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Journal articles on the topic 'Remedial reading programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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1

Bean, Rita M., William W. Cooley, R. Tony Eichelberger, Meryl K. Lazar, and Naomi Zigmond. "Inclass or Pullout: Effects of Setting on the Remedial Reading Program." Journal of Reading Behavior 23, no. 4 (December 1991): 445–64. http://dx.doi.org/10.1080/10862969109547753.

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The purpose of this study was to describe the remedial reading instruction received by students assigned to inclass or pullout programs with respect to the instructional behaviors of teachers, the nature of lessons, and the reading behaviors of students. The study was conducted in an urban school system in which the pullout and inclass programs existed concurrently. One hundred nineteen students (Grades 4 and 5) were observed over a 4-month period. In both settings, students received a great deal of skill-related instruction; not much time was spent in prereading activities and students spent most of their time with worksheets. Over 60% of classroom time in both settings was spent in listening, transcribing, and silent reading. Pullout students experienced more direct teaching activities in a group situation while inclass students experienced more time in a one-on-one tutoring mode. Overall, there were differences between settings in what students experienced in remedial reading.
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2

Greenleaf, Cynthia, Ruth Schoenbach, Christine Cziko, and Faye Mueller. "Apprenticing Adolescent Readers to Academic Literacy." Harvard Educational Review 71, no. 1 (April 1, 2001): 79–130. http://dx.doi.org/10.17763/haer.71.1.q811712577334038.

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Throughout the United States, concern is growing among educators about the numbers of students in secondary schools who do not read well. In response, committed and well-meaning educators are increasingly advocating remedial reading courses for struggling adolescent readers. In this article, Cynthia Greenleaf, Ruth Schoenbach, Christine Cziko, and Faye Mueller offer an alternative vision to remedial reading instruction. The authors describe an instructional framework — Reading Apprenticeship — that is based on a socially and cognitively complex conception of literacy, and examine an Academic Literacy course based on this framework. Through case studies of student reading and analyses of student survey and test score data, they demonstrate that academically underperforming students became more strategic, confident, and knowledgeable readers in the Academic Literacy course. Students in Academic Literacy gained on average what is normally two years of reading growth within one academic year on a standardized test of reading comprehension. Student reflections, interviews, and pre-post surveys from Academic Literacy revealed students' new conceptions of reading for understanding, their growing interest in reading books and favorite authors, their increasing repertoires of strategies for approaching academic reading, and their emerging confidence in themselves as readers and thinkers. They argue for investing resources and effort into demystifying academic reading for their students through ongoing, collaborative inquiry into reading and texts, while providing students with protected time for reading and access to a variety of attractive texts linked to their curriculum. This approach can move students beyond the "literacy ceiling" to increased understanding, motivation, opportunity, and agency as readers and learners. These findings challenge the current policy push for remedial reading programs for poor readers, and invite further research into what factors create successful reading instruction programs for secondary school students.
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3

Tannock, Rosemary, Jan C. Frijters, Rhonda Martinussen, Erin Jacquelyn White, Abel Ickowicz, Nancy J. Benson, and Maureen W. Lovett. "Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study." Journal of Learning Disabilities 51, no. 1 (December 8, 2016): 55–72. http://dx.doi.org/10.1177/0022219416678409.

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To evaluate the relative efficacy of two reading programs with and without adjunctive stimulant medication for children with attention-deficit/hyperactivity disorder and comorbid reading disorder (ADHD+RD). Sixty-five children (7–11 years in age) were assigned randomly to one of three intensive remedial academic programs (phonologically or strategy-based reading instruction, or general academic strategy and social skills training) in combination with either immediate-release methylphenidate or placebo. Multiple-blind procedures were used for medication/placebo, given twice daily. Children received 35 hours of instruction in 10 weeks, taught by a trained teacher in a separate school classroom, in small matched groups of 2 to 3. Children’s behavior and reading abilities were assessed before and after intervention. Stimulant medication produced expected beneficial effects on hyperactive/impulsive behavioral symptoms (reported by classroom teachers) but none on reading. Children receiving a reading program showed greater gains than controls on multiple standardized measures of reading and related skills (regardless of medication status). Small sample sizes precluded interpretation of possible potentiating effects of stimulant medication on reading skills taught in particular reading programs. Intensive reading instruction, regardless of treatment with stimulant medication, may be efficacious in improving reading problems in children with ADHD+RD and warrants further investigation in a large-scale study.
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4

Banerjee, Abhijit V., Rukmini Banerji, Esther Duflo, Rachel Glennerster, and Stuti Khemani. "Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India." American Economic Journal: Economic Policy 2, no. 1 (February 1, 2010): 1–30. http://dx.doi.org/10.1257/pol.2.1.1.

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Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15)
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5

Kaderavek, Joan N., and Elizabeth Sulzby. "Parent-Child Joint Book Reading." American Journal of Speech-Language Pathology 7, no. 1 (February 1998): 33–47. http://dx.doi.org/10.1044/1058-0360.0701.33.

