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The article introduces major stages and characteristic features of the entire process of reading. The professional literature data illustrate that the reading process is closely linked to the development of verbal communication. Good reading skills at both elementary and middle schools are a guarantee of high academic achievement, and in the heavy flow of information they are a reliable means of orientation, which the learner deals with. A mastery of good reading skills is the path to early-aged learner's further education as well as the most essential means of communication and information transmission in society.
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Hoien, Torleiv, and Ingvar Lundberg. "Stages of Word Recognition in Early Reading Development." Scandinavian Journal of Educational Research 32, no. 4 (December 1988): 163–82. http://dx.doi.org/10.1080/0031383880320402.
Davis, James N., Mary Ann Lyman-Hager, and Susan B. Hayden. "Assessing User Needs in Early Stages of Program Development." CALICO Journal 9, no. 4 (January 14, 2013): 21–27. http://dx.doi.org/10.1558/cj.v9i4.21-27.
In this article, we argue that software developers should use a combination of methodologies to determine the reading difficulties of lower-level foreign language students. During the pre-production phases of our program, ClearText, we asked students of third-semester French at Pennsylvania State University to read a passage in French. One group circled all the unknown words and expressions in the passage; other students wrote the definitions of words we had underlined in the text; the last group wrote recall protocols based upon what they remembered from their reading. We demonstrate that each of these assessment instruments was necessary in product development in order for us to identify the different types of foreign language reading problems encountered by students at this instructional level.
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Díaz-Cárdenas, A. F., H. A. Díaz-Furlong, A. Díaz-Furlong, and M. R. Sankey-García. "Syllabic Schemes and Knowledge of the Alphabet in Reading Acquisition: Onset or Nucleus Variation." International Education Studies 9, no. 11 (October 27, 2016): 151. http://dx.doi.org/10.5539/ies.v9n11p151.
<p class="apa">Although there is a growing consensus that, in reading acquisition, it is essential to provide children with learning activities that promote the development of reading cognitive schemes, particularly intra-syllabic related patterns, there is no agreement on which kind of syllabic schemes should be worked out in the first place. The main aim of the present study is to analyse the readings of preschool Spanish-speaking children showing the development of syllabic schemes in the early stages of reading acquisition. Basically, we analyse their responses in relation to their previous knowledge of Spanish grapheme-phoneme correspondences (GPCs) or alphabet knowledge. Our results show that children’s recognition and construction of syllabic schemes, from the very first steps in preschool reading acquisition programmes, is facilitated by reading activities presenting shell-nucleus syllabic patterns, for which the only requirement, although not indispensable, is to know the five or six Spanish vowel GPCs. This kind of activity seems to be more adequate than reading drills involving onset-rhyme syllabic analogies that require previous knowledge of consonant GPCs. The conclusion we have reached is that the development of onset-rhyme syllabic reading schemes shows a stronger relation to alphabet knowledge that shell-nucleus syllabic reading schemes, at least in the early stages of reading learning.</p>
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Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla, and Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development." Language, Speech, and Hearing Services in Schools 44, no. 4 (October 2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).
PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills.ResultsFor the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school.ConclusionAlthough similar skills contribute to reading across the age span, the relative importance of these skills changes with children's literacy stages.
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Loveall, Susan J., and Andrea Barton-Hulsey. "Reading Skills in Down Syndrome: Implications for Clinical Practice." Seminars in Speech and Language 42, no. 04 (July 26, 2021): 330–44. http://dx.doi.org/10.1055/s-0041-1730991.
AbstractThough children with Down syndrome can learn to read, they may have difficulty developing some component skills, including phonological awareness and word decoding. Given reading's foundation in language, speech-language pathologists (SLPs) should play a central role in supporting access to and providing reading instruction for children with Down syndrome. This article reviews the available research on reading in Down syndrome and offers guidance for SLPs working with this population. We start by reviewing the Down syndrome phenotype, highlighting physical features and cognitive and linguistic patterns of strength and weakness that impact reading development. Next, we define different reading subskills and outline typical reading development, including stages of prereading, learning to read, and transitioning to using reading as a tool for learning. We then use these stages to review what is known about reading in Down syndrome, including relevant intervention work. We also incorporate considerations for clinical practice. In particular, we encourage SLPs to advocate for supporting reading development in children with Down syndrome, to work with families to develop rich home literacy environments, and to work with educators to promote phonological awareness and decoding skills. Lastly, we note limitations in our current knowledge and include a call for more research.
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Du, Jing, and Fuyin Thomas Li. "The convergence and divergence of extension and intension on semantic change." Review of Cognitive Linguistics 20, no. 2 (December 8, 2022): 438–75. http://dx.doi.org/10.1075/rcl.00118.du.
