents around the comprehensive performance of core literacy, design teaching units as a whole, and plan the blueprint of unit education. According to the students' comprehensive performance and the objectives of the school section, the content should be closely related to the real life, especially the social life and learning life that students are familiar with and meet the characteristics of their physical and mental development. The content selected should reflect the characteristics of the times and social progress, focus on the themes of people and nature. Elements on theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies should be considered when selecting the the teaching content. Ultimately, students are expected to use the knowledge and skills to solve tasks and problems in practice. In terms of middle school English teaching, the author holds that Task-Based Teaching Mode will help teachers to achieve the above goals. Task-Based teaching emphasizes learning by doing, which allows students to interact with teachers, and it also creates a favorable environment for students to learn and internalize. The middle school English teaching goal is to help the students to obtain the basic English knowledge and the ability of using English to communicate through listening,speaking,reading and writing training. As a helpful teaching approach, the Task-Based Teaching Model can be widely used. Based on the English classroom of middle school, this thesis discusses the relationship between Task-Based Teaching Model and the modern English class through analyzing the reading in middle school English class. The paper draws a conclusion that Task-Based Teaching Model is effective in middle school English classroom and it can improve students comprehensive ability to a all-round development level.
21
Elleman, Amy M., Eric L. Oslund, Natalie M. Griffin, and Katie E. Myers. "A Review of Middle School Vocabulary Interventions: Five Research-Based Recommendations for Practice." Language, Speech, and Hearing Services in Schools 50, no. 4 (October 10, 2019): 477–92. http://dx.doi.org/10.1044/2019_lshss-voia-18-0145.
Full textAbstract:
Purpose The purpose of this tutorial is to explain key concepts about vocabulary acquisition and instruction and to translate research from middle school vocabulary interventions into practice recommendations for practitioners. In this tutorial, we consider the relationship between vocabulary and reading comprehension, describe vocabulary acquisition including the development of semantic networks, provide a review of high-quality middle school vocabulary studies, and make recommendations for practice. Method We reviewed the experimental and quasi-experimental literature examining the impact of vocabulary instruction on the vocabulary and reading comprehension development of middle school students. We searched multiple electronic databases (e.g., PsycInfo, ERIC, Scopus, Google Scholar) using combinations of specific search terms (i.e., vocabulary, intervention, instruction, middle school, adolescent ), searched reviews of vocabulary research, and conducted bibliographic searches of included studies. We then extracted information from each included study about the intervention, participants, and outcomes. Results We identified 17 studies meeting our inclusion criteria. The majority of studies were conducted with students from low socioeconomic status backgrounds. Only 1 study focused exclusively on students with learning disabilities, language impairments, or reading disabilities, highlighting the need for more vocabulary experimental research studies with special populations of students in middle school. Conclusion After reviewing the middle school studies, we make 5 recommendations based on the literature: (a) teach vocabulary intentionally, (b) teach independent word-learning strategies (morphological analysis), (c) focus on developing semantic networks, (d) increase opportunities to use new words in discussion and writing, and (e) provide a motivating and language-rich learning environment.
22
Kent, Shawn C., Jeanne Wanzek, and Leticia Martinez. "The Application of Empirically Supported Practices in Middle School Social Studies Classrooms." Remedial and Special Education 39, no. 6 (December 25, 2017): 341–52. http://dx.doi.org/10.1177/0741932517744662.
Full textAbstract:
Material encountered in social studies has been shown to be challenging for students with reading difficulties, including those with disabilities. This study first examined the amount of time eighth-grade U.S. History teachers implemented empirically supported instructional practices. Second, this research investigated the association between instruction and student growth in content knowledge. The sample included 188 students identified with low reading ability, of which 20% were students with disabilities. Instruction in 30 classrooms was coded for the presence of learning strategy instruction, study aids, graphic/spatial organizers, peer-mediated instruction, computer-aided instruction, and mnemonics. Utilization of these practices was limited (~20% of total instruction), with the use of spatial/graphic organizers and peer-mediated activities most prevalent. Time allocated to these practices was not significantly associated with student gains in content knowledge. Additional research to determine how to best impact content learning for students at-risk for poor learning outcomes is warranted.
23
Cappella, Elise, Kate Schwartz, Jennifer Hill, Ha Yeon Kim, and Edward Seidman. "A National Sample of Eighth-Grade Students: The Impact of Middle Grade Schools on Academic and Psychosocial Competence." Journal of Early Adolescence 39, no. 2 (October 11, 2017): 167–200. http://dx.doi.org/10.1177/0272431617735653.