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Research suggests that storybook reading facilitates language development and plays an important role in preparing children for success in school. Children who have early language delays are at risk for reading difficulties in the elementary years. Consequently, speech-language pathologists may want to incorporate one important aspect of early literacy development —parent-child storybook reading—into their remedial programs for some young children with language impairment. This article presents the Kaderavek-Sulzby Bookreading Observational Protocol (KSBOP) as a tool to organize parent-child storybook observations. To facilitate use of this protocol, the authors present the following: (a) background information on the research project from which the KSBOP was developed, (b) foundation knowledge about pertinent emergent literacy theory, and (c) a method for observing parent-child reading interactions with examples of how the protocol was used with a child who was language delayed. An annotated appendix is included.
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6

Quirk, Matthew P., and Paula J. Schwanenflugel. "Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs." Reading Research and Instruction 43, no. 3 (March 2004): 1–19. http://dx.doi.org/10.1080/19388070509558408.

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7

Hacquebord, Hilde. "Taalhulp op Maat." Taal(leer)problemen 60 (January 1, 1998): 19–28. http://dx.doi.org/10.1075/ttwia.60.03hac.

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This article des ribes the implementation of a screening test of text comprehension in five secondary schools. The test results yield diagnostic information about the individual's reading style, which may be either compensating for a lack of word knowledge, or a 'bottom-up' reading style without bringing about meaning on the textual level. The typology of readers is carried out with the aim of improving the different reading problems by follow-up reading and language programs tailored to the specific individual needs. The schools apply different models of remediation, dependent on the different logistic possibilities and on the numbers of weak readers. It appears that 'remedial teaching' and the 'integrated model' conditions yield the best results.
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8

Pammer, Kristen. "Brain Mechanisms and Reading Remediation: More Questions Than Answers." Scientifica 2014 (2014): 1–9. http://dx.doi.org/10.1155/2014/802741.

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Dyslexia is generally diagnosed in childhood and is characterised by poor literacy skills with associated phonological and perceptual problems. Compensated dyslexic readers are adult readers who have a documented history of childhood dyslexia but as adults can read and comprehend written text well. Uncompensated dyslexic readers are adults who similarly have a documented history of reading impairment but remain functionally reading-impaired all their lives. There is little understanding of the neurophysiological basis for how or why some children become compensated, while others do not, and there is little knowledge about neurophysiological changes that occur with remedial programs for reading disability. This paper will review research looking at reading remediation, particularly in the context of the underlying neurophysiology.
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9

Thorkildsen, Ron J., and Susan G. Friedman. "Interactive Videodisc: Instructional Design of a Beginning Reading Program." Learning Disability Quarterly 9, no. 2 (May 1986): 111–17. http://dx.doi.org/10.2307/1510359.

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This article provides a general overview of the nature and capabilities of interactive videodisc systems (microcomputer/videodisc), with particular emphasis on their application to learners with special needs. To illustrate current trends in this technology as explored by the project, Interactive Videodiscs in Special Education Technology (IVSET), at Utah State University, the Beginning Sight Reading (BSR) programs are discussed in detail. These programs were designed to investigate three dimensions of instructional technology: (a) its instructional potential; (b) effects of minimal versus extensive remediation; and (c) rate of instruction. To assess the effects of different remedial approaches, two versions of the BSR program were designed: BSR-1 represents extensive remediation; BSR-2 represents minimal remediation. The results of initial BSR field-testing show that the test scores of students in the two remediation groups doubled from pre- to posttest. In addition, the high-remediation group finished 10% faster than the low-remediation subjects. Conclusions and suggestions for future research are presented.
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10

Churches, Melinda, Mervyn Skuy, and J. P. Das. "Identification and Remediation of Reading Difficulties Based on Successive Processing Deficits and Delay in General Reading." Psychological Reports 91, no. 3 (December 2002): 813–24. http://dx.doi.org/10.2466/pr0.2002.91.3.813.

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Widespread learning problems among South African children are associated with the apartheid era and show a need for effective reading programs. In selecting these programs, it is useful to differentiate between children with dyslexia and children whose reading is poor because teaching was inadequate. In this study, the Woodcock Tests of Reading Mastery-Revised and tests modelled on the Cognitive Assessment System were used to define a group of children with deficits in successive processing associated with dyslexia and a group of children with general reading delay. There were two girls and five boys in each group. For the children with successive processing deficit, the mean age was 9 yr., 8 mo. For the other group, mean age was 9 yr., 3 mo. Control groups were matched for age and sex and kind of reading difficulty. The first group received Das's PASS Reading Enhancement Program, and the second participated in a remedial program based on Whole Language principles. The treatment groups received 24 1-hr. long sessions. Gains in successive processing were shown for the first group, as measured by the tests modelled on Cognitive Assessment System subtests but not for the second group. Both groups showed gains in phonics and word identification, relative to their respective control groups, suggesting the respective intervention program was effective for each group.
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11

Lovett, Maureen W., and Karen A. Steinbach. "The Effectiveness of Remedial Programs for Reading Disabled Children of Different Ages: Does the Benefit Decrease for Older Children?" Learning Disability Quarterly 20, no. 3 (August 1997): 189–210. http://dx.doi.org/10.2307/1511308.