Abstract Despite the fact that semantic change studies have intensively argued that intensional readings develop from the literal reading as a whole, diachronic prototype semantics proposes that intensional readings arise from the extensional subsets of the literal reading. This study empirically explored this proposal by carrying out a corpus-based diachronic study. It is proved from the semantic change of Chinese pò that: (1) There exists a corresponding relationship between extensional usages and intensional readings of a lexical item. (2) Extension and intension both converge and diverge on semantic change. Their convergence lies in the fact that extensional usages give rise to intensional readings. Extensional usages, though nuanced, motivate the emergence and development of intensional readings. Their divergence is reflected in the independent development of extensional usages and intensional readings. The subsistence or dying out of extensional usages does not constrain the appearance or disappearance of intensional readings. (3) Semantic change involves three stages, namely the extensional stage, the intensional stage, and the grammaticalization stage. These three stages constitute an interweaving continuum in the process of semantic change.
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Shavshishvili, Maia. "Development of Reading Ability in Childhood by the Example of Georgian Language." International Journal of Multilingual Education XI, no. 1 (June 29, 2022): 131–45. http://dx.doi.org/10.22333/ijme.2022.200010.
Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.
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Shavshishvili, Maia. "Development of Reading Ability in Childhood by the Example of Georgian Language." International Journal of Multilingual Education XI, no. 2 (December 28, 2022): 65–79. http://dx.doi.org/10.22333/ijme.2022.21006.
Reading as a skill is divided into many subskills, which take almost entire early childhood to develop. Children go through stages of getting comprehension of phonemes and grammar structure until they can connect letters to sounds and read without problems. Learning how to read in second language is usually harder because of new sets of phonemes and differences in alphabet. On the other hand, learning how to read Georgian Language might be easier than most other languages. Georgian Language has 33 phonemes and 33 letters of alphabet, which directly correspond to each other. Reading is straightforward due to no differences between what is written and how it should be pronounced. The article will be covering how reading skill develops in children and how these aspects might be connected to learning to read Georgian.
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H, Nurhikmah, Muhammad Aris, Arismunandar Arismunandar, Sujarwo Sujarwo, and Sukmawati Sukmawati. "Development of Local Content Teaching Material for the History of Wajo." Journal of Innovation in Educational and Cultural Research 3, no. 2 (March 1, 2022): 264–70. http://dx.doi.org/10.46843/jiecr.v3i2.82.
This study aims to develop local content reading books for the history of Wajo in an effort to add insight for educators and students from aspects of local history in Wajo Regency. The development of reading books follows 3 (three) stages from 4 (four) stages of development in the Four D development model. The research subjects consisted of validators as media experts and material experts, two history teachers as practitioners, and 60 students as a test subject. Data collection techniques used questionnaires and interviews, which were analyzed qualitatively and quantitatively. The results of the study showed that: students needed interesting history learning and motivated students to learn more about history so there was a need for reading books that support learning the history of local content in the Wajo Region. Local history was seen as more interesting because it was more contextual than national history. The development of teaching material for the history of Wajo was realized into a digital book (e-book) through the stages of validation and testing to determine the level of practicality. The validity of reading books was carried out by validation by teaching material experts, media experts and Wajo historians. The practicality of this reading book reaches 75.22% in the good category so that it is suitable for use and does not need revision.
Dissertations / Theses on the topic "Stages of reading development":
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Kwok, Ka-po Carol. "Development of reading of Chinese characters in school age children an implication to the stage model of reading development /." Click to view the E-thesis via HKU Scholars Hub, 2007. http://lookup.lib.hku.hk/lookup/bib/B42005176.
Thesis (B.Sc)--University of Hong Kong, 2007. "A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-30). Also available in print.
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Buller, Jean Nanney. "The development of reading instruction competence in preservice teacher candidates during three stages of field experience in a university -based teacher preparation program." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2462.