Full textAbstract:
This study evaluates the effect of attending a U.S. public middle or junior high school as compared with a K-8 school on eighth graders’ academic and psychosocial outcomes. In a national sample, we conducted propensity score weighted regression analysis. Initial findings indicated that for eighth-grade students, attending a middle or junior high school negatively affected teacher- and self-reported reading/writing competence. After applying population weights, only reading self-concept remained negatively affected by middle school enrollment. Exploratory analysis revealed the negative effects of attending a middle grade school may be present only for the students who enter kindergarten not at risk as measured by socioeconomic status (SES) or academic performance. Taken together, results suggest that negative impacts of middle grade schooling may be limited to teacher- and self-reported reading/writing competence, more pronounced in middle versus junior high school, and more salient for less disadvantaged students. Implications for theory, policy, and practice are discussed.
24
Schuele, C. Melanie, and Kristina Young. "On the Cusp of Middle School…With Minimal Reading and Writing Skills." Perspectives of the ASHA Special Interest Groups 2, no. 1 (January 2017): 138–50. http://dx.doi.org/10.1044/persp2.sig1.138.
Full textAbstract:
This article uses a case study to consider how speech-language pathologists (SLPs) and the Individualized Education Program (IEP) team meets the challenges of students with speech sound disorder plus specific language impairment. The case study student is a fourth grader with intellectual skills in the normal range whose speech and language skills have not normalized. Multiple challenges are described and opportunities for collaboration are illustrated.
25
Swanson, Elizabeth, Jeanne Wanzek, Sharon Vaughn, Greg Roberts, and Ana-Mari Fall. "Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities." Exceptional Children 81, no. 4 (January 20, 2015): 426–42. http://dx.doi.org/10.1177/0014402914563704.
Full text
26
Wang, Chuang, Xitao Fan, and David K. Pugalee. "Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools." Education and Urban Society 52, no. 7 (December 29, 2019): 1112–32. http://dx.doi.org/10.1177/0013124519894970.
Full textAbstract:
This is a longitudinal study of the change in the academic achievement gap between African American and European American students from elementary to high schools with large administrative data from a school district in the United States. Analysis of variance between eight tracks of students defined by the school environment of isolated schools or diverse schools indicated that middle school is a critical period for closing the achievement gap and that students who stayed in diverse schools from elementary to high schools benefited the most in both reading and mathematics standardized test scores. Multilevel linear growth models show that staying in isolated elementary and middle schools has a negative impact on the students’ reading achievement and their annual growth rate in mathematics for all students regardless of race.
27
Slater, Wayne H., and Franklin R. Horstman. "Teaching Reading and Writing to Struggling Middle School and High School Students: The Case for Reciprocal Teaching." Preventing School Failure: Alternative Education for Children and Youth 46, no. 4 (January 2002): 163–66. http://dx.doi.org/10.1080/10459880209604416.
Full text
28
Huang, Piaohui. "A Study of Cognitive and Meta-cognitive English Reading Strategies of Junior Middle School Students." International Journal of Education and Humanities 5, no. 1 (October 11, 2022): 1–6. http://dx.doi.org/10.54097/ijeh.v5i1.1924.
Full textAbstract:
The cultivation of middle school students' English reading ability and the application of reading strategies have become really important research topics. Thus, this paper uses CiteSpace to visually analyze literature on cognitive and meta-cognitive English reading strategies in Web of Science Core Collection, and then answers how students in different reading grades use cognitive and meta-cognitive English reading strategies through data analysis. It is ultimately concluded that students with better grades use more cognitive and meta-cognitive English reading strategies, while those with poorer grades use less. In particular, the differences in the use of meta-cognitive reading strategies are more obvious. Therefore, more relevant studies need to be analyzed some common problems of junior middle school students in English reading, so as to help English teachers understand the differences of students' English reading by combining theory and practice, and achieve the purpose of teaching students in accordance with their aptitude.
29
Kyong Hahn Kim, 최영은, 정화용, and 이수영. "A Case Study on Attitude Change of Middle School English Learners through Extensive Reading." Studies in Foreign Language Education 29, no. 1 (February 2015): 69–99. http://dx.doi.org/10.16933/sfle.2015.29.1.69.
Full text
30
Boardman, Alison G., Janette K. Klingner, Pamela Buckley, Subini Annamma, and Cristin J. Lasser. "The efficacy of Collaborative Strategic Reading in middle school science and social studies classes." Reading and Writing 28, no. 9 (June 13, 2015): 1257–83. http://dx.doi.org/10.1007/s11145-015-9570-3.