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One hundred and twenty-two severely reading disabled children were randomly assigned to one of two word identification training programs or a study skills control program. One program remediated deficient phonological analysis and blending skills and provided direct instruction of letter-sound mappings. The other program taught children how to acquire, use, and monitor four metacognitive decoding strategies. The effectiveness of the remedial programs was evaluated for children in grades 2/3, 4, and 5/6 to determine whether programs were differentially effective at different grade levels. Both training approaches were associated with significant improvement in word identification and word attack skills and sizeable transfer-of-training effects. The phonological program resulted in greater transfer across the phonological processing domain, whereas the strategy training program produced broader transfer for real words of both regular and irregular orthography. Children at each grade level made equivalent gains with remediation. These results suggest that the phonological deficits associated with reading disability are amenable to focused and intensive remediation and that this effort is well directed across the elementary school years. From grades 2 through 6, there is no evidence of a developmental window beyond which phonological deficits cannot be effectively remediated with intensive phonological training.
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12

Schmitterer, Alexandra M. A., and Garvin Brod. "Which Data Do Elementary School Teachers Use to Determine Reading Difficulties in Their Students?" Journal of Learning Disabilities 54, no. 5 (January 15, 2021): 349–64. http://dx.doi.org/10.1177/0022219420981990.

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Small-group interventions allow for tailored instruction for students with learning difficulties. A crucial first step is the accurate identification of students who need such an intervention. This study investigated how teachers decide whether their students need a remedial reading intervention. To this end, 64 teachers of 697 third-grade students from Germany were asked to rate whether a reading intervention for their students was “not necessary,” “potentially necessary,” or “definitely necessary.” Independent experimenters tested the students’ reading and spelling abilities with standardized tests, and a subsample of 370 children participated in standardized tests of phonological awareness and vocabulary. Findings show that teachers’ decisions with regard to students’ needing a reading intervention overlapped more with results from standardized spelling assessments than from reading assessments. Hierarchical linear models indicated that students’ spelling abilities, along with phonological awareness and vocabulary, explained variance in teachers’ ratings over and above students’ reading skills. Teachers thus relied on proximal cues such as spelling skills to reach their decision. These findings are discussed in relation to clinical standards and educational contexts. Findings indicate that the teachers’ assignment of children to interventions might be underspecified, and starting points for specific teacher training programs are outlined.
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13

Calhoon, Mary Beth, Alexia Sandow, and Charles V. Hunter. "Reorganizing the instructional reading components: could there be a better way to design remedial reading programs to maximize middle school students with reading disabilities’ response to treatment?" Annals of Dyslexia 60, no. 1 (January 20, 2010): 57–85. http://dx.doi.org/10.1007/s11881-009-0033-x.

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14

NICOLAS, VERONICA. "Utilization of Online Oral Reading Test in Determining the Reading Skills of the Grade 6 Pupils in English." Journal of World Englishes and Educational Practices 3, no. 4 (April 25, 2021): 01–05. http://dx.doi.org/10.32996/jweep.2021.3.4.1.

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Reading is every child’s foundation where great learning is involved and evidently proved one’s comprehension. Reading teachers play a vital role in assessing their pupils’ reading skills and administering intervention programs for learners’ reading development. This action research employed the Phil-IRI (Philippine Informal Reading Inventory) Oral Reading Test. This is an informal measure that assesses the pupils’ reading skills, both their reading speed and comprehension. It consists of graded reading passages from Grade I to Grade VI. Each graded passage is followed by 7 comprehension questions for Grades I-III and 8 comprehension questions for Grades IV-VI. The questions are categorized into three dimensions, namely literal, interpretive, and applied. Hence, reading speed and comprehension of the pupils will be classified into three levels as frustration, instructional and independent with the applied criteria given by the Phil-IRI. Furthermore, the results of the study exhibited that the ten groups of pupils demonstrated low reading performance in their oral reading test both in speed and comprehension. The struggle of the online oral reading test was evidently shown through the weak internet connection provided by the internet servers in the country. With this, the researcher designed a reading intervention program through reading remedial class during asynchronous class. This will be administered using the online platform and available reading resources for the enhancement of pupils’ reading skills amidst these trying times of global pandemic, where distance learning has been practised first in the public schools’ setting in the Philippines.
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15

Ismaila, Suleiman. "Availability of Reformative Education Programmes for Prisoners in North West Nigeria." UMT Education Review 3, no. 1 (2020): 01–24. http://dx.doi.org/10.32350/uer.31.01.