The purpose of this study was to investigate and describe Multiple Subject credential preservice teachers' growth in competence toward reading instruction. Study participants were engaged in full-time student teaching in kindergarten through third grade classrooms. Each of the six participants was videotaped teaching three reading lessons, one each at the beginning, middle, and end of the field experience. Two reading specialists used the Checklist of Reading Instruction Behaviors to verify the use of and level of complexity of thirty-five (35) different reading instruction behaviors. The target behaviors were based upon two documents: (1) the Teaching Tasks, Skills, and Abilities ( TKAs ) adopted by the California Commission on Teacher Credentialing in 1997, and (2) the content specifications of the Reading Instruction Competency Assessment (RICA). Using qualitative software, N4 Classic , all transcripts of the reading lessons and accompanying lesson plans were coded for the same thirty-five (35) target behaviors. A 15-item survey assessed participants' perceptions of program assignments that contributed to their growth toward competency. Finally, scores from the RICA were compared to the levels of competency observed during the videotaped reading lessons. The findings indicate that all thirty-five reading instruction behaviors were used by the participants as a group. Individually, candidates used an average of 58% of the behaviors in only three lessons. Although all preservice teachers in this study were placed in primary grade classrooms, grade level differences were evident in the behaviors that were used and well-developed, with the most variance between grades K–1 and 2–3. The course assignments reported by study participants as most helpful in creating perceptions of competence were regular classroom experience and evaluations by cooperating teachers. No relationship was established between the scores on reading instructional behaviors observed in the classroom and scores on the RICA. Finally, six suggestions for further study are offered to improve the level of competency in preservice teachers to provide reading instruction. Additionally, the researcher recommended that preservice teachers be directly taught the 40 Reading Instruction Behaviors in their reading methods courses, including the developmental levels of reading instruction behaviors described in the Observation Rubric. Also, the Checklist of Reading Instruction Behaviors should be used in systematic observations of preservice teachers with follow-up use recommended in induction programs.
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Willis, Arlette Ingram. "Panorama : a narrative history of standardized elementary reading comprehension test development and reading test authors in the United States 1914-1919 /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683756125425.
Hampson-Jones, Frances Elsie. "Reciprocal teaching : investigation of its effectiveness as a method of whole class reading comprehension instruction at Key Stage Two." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/10021679/.
Reciprocal Teaching (RT) is a metacognitive training programme that was found to improve reading comprehension during the 1980s (Palincsar and Brown, 1984). Four strategies: predicting, clarifying, questioning and summarising are taught, then students gradually assume control of teaching within a heterogeneous small group until they are actively involved in constructing meaning from text. A review of the literature revealed that there is “very little” research on RT in the UK (Brooks, 2013), little research worldwide in whole class settings, and little evidence that RT is effective for children under twelve (Cain, 2010). Three intervention studies presented here investigated the effectiveness of RT in whole class UK settings with young readers, and the effect of incorporating visualisation as an additional strategy (RTV). Study 1 was delivered by the researcher with three Year 5 classes (N=50). Results revealed a significant improvement in comprehension scores for the RT groups over a normal instruction group after ten hours of training, but no difference between the RT and RTV groups. A second mixed-methods study (Study 2) involved Year 3 children (N=12) with ten weeks of RT instruction, followed by ten weeks of RTV, delivered by the class teacher. Think-aloud protocols and interviews revealed an increase in strategy use. There was a significant improvement in reading comprehension scores immediately after the intervention, and a one year follow-up assessment showed improvement close to significance (p=.09). The third study (Study 3) in a different school with Year 3 children (N=28), replicated the results from Study 2, but with a significant increase in reading comprehension scores at the one-year follow-up assessment. Overall, the results revealed that RT was effective in three different whole class settings, with children as young as seven. Qualitative measures indicated that the instruction worked by increasing strategy use.
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Augustsson, Anna. "Reading and writing in early stages of primary education : Methods for reading and writing." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7783.
Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent learners develop literacy processing systems. The research question was to determine if there was a significant difference in the Indiana Statewide Testing for Educational Progress standardized test scores between the 73 formerly enrolled and 38 nonenrolled students. The independent variable was enrollment in Reading Recovery, and the dependent variable was ISTEP+ standardized literacy scores. The independent sample t-test results showed no statistically significant difference in ISTEP+ standardized literacy scores. The results were the basis for the creation of the 3-day professional development training for educators in grades 2 and 3. The training will promote positive social change since it will support the continued literacy progress of formerly enrolled Reading Recovery students. Students with solid literacy skills will have better future employment opportunities and higher social engagement in American society.
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Ноздрунов, Володимир Андрійович. "The Stages of Web Application Development." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7378.
Ward, Monica Suzette 1963. "The effects of a computer-based higher order thinking skills curriculum on inferential comprehension." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276692.
Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.
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Fisher, W. D., and E. J. Pegelow. "Heat Units and Stages of Plant Development." College of Agriculture, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/219831.