Full text
31
Putri, Dwi, Nur Fitriyana, and Ahmad Soleh Sakni. "FENOMENA PEMBACAAN KITAB AQIDATUL AWAM DAN RELEVANSINYA TERHADAP NILAI SPIRITUAL SANTRI DI PONDOK PESANTREN SABILUL MUHTADIN DI DESA LANGKAN." Jurnal Ilmu Agama: Mengkaji Doktrin, Pemikiran, dan Fenomena Agama 22, no. 2 (December 31, 2021): 152–65. http://dx.doi.org/10.19109/jia.v22i2.10961.
Full textAbstract:
Kitab Aqidatul Awam is one of the books of tauhid, which explains the oneness and essence of Allah swt, the angels, the prophets and messengers. In this case, the Aqidatul Awam book is not only studied as a subject but also practiced by reading it every day after the midday call to prayer and before performing the midday prayer by the students of the Sabilul Muhtadin Islamic Boarding School. This is what makes the writer interested in examining the phenomenon of the relationship between the practice of the Aqidatul Awam book and the spiritual values felt by the students when reading the Aqidatul Awam book. The type of research used is field research using qualitative methods. The primary data source in this case is the Aqidatul Awam book and the students of the Sabilul Muhtadin Islamic Boarding School. While secondary sources are various relevant sources such as theses, articles, journals, books, documentation. Data analysis techniques include data reduction, data presentation and drawing conclusions. The results showed that the phenomenon of the practice of reading the book of Aqidatul Awam was carried out by the students of the Sabilul Muhtadin Islamic Boarding School after the call to prayer for midday. This is done because the time of dzuhur is understood as a good time and afdhal to do good deeds. The relevance of the practice of reading the book of Aqidatul Awam to the spiritual value of students who practice it istiqamah, namely they can feel peace of mind, feel closeness to Allah swt and remind them to always do good.
32
Sabers, Darrell, Katherine Cushing, and Donna Sabers. "Sex Differences in Reading and Mathematics Achievement for Middle School Students." Journal of Early Adolescence 7, no. 1 (March 1987): 117–28. http://dx.doi.org/10.1177/0272431687071010.
Full text
33
Segara, Nuansa Bayu, Enok Maryani, Nana Supriatna, and Mamat Ruhimat. "INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL." Geosfera Indonesia 3, no. 2 (August 28, 2018): 146. http://dx.doi.org/10.19184/geosi.v3i2.7808.
Full textAbstract:
This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed that the model has some technical issues and thus to be improved. In a social system revision, the teacher has to be flexibly provide scaffolding every time he/she sees that the students need it. Teacher's book is significantly important to help a teacher lead the learning process. After improvement of the model has been completed, then it is ready to be implemented in the main field testing stage.
Keywords: map literacy, social studies learning, spatial thinking
References
Abbasnasab, S., Rashid, M., & Saad, M. (2012). Knowledge with Professional Practice A Sociocultural Perspective on Assessment for Learning : The Case of a Malaysian Primary School ESL Context, 66, 343–353. http://doi.org/10.1016/j.sbspro.2012.11.277
Adeyemi, S. B., & Cishe, E. N. (2015). Effects of Cooperative and Individualistic Learning Strategies on Students’ Map Reading and Interpretation. International Journal of Arts & Sciences, 8(7), 383–395.
Bednarz, S. W., Acheson, G., & Bednarz, R. S. (2006). Maps and Map Learning in Social Studies. Social Education, 70(7), 398–404. http://doi.org/10.4324/9780203841273
Brophy, J., & Alleman, J. (2009). Meaningful social studies for elementary students. Teachers and Teaching, 15(3), 357–376. http://doi.org/10.1080/13540600903056700
Cohen, L., Manion, L., Morrison, K., & Wyse, D. (2010). A Guide To Teaching Practice (5th ed.). London and New York: Rotledge.
Churcher, K. M. A., Downs, E., & Tewksbury, D. (2014). “ Friending ” Vygotsky : A Social Constructivist P edagogy of Knowledge Building Through Classroom Social Media Use, 14(1), 33–50.