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The study investigated the availability of reformative education programs for prisoners in northwest Nigeria. A descriptive survey was the adopted research design. The target population comprised the stakeholders (prison inmates, prison officials, lawyers, and human rights activists) from four states (Kaduna, Katsina, Jigawa, and Kano) northwest Nigeria. A total of 13 prisons, 1338 respondents (1068 inmates; 200 prison officials; 50 lawyers; and 20 human rights activists) were selected using multi-stage sampling. Four questionnaires designed by the researcher were used for data collection dedicating one questionnaire to each of the stakeholders. The validity of the instruments was ascertained using content and construct validity. The calculated value of Cronbach Alpha was 0.87. The data collected from the study were analyzed using descriptive statistics. The hypotheses were tested using chi-square. The findings of the study revealed that out of the five indicators of prisoners' reformative education, only one was available, that is, religious education. However, the other four, facilities, personnel, and reading materials; educational continuity and motivation; remedial and adult education, and vocational education were unavailable. The study recommended that prisons should be equipped with modern facilities for valuable reformative education. There should be training and retraining of prison personnel, and a well-stocked library with current and updated materials containing textbooks, periodicals and computers be provided in all prisons for the use of both inmates and prison officials, among others.
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16

Butler, Susan R. "Reading program—Remedial, integrated, and innovative." Annals of Dyslexia 41, no. 1 (January 1991): 119–27. http://dx.doi.org/10.1007/bf02648081.

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17

Foxx, R. M., and Carolyn L. Foxx. "A Demonstration of a Successful Parent-Conducted Remedial Reading Program." Journal of Special Education Technology 7, no. 3 (December 1985): 47–53. http://dx.doi.org/10.1177/016264348600700306.

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18

Calhoon, Mary Beth, and Yaacov Petscher. "Individual and group sensitivity to remedial reading program design: examining reading gains across three middle school reading projects." Reading and Writing 26, no. 4 (March 5, 2013): 565–92. http://dx.doi.org/10.1007/s11145-013-9426-7.

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19

Eaves, Ronald C., Phyllis Williams, Katherine Winchester, and Craig Darch. "Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program." Psychology in the Schools 31, no. 4 (October 1994): 261–72. http://dx.doi.org/10.1002/1520-6807(199410)31:4<261::aid-pits2310310403>3.0.co;2-k.

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20

Fernandez, Migual, and John Holsgrove. "An evaluation of a paired reading program at a high school." Journal of Psychologists and Counsellors in Schools 8 (November 1998): 91–103. http://dx.doi.org/10.1017/s1037291100003782.

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This paper describes a one year evaluation of a Paired Reading project with 14 (6 girls and 8 boys) Year 8 remedial students at La Salle College in Western Australia. While Paired Reading is well researched with the beginning reader, there is a dearth of information on high school readers. The evaluation study focused on three main areas, (a) the rationale and provided the background of the study, (b) the implementation of the program, (c) it attempted to identify the intended and unintended program outcomes. The mixture of statistical analyses and participant/staff interviews documented not only the success of the program, but also, through the interviews, attempted to link the differing components of the Paired Reading program towards that success.
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21

Walter, Elizabeth Cynthia, and Débora Regina de Paula Nunes. "Avaliação da eficácia de um programa de compreensão da leitura oral dialógica por criança com autismo." ETD - Educação Temática Digital 22, no. 1 (February 5, 2020): 27–49. http://dx.doi.org/10.20396/etd.v22i1.8655410.

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Os prejuízos nos níveis de compreensão leitora de educandos diagnosticados com Transtorno do Espectro Autista (TEA) aparecem documentados em pesquisas científicas. Nesse cenário, o desenvolvimento de programas de intervenção que possam remediar, precocemente, esses déficits são essenciais. O presente estudo tem como objetivo avaliar a eficácia de uma adaptação do programa de intervenção leitora, denominado Reading to Engage Children with Autism in Language and Learning (RECALL). Esse programa incorpora práticas interventivas, baseadas em evidências empíricas, a um modelo de Leitura Dialógica. No caso, uma mãe foi capacitada a empregar estratégias do programa, durante rotinas de leitura com o seu filho, de 6 anos, diagnosticado com TEA. Por meio de um delineamento de pesquisa quase-experimental intrassujeitos, os efeitos das práticas do RECALL, implementadas pela mãe, foram avaliados quanto ao nível de responsividade de seu filho. Os resultados evidenciaram a incorporação parcial das estratégias no repertório de comportamento da mãe e aumento na frequência de ocorrência de turnos comunicativos da criança. Ganhos qualitativos foram identificados no comportamento da díade, incluindo-se melhorias nos níveis de compreensão leitora do menino. Contribuições e limitações do estudo são colocadas em discussão.
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22

Gillon, Gail, and Barbara Dodd. "The Effects of Training Phonological, Semantic, and Syntactic Processing Skills in Spoken Language on Reading Ability." Language, Speech, and Hearing Services in Schools 26, no. 1 (January 1995): 58–68. http://dx.doi.org/10.1044/0161-1461.2601.58.

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The efficacy of a program designed to remediate the spoken language deficits of students with specific reading disability was evaluated. The study investigated the learning of program content and the effects of training spoken language on reading accuracy and reading comprehension ability. The program consisted of two parts: one providing explicit instruction in phonological processing skills and the other providing training in semantic-syntactic skills. Ten students, aged between 10–12 years, who had demonstrated severe difficulties on written and higher-level spoken language tasks during the 2 years before the current study, participated in the intervention program. Subjects were randomly divided into two groups. Group 1 received the phonological training program first followed by the semantic-syntactic training program, and Group 2 received the programs in the reverse order. Subjects were trained for 12 hours over a 6-week period on each of the programs in their regular school environment. Results indicated that the phonological and semantic-syntactic deficits of students with specific reading disability can be remediated successfully. Improvement in these skills had significant positive effects on reading accuracy and comprehension performance. Training in phonological processing skills had a greater impact on reading accuracy than training in semantic-syntactic skills, but both programs contributed to improved reading comprehension ability. Results are discussed in terms of current theories of reading disability and implications for speech-language pathologists are addressed.
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23

Hong, Jhao-Nan, and James H. Yang. "Developing a Pronunciation Computer Program for the Acquisition of English Phonemes and Word Stress." Research in Language 15, no. 4 (December 30, 2017): 325–52. http://dx.doi.org/10.1515/rela-2017-0019.

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This study devised a pronunciation computer program to examine whether mobile-assisted language learning (MALL) could facilitate college students’ acquisition of English phonemes and word stress. Thirty-eight participants enrolled in the remedial English class offered at the language center of a national technological university in central Taiwan. Before the class, they were asked to read a word list. In the following six weeks, they were taught to distinguish and articulate English phonemes and to predict word stress locations using the designed computer program. They were also instructed to review the learning materials using the smart-phone version of the devised program. After the teaching session, each participant was asked again to read the same word list and fill out an assessment questionnaire. The sound analyses show that their readings of English minimal pairs and word stress placement were more accurate than their performances before the instruction. Their responses to the questionnaire indicate that both the given instruction and the designed computer program were satisfactory. In the open-ended questions, some of them said that they have built up a better understanding of phonemes and word stress, and that they would try to predict polysyllabic word stress when reading English articles. The present findings can be further applied to research on MALL-based English pronunciation acquisition.
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24

MURAYAMA, Taku. "Examination of the Implementation of Mastery Learning in Remedial Reading Activities: Program for Students With Low Reading Ability in Chicago in the 1970s." Japanese Journal of Special Education 56, no. 2 (July 31, 2018): 77–86. http://dx.doi.org/10.6033/tokkyou.56.77.

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25

Wise, Barbara, Richard Olson, Mike Anstett, Lauralyn Andrews, Maureen Terjak, Vivian Schneider, Julie Kostuch, and Laura Kriho. "Implementing a long-term computerized remedial reading program with synthetic speech feedback: Hardware, software, and real-world issues." Behavior Research Methods, Instruments, & Computers 21, no. 2 (March 1989): 173–80. http://dx.doi.org/10.3758/bf03205578.

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26

Fadich, Ana, Ramon P. Llamas, Salvatore Giorgianni, Colin Stephenson, and Chimezie Nwaiwu. "2016 Survey of State-Level Health Resources for Men and Boys: Identification of an Inadvertent and Remediable Service and Health Disparity." American Journal of Men's Health 12, no. 4 (March 26, 2018): 1131–37. http://dx.doi.org/10.1177/1557988318763643.

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This survey evaluated resources available to men and boys at the state level including state public health departments (SPHDs), other state agencies, and governor’s offices. Most of the resources and programs are found in the SPHDs and these administer state-initiated and federally funded health programs to provide services and protection to a broad range of populations; however, many men’s health advocates believe that SPHDs have failed to create equivalent services for men and boys, inadvertently creating a health disparity. Men’s Health Network conducts a survey of state resources, including those found in SPHDs, every 2 years to identify resources available for men and women, determine the extent of any disparity, and establish a relationship with SPHD officials. Data were obtained from all 50 states and Washington, D.C. An analysis of the 2016 survey data indicates that there are few resources allocated and a lack of readily available information on health and preventive care created specifically for men and boys. The data observed that most health information intended for men and boys was scarce among states or oftentimes included on websites that primarily focused on women’s health. A potential result of this is a loss of engagement with appropriate health-care providers due to a lack of information. This study continues to validate the disparity between health outcomes for women and men. It continues to highlight the need for better resource allocation, outreach, and health programs specifically tailored to men and boys in order to improve overall community well-being.
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Schouten-van Parreren, Carolien, Heleen de Hondt, Irma van der Neut, Hans de Haan, and Jos Beishuizen. "Computerondersteuning Bij Voorspellend Lezen." Computer-ondersteund talenonderwijs 33 (January 1, 1989): 95–102. http://dx.doi.org/10.1075/ttwia.33.13par.