Durmuş, Y. T. (2016). Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers’ Needs and School Principals’ Views. International Journal of Instruction, 9(2), 183–198. http://doi.org/10.12973/iji.2016.9213a
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky ’ s Zone of Proximal Development ( ZPD ) in Teacher Education : ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29(Iceepsy), 1549–1554. http://doi.org/10.1016/j.sbspro.2011.11.396
Gauvain, M. (1993). The Development of Spatial Thinking in Everyday Activity. Developmental Review, 13, 92–121.
Hribar, G. C. (2015). Using Map-Based Investigations with Elementary Students. In ESRI Education GIS Conference (pp. 1–26).
Huynh, N. T., & Sharpe, B. (2013). An Assessment Instrument to Measure Geospatial Thinking Expertise An Assessment Instrument to Measure Geospatial Thinking Expertise. Journal of Geography, 112(October 2014), 3–41. http://doi.org/10.1080/00221341.2012.682227
Ishikawa, T. (2012). Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science. The Professional Geographer, (July 2015), 121018062625002. http://doi.org/10.1080/00330124.2012.724350
Jessie A. (1951). Maps and Slow-Learners. Journal of Geography, 50:4, 145-149, DOI: 10.1080/00221345108982661
Jo, I., Bednarz, S., & Metoyer, S. (2010). Selecting and Designing Questions to Facilitate Spatial Thinking. The Geography Teacher, 7(2), 49–55. http://doi.org/10.1080/19338341.2010.510779
Joyce, B.R., Weil, M., & Calhoun, E. (2014). Models of Teaching (8th Ed). New Jersey: Pearson Education.
Key, L.V., Bradley, J.A., & Bradley, K.A. (2010).Stimulating Instruction in Social Studies. The Social Studies, 101:3, 117-120, DOI: 10.1080/00377990903283932
Leinhardt, G., Stainton, C., & Bausmith, J. M. (1998). Constructing Maps Collaboratively. Journal of Geography, 97(1), 19–30. http://doi.org/10.1080/00221349808978821
Logan, J. R. (2012). Making a Place for Space: Spatial Thinking in Social Science. Annual Review of Sociology, 38(1), 507–524. http://doi.org/10.1146/annurev-soc-071811-145531
Logan, J. R., Zhang, W., & Xu, H. (2010). Applying spatial thinking in social science research. GeoJournal, 75(1), 15–27. http://doi.org/10.1007/s10708-010-9343-0
National Reseach Council. (2006). Learning to Think spatially. Washington, D.C.: The National Academic Press. Retrieved from www.nap.edu
NCSS. (2016). A Vision of Powerful Teaching and Learning in the Social Studies, 80(3), 180–182.
Saekhow, J. (2015). Steps of Cooperative Learning on Social Networking by Integrating Instructional Design based on Constructivist Approach. Procedia - Social and Behavioral Sciences, 197(February), 1740–1744. http://doi.org/10.1016/j.sbspro.2015.07.230
Uttal, D. H. (2000). Maps and spatial thinking: a two-way street. Developmental Science, 3(3), 283–286. http://doi.org/10.1111/1467-7687.00121
Verma, K. (2014). Geospatial Thinking of Undergraduate Students in Public Universities in The United States. Texas State University.
Wiegand, P. (2006). Learning and Teaching with Maps. London and New York: Routledge Taylor & Francis Group. Retrieved from http://cataleg.udg.edu/record=b1373859~S10*cat
34
Roembke, Tanja C., Eliot Hazeltine, Deborah K. Reed, and Bob McMurray. "Automaticity as an independent trait in predicting reading outcomes in middle-school." Developmental Psychology 57, no. 3 (March 2021): 361–75. http://dx.doi.org/10.1037/dev0001153.
Full text
35
Solis, Michael, Colleen K. Reutebuch, Terry Falcomata, Paul K. Steinle, Veronica L. Miller, and Sharon Vaughn. "Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder." Behavior Modification 45, no. 1 (June 10, 2019): 66–98. http://dx.doi.org/10.1177/0145445519853781.
Full textAbstract:
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.
36
Swanson, Elizabeth, and Jeanne Wanzek. "Applying Research in Reading Comprehension to Social Studies Instruction for Middle and High School Students." Intervention in School and Clinic 49, no. 3 (July 29, 2013): 142–47. http://dx.doi.org/10.1177/1053451213496157.
Full text
37
Winfield, Linda F. "Lessons From the Field: Case Studies of Evolving Schoolwide Projects." Educational Evaluation and Policy Analysis 13, no. 4 (December 1991): 353–62. http://dx.doi.org/10.3102/01623737013004353.