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In Model Schools Project West-Netherlands the Free University of Amsterdam (Department of Cognitive Psychology) and the State University of Utrecht (Researchgroup on Mathematics Education and Educational Computer Centre) study the way the computer can be used as an aid in secondary education. In the model school (Cals College Nieuwegein) five departments (Dutch Language, Mathematics, Foreign Languages, Geography, Home Economics) are developing and trying series of experimental lessons in which the computer is used as an aid to students and teachers. Existing (educational) software is elaborated with worksheets and teacher guidelines, aimed at an optimal integration of the software into the curriculum. During the schoolyear 1987/1988 the English Language teacher, supported by researcher and subject matter experts, has given a series of lessons on "reading and prediction", viz. the use of function words in a text. In four lessons the students worked on (a) choosing an appropriate consecutive phrase given a main phrase with function word (supported by the program "Sequitur"), (b) identifying the meaning of function words in a text (without computer), (c) learning the meaning of the major function words (supported by a Dutch program "Word Meanings"), and (d) completing sentence with a function word (supported by the Dutch program "Doka"). The experimental lessons indicated the contributions to be expected of the programs used and also the shortcomings to be remedied in future releases.
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28

Can, Cem. "A Learner Corpus-Based Study on Verb Errors of Turkish EFL Learners." Journal of Education and Training Studies 5, no. 9 (August 21, 2017): 167. http://dx.doi.org/10.11114/jets.v5i9.2612.

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As learner corpora have presently become readily accessible, it is practicable to examine interlanguage errors and carry out error analysis (EA) on learner-generated texts. The data available in a learner corpus enable researchers to investigate authentic learner errors and their respective frequencies in terms of types and tokens as well as contexts in which they regularly occur. The need to consider these authentic learner errors in the design of useful language learning programs and remedial teaching materials has been widely emphasized by many researchers (see e.g., Juozulynas, 1994; Mitton, 1996; Cowan, Choi, & Kim, 2003; Ndiaye & Vandeventer Faltin, 2003; Allerton et al., 2004). This study aims at analyzing inflectional, derivational and word form errors for verbs produced by Turkish EFL learners across six distinct proficiency levels, A1-A2; B1-B2; C1-C2, as defined by Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001). The corpus used in this study is the Cambridge Learner Corpus (CLC), the largest annotated test performance corpora which enables the investigation of the linguistic and rhetorical features of the learner performances in the above stated proficiency bands. The findings from this study seem to indicate that, across different proficiency levels and across different registers and genres, the most common verb error categories are incorrect tense of verb (TV), wrong verb choice (RV), wrong verb form (FV), missing verb (MV), and verb agreement (AGV) errors. This study’s approach uses the techniques of computer corpus linguistics and has its roots in the Error Analysis framework as proposed by Corder (1971): identification, description, classification and explanation of errors.
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Osei, Ernest, Dominic Kwaku Danso Mensah, and Judith Bampo. "Teachers’ And Student Teachers’ Perspectives On Reflective Practices In Teaching And Learning In Public Basic Schools In The Gomoa East District Of The Central Region Of Ghana." Advances in Social Sciences Research Journal 7, no. 10 (November 3, 2020): 397–412. http://dx.doi.org/10.14738/assrj.710.9237.

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The purpose of the study was to explore teachers’ and student teachers’ perspective on reflective practices in teaching and learning in public basic schools in the Gomoa East District of the Central Region of Ghana. The study adopted sequential explanatory design. The study employed the theory of John Dewey (1932) as its theoretical framework. The study employed sequential explanatory design. The population was made up of teachers and student teachers in the Gomoa East District. The study used purposive and simple random sampling procedures to select student teachers and teachers respectively. Structured questionnaires and interview guides were used to gather data from one hundred and twenty nine (129) participants. Descriptive statistics such as simple frequency counts and percentages were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. Finding from the study revealed that teachers understand the concept of reflective practices and its applications. Reflective practices enable teachers to reflect on their teaching experience. Reflective practices enable teachers to think about their knowledge in their subject area. Reflective practices help to improve teaching. Reflective practices provide direction on what could be done in future for professional growth and development. Reflective practices enable student teachers to engage in problem solving that helps to strengthen teaching ability. Findings from the study also indicate that there was inadequate in-service training for teacher and student teachers in the area of reflective practices. Strategies suggested to enhance reflective practice in teaching and learning were cordial relationship between teachers and student teachers, teachers and student teachers should encourage remedial teaching, effective collaboration in instructional activities between teachers and student teachers, teachers should provide adequate time for student teachers and supervise their performance, adequate in- service training for teacher and student teachers in the area of reflective practices and Regular support from headteachers, experience teachers and other educational stakeholders though mentorship and other teacher professional development programs.The study recommended that the Gomoa East District Education Directorate should organize intensive training in the area of reflective practices in teaching and learning for teachers and student teachers to enable them to gain adequate professional competencies to improve their teaching. Head teachers, experienced teachers and other educational stakeholders should readily offer support to ensure successful reflective practices in teaching and learning in schools. Finally, Ghanaian University Colleges of Education should offer teacher education programs or courses that teach pre-service teachers how to develop higher order thinking skills and how to critically reflect.
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Donaldson, Lanni, and Raymond Chodzinski. "Understanding the Code An Effective Remedial Reading Program. An Interview with Lanni Donaldson: The Beacon Litericy Program." Teaching and Learning 2, no. 2 (March 1, 2005). http://dx.doi.org/10.26522/tl.v2i2.65.

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Lanni Donaldson is CEO and President of Beacon Literacy Canada. Her program, developed as an outgrowth of work done by Canadian Psychologist, Philip MacMillan provides some very interesting evidence that students who have difficulty learning to read in traditional programs can find success at Beacon. "Instructors at Beacon are intent on helping children regain confidence and self esteem lost due to being diagnosed as 'experiencing reading difficulties'. In fact Lanni cites evidence "that at Beacon we see an average improvement in reading rates equivalent to 2.6 grades in only 20 hours of instruction". Based on a philosophy that states that Beacon Literacy people believe that "literacy is a fundamental right to which all people are entitled" it is appropriate that Lannie Donaldson speak to our readers about Beacon literacy initiatives.
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31

Weiss, Michael J., Susan Scrivener, Austin Slaughter, and Benjamin Cohen. "An On-Ramp to Student Success: A Randomized Controlled Trial Evaluation of a Developmental Education Reform at the City University of New York." Educational Evaluation and Policy Analysis, May 3, 2021, 016237372110089. http://dx.doi.org/10.3102/01623737211008901.

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Most community college students are referred to developmental education courses to build basic skills. These students often struggle in these courses and college more broadly. CUNY Start is a prematriculation program for students assessed as having significant remedial needs. CUNY Start students delay matriculation for one semester and receive time-intensive instruction in math, reading, and writing with a prescribed pedagogy delivered by trained teachers. The program aims to help students complete remediation and prepare for college-level courses. This article describes the results of an experiment at four community colleges (n ~ 3,800). We estimate that over 3 years, including one semester that students spent in the program and two-and-a-half years after the program was complete, CUNY Start substantially increased college readiness, slightly increased credit accumulation, and modestly increased graduation rates (by increasing participation in CUNY’s highly effective Accelerated Study in Associate Programs [ASAP]).
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32

JALA, GLAIZA. "Pupils’ Reading Comprehension, Problem-Solving Skills and Academic Performance." Journal of World Englishes and Educational Practices, 2020, 1–9. http://dx.doi.org/10.32996/jweep.2020.2.4.1.

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The focal point of this research is to gauge the relationship between the reading comprehension level, problem-solving skills and academic performance of Grades 6 pupils of all the elementary schools in Carmen West District, Division of Bohol, Philippines. Specifically, this study sought to determine the academic performance of the elementary pupils in terms of four key subjects, namely: English, Science, Mathematics and other subjects such as Filipino, HEKASI, EPP and MAPEH. Further, this study presented also the profile of the pupils’ reading comprehension based on the following levels: Literal, Interpretative, Critical-Analysis and Application and their problem-solving skills’ profile. Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic performance and problem-solving skills of the respondents. To prove the validity and reliability of the obtained Pearson r, it was checked against the Table of Critical Values of the Pearson r at .05 level of significance. On the reading comprehension level and academic performance, results unfolded that there is a significant correlation between reading comprehension and academic performance and this finding implies that the reading comprehension is a contributory factor to improve pupils’ academic performance. Moreover, on the reading comprehension level and problem-solving skills, the result indicates that there is a significant correlation between reading comprehension and problem-solving skills. This study concludes that reading comprehension is a contributory factor to the improvement of pupils’ academic performance and problem-solving performance. The researcher recommends that school administrators look into the possibilities of providing more supplementary materials in the form of books and other reading materials so that pupils can use it for further learning and to organize seminars and workshops, special trainings in order to fully equip the teachers with more knowledge and skills in teaching reading strategies. Teachers may organize functional educational programs, remedial classes and enrichment activities to improve pupils’ comprehension skills through systematic comprehension instruction.
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Alves, Carley. "Educational Epidemic: A Study of the Academic Underachievement of Luso-Canadians." Inquiry@Queen's Undergraduate Research Conference Proceedings, April 15, 2020. http://dx.doi.org/10.24908/iqurcp.14063.

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The Luso-Canadian community has been subject to a multitude of unfortunate social injustices since the initial waves of mass migration between the 1950’s and 1970’s. A community which has historically contributed greatly to Canadian society, has been marginalized intergenerationally in both the academic and professional realms of Canadian society. The Luso-Canadian community, specifically in Toronto where the highest concentration resides, has historically been marked by high drop-out rates, overrepresentation in special education and remedial reading programs, and extremely low rates of post-secondary education. These barriers early in life have been identified by numerous sources as being the cause for various subsequent issues the Luso-Canadian community has faced including vast underrepresentation in other professional spheres of Canadian life. While numerous causes can be identified to explain the reasoning for these injustices, it is clear that legislative actions by the school boards and board of education must be taken to battle this issue and ensure that Luso-Canadians fulfill their full potential.
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Masterson, Jessica E. "Submitting, resisting, and getting by: literacy and ideology in a remedial reading program." International Journal of Qualitative Studies in Education, July 5, 2021, 1–20. http://dx.doi.org/10.1080/09518398.2021.1942298.