Full textAbstract:
This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district
38
Arya Wiradnyana, I. Gd, IKN Ardiawan, and Km. Agus Budhi A.P. "Inside-Outside Circle Instructional Strategies with Image Media to Enhance Children Language Skills." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 156–68. http://dx.doi.org/10.21009/141.11.
Full textAbstract:
Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model.
Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies
Reference:
Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409
Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401
Asrifan, A. (2015). The Use of Pictures Story in Improving Students’ Ability to Write Narrative Composition. International Journal of Language and Linguistics, 3(4), 244. https://doi.org/10.11648/j.ijll.20150304.18
August, Diane Shanahan, T. (2006). Developing Literacy in Second-Language Learners : Report of the National Literacy Panel on Language-Minority Children and Youth Edited by. Center for Applied Linguistics, 1–9.
Barbot, B., Randi, J., Tan, M., Levenson, C., Friedlaender, L., & Grigorenko, E. L. (2013). From perception to creative writing: A multi-method pilot study of a visual
literacy instructional approach. Learning and Individual Differences, 28, 167–176. https://doi.org/10.1016/j.lindif.2012.09.003
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821–843. https://doi.org/10.1017/S0954579408000394
Blanden, J. (2006). ‘Bucking the trend’: What enables those who are disadvantaged in childhood to succeed later in life? Pensions, (31), 36.
Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20(4), 315–330. https://doi.org/10.1044/1058-0360(2011/10-0104)
Clark, R. C., & Lyons, C. (2011). Graphics for learning: Proven guidelines for planning, designing, and evaluating visuals in training materials (2nd ed.). San Francisco: CA: Pfiffer.
Davoudi, A. H. M., & Mahinpo, B. (2013). Kagan Cooperative Learning Model: The Bridge to Foreign Language Learning in the Third Millennium. Theory and Practice in Language Studies, 2(6), 1134–1140.
Dockrell, J. E., Stuart, M., & King, D. (2010). Supporting early oral language skills for English language learners in inner city preschool provision. British Journal of Educational Psychology, V ol. 80, pp. 497–515. https://doi.org/10.1348/000709910X493080
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Gilles, G. (2015). Language Skills in Children: Development, Definition & Types. Retrieved from © copyright 2003-2020 Study.com. website: https://study.com/academy/lesson/language-skills-in-children-development- definition-types.html#transcriptHeader
Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., ... Thompson, P. M. (2004). Dynamic mapping of human cortical development during childhood through early adulthood. Proceedings of the National Academy of Sciences of the United States of America, 101(21), 8174–8179. https://doi.org/10.1073/pnas.0402680101
Gutiérrez, K. G. C., Puello, M. N., & Galvis, L. A. P. (2015). Using pictures series technique to enhance narrative writing among ninth grade students at institución educativa simón araujo. English Language Teaching, 8(5), 45–71. https://doi.org/10.5539/elt.v8n5p45
Hadfield, J., & Hadfield, C. (2002). Simple Speaking Activities. Oxford: Oxford University Press.
Haley, A., Hulme, C., Bowyer-Crane, C., Snowling, M. J., & Fricke, S. (2017). Oral language skills intervention in pre-school—a cautionary tale. International Journal of Language and Communication Disorders, 52(1), 71–79. https://doi.org/10.1111/1460-6984.12257
Hoff, E. (2013). Interpreting the Early Language Trajectories of Children from Low SES and Language Minority Homes: Implications for Closing Achievement Gaps.
Developmental Psychology, 49(1), 4–14. https://doi.org/10.1037/a0027238.Interpreting
Jin, S. H., & Boling, E. (2010). Instructional Designer’s Intentions and Learners’ Perceptions of the Instructional Functions of Visuals in an e-Learning Context. Journal of Visual Literacy, 29(2), 143–166. https://doi.org/10.1080/23796529.2010.11674678
Johanson, M., & Arthur, A. M. (2016). Improving the Language Skills of Pre- kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum. Child and Youth Care Forum, 45(3), 367–392. https://doi.org/10.1007/s10566-015-9332-z
Justice, L. M., & Pence, K. L. (2004). Addressing the Language and Literacy Needs of Vulnerable Children: Innovative Strategies in the Context of Evidence-Based Practice. Communication Disorders Quarterly, 25(4), 173–178. https://doi.org/10.1177/15257401040250040201
Kagan, J., Reznick, J. S., & Snidman, N. (1987). The physiology and psychology of behavioral inhibition in children. Child Development, 1459–1473.
Kamaliah, N. (2018). Applying The Inside-Outside Circle (IOC) Towards Students’ Speaking Abilityat The Second Grade of SMA Inshafuddin. Getsempena English Education Journal (GEEJ), 5(2), 106–115.
Kleeman, D. (2017). Media exposure during infancy and early childhood: the effects of content and context on learning and development. Journal of Children and Media, 11(4), 504–506. https://doi.org/10.1080/17482798.2017.1375219
Krčelić, P., & Matijević, A. S. (2015). A Picture and a Thousand Words: Visual Tools in ELT. The International Language Conference on The Importance of Learning Professional Foreign Languages for Communication between Cultures 2015, 53(3/4), 110–114. Croatia.
Lavalle, P., & Briesmaster, M. (2017). The Study of the Use of Picture Descriptions in Enhancing Communication Skills among the 8th- Grade Students--Learners of English as a Foreign Language. I.E.: Inquiry in Education, 9(1).
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling Developmental Language Difficulties From School Entry Into Adulthood: Literacy, Mental Health, and Employment Outcomes. Journal of Speech, Language, and Hearing Research, 52(December), 1401–1416.
Mayer, R. E. (2009). Multi-Media Learning : Prinsip-Prinsip dan Aplikasi. Yogyakarta: Pustaka Pelajar.
NICHD. (2000). The relation of child care to cognitive and language development. National Institute of Child Health and Human Development Early Child Care Research Network. Child Development, 71(4), 960–980. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/11016559
Noble, C., Sala, G., Peter, M., Lingwood, J., Rowland, C., Gobet, F., & Pine, J. (2019). The impact of shared book reading on children’s language skills: A meta-analysis.
Educational Research Review, https://doi.org/10.1016/j.edurev.2019.100290
28(September), 100290.
Oades-Sese, G. V., & Li, Y. (2011). Attachment Relationships As Predictors Of Language Skills For At-Risk Bilingual Preschool Children. Psychology in the Schools, 48(7), 274–283. https://doi.org/10.1002/pits
Pace, A., Alper, R., Burchinal, M. R., Golinkoff, R. M., & Hirsh-Pasek, K. (2019).
Measuring success: Within and cross-domain predictors of academic and social trajectories in elementary school. Early Childhood Research Quarterly, 46, 112– 125. https://doi.org/10.1016/j.ecresq.2018.04.001
Pelli, D. G., Burns, C. W., Farell, B., & Moore-Page, D. C. (2006). Feature detection and letter identification. Vision Research, 46(28), 4646–4674. https://doi.org/10.1016/j.visres.2006.04.023
Perfetti, C. A., Liu, Y., & Tan, L. H. (2005). The lexical constituency model: Some implications of research on chinese for general theories of reading. Psychological Review, 112(1), 43–59. https://doi.org/10.1037/0033-295X.112.1.43
Puriniawati, N. K., Putra, M., & Putra, D. K. N. S. (2014). Penerapan Model Pembelajaran Inside Outside Circle Berbantuan Media Balok Untuk Meningkatkan. E-Journal PG-PAUD Universitas Pendidikan Ganesha, 3(1), 10.
Purnamawanti, R., Hartati, S., & Sa’adah, S. (2015). Pengaruh Model Pembelajaran Kooperatif Tipe Inside Outside Circle Terhadap Kemampuan Berkomunikasi Siswa pada Materi Organisasi Kehidupan. Jurnal Program Studi Pendidikan Biologi ISSN, 5(11–22), 1689–1699. https://doi.org/https://doi.org/10.15575/bioeduin.v5i1.2459
Sadiman, A. S. (2002). Media Pembelajaran dan Proses Belajar Mengajar, Pengertian Pengembangan dan Pemanfaatannya. Jakarta: Raja Grafindo Persada.
Segers, E., Perfetti, C. A., & Verhoeven, L. (2014). Foundations of Language, Literacy, and Numeracy Learning. International Journal of Disability, Development and Education, 61(3), 189–193. https://doi.org/10.1080/1034912X.2014.932555
Singh, C. K. S., Mei, T. P., Abdullah, M. S., Othman, W. M., Othman, W. M., & Mostafa, N. A. (2017). ESL LearnersâPerspectives on the Use of Picture Series in Teaching Guided Writing. International Journal of Academic Research in Progressive Education and Development, 6(4), 74–89. https://doi.org/10.6007/ijarped/v6-i4/3463
Singh, Y. K. (2005). Instructional Technology in Education. New Delhi: APH Publishing Corporation.
Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.