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35

Naram, Smita, Deepak S. Mahajan, Hemang Parekh, and Ronak Naik. "‘Arthrox’ an Advanced Ayurvedic Detox Program for Knee Osteoarthritis- A Case Report." Global Journal of Medical Research, February 7, 2020, 19–22. http://dx.doi.org/10.34257/gjmrhvol20is1pg19.

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Reported case was a 68 years old Male with Early-stage Osteoarthritis of both knees (Sandhigata Vata), accompanied by reduced medial joint spaces bilaterally, marginal osteophytes. Initially, VAS scale rating was poor. Proven herbal formulations like Painmukti MJ, Painmukti Sandhical, Painmukti cream along with Advance Virechana (Arthrox), Knee Dhara, Yogbasti, and Matrabasti twice a week was given for 16 months. Visual analog scale for knee pain and an Ayurveda clinical assessment criteria used to evaluate the effects of Treatment and Herbal remedies monthly basis. After a treatment of 30 days of Advance Virechana (Arthrox), Knee Dhara and Yogbasti, Pain,movement, and stability of the joint was improved at an excellent level. During follow up visit with the help of Matrabasti twice a week, Pain, movement of joint and stability, and even X-ray reading were change. In conclusion, this knee osteoarthritis patient’s quality of life improved by Advance Virechana (Arthrox).
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36

Upadhay, Aakash, and Sahid Jamal. "Indigenous People and Changing Socio-Cultural Behavior: A Case Study of Toto Tribes, Totopara." Sustainability, Agri, Food and Environmental Research, January 13, 2021. http://dx.doi.org/10.7770/safer-v0n0-art2286.

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As the saying goes “culture doesn't make people, it is the people who make culture”. The are several tribes living in India and are trying to preserve their rich cultural heritage. Toto is an aboriginal Indo-Bhutanese tribe found in some parts of Alipurduar district in North Bengal. Unique to their culture is the idea of having only single wife and strongly advocate anti-dowry system unlike neighbouring tribal practices. As per the reports they are recognized as the smallest tribe on the Earth and are on the verge of complete extinction. Various cultural transformation and other developmental activities around the region is leading to declining Toto’s population, which is further aggravated by Thalassemia virus, which is one of the silent killers of the tribe. It is alarming that an average lifespan of Toto's has suddenly declined to 35 years over the years. The basic objective of the study is to identify reasons beneath transformations of traditional livelihood and sudden decline of Toto tribe. Based on different research, global understandings and valuable readings, what instrumental steps can be taken to preserve and protect them. Primary survey and secondary data sources have been used for the data collection. A household survey was executed with the help of snowball sampling in December 2018 at Totopara in Madarihaat block of Alipurduar district, West Bengal. Remedial and descriptive methods and qualitative techniques have been used for analysis of data. After the analysis, it was concluded that increasing the education and awareness level through workshops, documentaries, camps, public meetings, discussions, discourse, rallies, seminars and cultural programs would play an instrumental role to put a cap on the declining population of the locals and would lead to their sustainable growth and development. Keywords Culture-Aboriginal- Extinction- Thalassemia-Sustainable Growth
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Jamal, Sahid, Aakash Upadhyay, and Rachna Dua. "Indigenous People and Changing Socio-Cultural Behavior: A Case Study of Toto Tribes, Totopara." Sustainability, Agri, Food and Environmental Research 9, no. 3 (March 10, 2021). http://dx.doi.org/10.7770/safer-v9n3-art2286.

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As the saying goes “culture doesn't make people, it is the people who make culture”. The are several tribes living in India and are trying to preserve their rich cultural heritage. Toto is an aboriginal Indo-Bhutanese tribe found in some parts of Alipurduar district in North Bengal. Unique to their culture is the idea of having only single wife and strongly advocate anti-dowry system unlike neighbouring tribal practices. As per the reports they are recognized as the smallest tribe on the Earth and are on the verge of complete extinction. Various cultural transformation and other developmental activities around the region is leading to declining Toto’s population, which is further aggravated by Thalassemia virus, which is one of the silent killers of the tribe. It is alarming that an average lifespan of Toto's has suddenly declined to 35 years over the years. The basic objective of the study is to identify reasons beneath transformations of traditional livelihood and sudden decline of Toto tribe. Based on different research, global understandings and valuable readings, what instrumental steps can be taken to preserve and protect them. Primary survey and secondary data sources have been used for the data collection. A household survey was executed with the help of snowball sampling in December 2018 at Totopara in Madarihaat block of Alipurduar district, West Bengal. Remedial and descriptive methods and qualitative techniques have been used for analysis of data. After the analysis, it was concluded that increasing the education and awareness level through workshops, documentaries, camps, public meetings, discussions, discourse, rallies, seminars and cultural programs would play an instrumental role to put a cap on the declining population of the locals and would lead to their sustainable growth and development. Keywords Culture-Aboriginal- Extinction- Thalassemia-Sustainable Growth
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