Verhoeven, L., & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1–7. https://doi.org/10.1080/10888438.2011.536124
Vitulli, P., Santoli, S. P., & Fresne, J. (2013). Arts in education: Professional development integrating the arts and collaborating with schools and community. International Journal of Pedagogies and Learning, 8(1), 45–52. https://doi.org/10.5172/ijpl.2013.8.1.45
Wahyuni, D. S., Mukhaiyar, & Kusni. (2013). Improving Student’s Speaking Skill by Using Inside-outside Circle Technique (At English For Teen Level 5, LBPP LIA, Pekanbaru). Jurnal English Language Teaching (ELT), 1(2), 17–29.
Walter, O., Gil-Glazer, Y., & Eilam, B. (2019). ‘Photo-words’: promoting language skills using photographs. Curriculum Journal, 30(3), 298–321. https://doi.org/10.1080/09585176.2019.1568270
Zenkov, K., Ewaida, M., Bell, A., & Lynch, M. (2012). Seeing How to Ask First: Photo Elicitation Motivates English Language Learners to Write: Photos Prompt Middle Grades English Language Learners to Reflect upon and Write about Their Lives. Middle School Journal, 44(2), 6–13. https://doi.org/10.1080/00940771.2012.11461842
Zulminiati, & Hartati, S. (2019). Significant Sensory Stimulation Program Through the Use of Flash Card as Media of Toddler Language Development at Pre-Kindergarten. Advances in Social Science, Education and Humanities Research, 293(Nfeic 2018), 168–171. https://doi.org/10.2991/nfeic-18.2019.35
39
Enriquez, Grace. "“But They Won't Let you Read!”: A Case Study of an Urban Middle School Male's Response to School Reading." Journal of Education 193, no. 1 (January 2013): 35–46. http://dx.doi.org/10.1177/002205741319300105.
Full text
40
Sherman, Corey. "Middle East Studies Under Occupation: The Case of Washington, D.C." Review of Middle East Studies 55, no. 1 (June 2021): 4–27. http://dx.doi.org/10.1017/rms.2021.32.
Full textAbstract:
AbstractA key component of Middle East Studies methodology is to identify and deconstruct the relationship between knowledge about the region and the power structures that give knowledge meaning. Typically, that methodology is applied to Middle East Studies at the post-secondary level. This paper applies that methodology to public schools in Washington, D.C. Through structural analysis, I will tease out the “epistemological commitments” (Abu El Haj 2001) of what the government of Washington, D.C. calls “social studies learning standards” -- short sentences which “detail the knowledge students are expected to acquire at a particular grade level.” Based on my experience teaching the Middle East in a Washington, D.C. public high school, I also raise questions about the relationship between the content standards and teachers’ work conditions, and whether such conditions support or inhibit the development of a praxis (Freire 2016) which could deconstruct US colonialism inside American public schools. One goal of this paper is to bring Middle East Studies into conversation with American Studies, broadly defined, and in particular ethnographic studies of DC that consider the colonial relationship between the US Government and Washingtonians. I conclude by calling for a deeper engagement with the American public school system by Middle East Studies scholars at both a theoretical and practical level
41
Bifulco, Robert, Casey D. Cobb, and Courtney Bell. "Can Interdistrict Choice Boost Student Achievement? The Case of Connecticut’s Interdistrict Magnet School Program." Educational Evaluation and Policy Analysis 31, no. 4 (December 2009): 323–45. http://dx.doi.org/10.3102/0162373709340917.
Full textAbstract:
Connecticut’s interdistrict magnet schools offer a model of choice-based desegregation that appears to satisfy current legal constraints. This study presents evidence that interdistrict magnet schools have provided students from Connecticut’s central cities access to less racially and economically isolated educational environments and estimates the impact of attending a magnet school on student achievement. To address potential selection biases, the analyses exploit the random assignment that results from lottery-based admissions for a small set of schools, as well as value-added and fixed-effect estimators that rely on pre–magnet school measures of student achievement to obtain effect estimates for a broader set of interdistrict magnet schools. Results indicate that attendance at an interdistrict magnet high school has positive effects on the math and reading achievement of central city students and that interdistrict magnet middle schools have positive effects on reading achievement.
42
Eunsoo Park. "A study of Teacher Questions in Middle School English Classroom: Case Studies." Teacher Education Research 51, no. 2 (August 2012): 231–44. http://dx.doi.org/10.15812/ter.51.2.201208.231.
Full text
43
No, Jung im, Tak heon Kim, and Jong youl Yu. "A Case Study on Labor Education in Middle School Social Studies Textbooks." Educational Research Institute of Kongju National University 33, no. 1 (August 30, 2018): 1–26. http://dx.doi.org/10.31366/jer.2018.33.1.1.
Full text
44
Swanson, Elizabeth, Jeanne Wanzek, Lisa McCulley, Stephanie Stillman-Spisak, Sharon Vaughn, Deborah Simmons, Melissa Fogarty, and Angela Hairrell. "Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms." Reading & Writing Quarterly 32, no. 3 (January 26, 2015): 199–222. http://dx.doi.org/10.1080/10573569.2014.910718.
Full text
45
Draper, Christine A. "Using Children's Literature as a Resource Within Middle Grades Social Studies Curriculum." Georgia Journal of Literacy 33, no. 1 (March 30, 2010): 7–11. http://dx.doi.org/10.56887/galiteracy.70.
Full textAbstract:
Many of us remember sitting in a social studies class simply reading from a textbook, answering comprehension questions, reciting mere facts and dates, and taking a weekly test. Most of us remember hating this course for those very same reasons. For many middle school students, social studies are "a fragmented, hit-or-miss portion of the curriculum often lacking in roots, continuity, personal relevance, and comprehension of the multiple causes and effects of historical events" (Perez-Stable & Cordier, 2000, p.23). As a social studies teacher, I felt that it was time that this disenchantment with history was put to an end. One method that worked favorably with my 7th grade history students was to incorporate children's literature into my social studies curriculum. Children's literature can be utilized at multiple levels in a wide variety of classroom settings (Villano, 2005) and proved to work especially well in my middle school social studies classroom.
46
Erickson, Matthew J., Karen H. Larwin, and Robert S. Isherwood. "Examining A Decade Of Reading And Mathematics Student Achievement Among Primary And Secondary Traditional Public School And Charter School Students: A Meta-Analytic Investigation." Journal of College Teaching & Learning (TLC) 10, no. 4 (September 30, 2013): 213–22. http://dx.doi.org/10.19030/tlc.v10i4.8118.
Full textAbstract:
The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations.
47
Hirsch, Suzan. "Professional Rugby League Players as Reading Mentors for Primary School Boys." Boyhood Studies 5, no. 1 (March 1, 2011): 52–60. http://dx.doi.org/10.3149/thy.0501.52.
Full textAbstract:
This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.
48
Yavich, Roman, and Irina Rotnitsky. "Multiple Intelligences and Success in School Studies." International Journal of Higher Education 9, no. 6 (September 18, 2020): 107. http://dx.doi.org/10.5430/ijhe.v9n6p107.
Full textAbstract:
The applications of multiple intelligence theory in education are wide. Students apply the learning in the classroom according to their own dominant intelligence and learning style, which is most effective for them. Combining learning styles with dominant intelligences enhances the students' learning processes.The purpose of this case study is to examine the relationship between dominant intelligences according to Gardner's multiple intelligence theory and middle school students' academic achievement. A case study was conducted in Israel, in a middle school, among seventh-graders and involved 158 students.Findings indicated that in excellent classes - 80.9% of students had logical intelligence, in at least one of the levels of dominance; in ordinary classes only 48.4% of students have logical intelligence, at least in one of the levels of dominance. We also examined the relationship between the amount of dominant intelligences among students in all classes, excellent and ordinary. Findings indicated that in excellent classes the percentage of students with two or three dominant intelligences was higher than the percentage in ordinary classes. It is important to note that these are not just the logical and verbal, but also all types of intelligences, such as spatial, musical, kinetic and others.In conclusion, the dominant intelligences that highly influence and measure achievement in the education system are not the logical-mathematical and the linguistic-verbal, but the only logical-mathematical. Moreover, the amount of intelligences at the dominant levels can predict and indicate student's success at school.
49
Lambert, Katharina, Silke M. Wortha, and Korbinian Moeller. "Time Reading in Middle and Secondary School Students: The Influence of Basic-Numerical Abilities." Journal of Genetic Psychology 181, no. 4 (May 14, 2020): 255–77. http://dx.doi.org/10.1080/00221325.2020.1760778.
Full text
50
Taboada Barber, Ana, Michelle M. Buehl, Julie K. Kidd, Elizabeth G. Sturtevant, Leila Richey Nuland, and Jori Beck. "Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds." Reading Psychology 36, no. 1 (August 7, 2014): 31–85. http://dx.doi.org/10.1080/02702711.2013.815140.
Full text