This thesis consists of two studies: In the first study, 236 children, from 3 age groups 4, 5 and 6, were tested for ability on 23 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual discrimination, fluency, phonological awareness, and performance on the Raven's Coloured Matrices. A multiple regression was undertaken on these three groups to elucidate the variables determining reading performance in the second year of the study. Results showed that for the '4-5' group, (tested at 4 years and then one year later) performance on a visual discrimination and an alliteration test predicted later reading success. For the '5-6' group, reading quotient at age 5, alliteraion, short-term memory, SES, nonword reading and the initial sound test predicted reading success at age 6. Finally, for the '6-7' group, reading quotient at age 6, nonword reading, fluency, gender and alliteration predicted reading success at age 7. The second study investigated qualitative differences in normal readers relative to poor readers of the same reading age. Forty normal readers and 38 poor 9-year-old readers were given tests similar to those used in the first study. The principal finding was that the poor readers were worse at reading pseudowords compared with the controls. The results suggest that although there are no differences with reading-age controls in phonological processing, poor readers have worse grapheme-phoneme conversion skills. The results of both studies are mainly discussed in terms of the development of primary and secondary routes for reading.
1940-, Richardson Virginia, ed. Teacher change and the staff development process: A case in reading instruction. New York: Teachers College Press, Teachers College, Columbia University, 1994.
Reutzel, D. Ray. Strategies for reading assessment and instruction: Helping every child succeed. 3rd ed. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2007.
Reutzel, D. Ray. Strategies for reading assessment and instruction: Helping every child succeed. 2nd ed. Upper Saddle River, N.J: Merrill Prentice Hall, 2003.
Smith, Lillian H. b. 1887., Fasick Adele M, Johnston Margaret, and Osler Ruth, eds. Lands of pleasure: Essays on Lillian H. Smith and the development of children's libraries. Metuchen, N.J: Scarecrow Press, 1990.
Book chapters on the topic "Stages of reading development":
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Gemma, Masahiko. "Global Food Security, and Economic and Agricultural Development." In Sustainable Development Disciplines for Society, 221–29. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5145-9_13.
AbstractThis chapter aims to present factors affecting global fooddemandand supply conditions and to find potential solutions to global food security problems. First, the factors determining the supply and demand conditions of food are detailed in relation to the linkages among food, agriculture, and rural development. Second, Japan's success in securing food in the early stage of economic growth as a developing country is presented as example. Discussions on supplyand demand determinants in the first part are needed to understand the reasons for success in achieving Japan’s food security objectives. Policy implications are derived for developing countries that struggle to ensure global food security. Reading this chapter will assist the readers in discussing potential solutions to global food security problems. Climate change issues are also discussed in relation to global food and energy security. We examine the effectiveness of crop-based energy production and potential conflicts with food production using examples from Japan and the United States of America.
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Frisch, Michael. "A Queer Reading of the United States Census." In The Life and Afterlife of Gay Neighborhoods, 61–85. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66073-4_3.
AbstractLGBTQ neighborhoods face change. Planning for these neighborhoods requires data about LGBTQ residential concentration. Some analysts have used US Census same-sex partner data to make judgments about LGBTQ neighborhoods. Two agency actions make this reliance problematic. The US Census was required to enforce the Defense of Marriage Act and reassigned some LGBTQ responses in a heteronormal way. The Census also assigned sex based upon patterns of names. These US Census actions of gay removal and sex assignment to datasets raise questions about the usefulness of the partner dataset. A queer reading of the census may give a better representation of neighborhood development and decline. Data are developed for four queer neighborhoods: the West Village in New York City, Center City Philadelphia, Midtown Atlanta, and Midtown Kansas City. The results show that queer attributes of these areas grew to about 1990. Some queer attributes may have declined some from their peak. The results raise questions about social surveys, the closet, and the direction of LBGTQ neighborhoods in the twenty-first century. LGBTQ displacement has occurred.
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Glover, Todd A. "Investigating Teacher Professional Development with Distance Coaching to Promote Students’ Response to Reading Interventions in Rural Schools." In Rural Education Research in the United States, 167–79. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42940-3_9.
Jaeger, Axel-Volkmar, and Götz-Sebastian Hök. "Development Stages." In FIDIC - A Guide for Practitioners, 83–98. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02100-8_5.
Castella, Krystina. "Development Stages." In Designing for Kids, 127–59. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315266015-3.
Palacios, Carlos, and Alicia Bonamino. "Brazil. How Two Municipalities Achieved Above-Average Results in Reading in the Early Years of Elementary School During the COVID-19 Pandemic." In Schools and Society During the COVID-19 Pandemic, 27–42. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42671-1_2.
AbstractThis chapter discusses the impacts of distance learning during the COVID-19 pandemic on students’ reading development in the early years of elementary school in Brazil and analyzes educational policies that may have mitigated part of these effects. The research focuses on reading assessments carried out in 2021 by CAEd/UFJF and Associação Bem Comum in ten Brazilian states. Although the assessments revealed major challenges for students’ literacy in many states, some municipalities managed to mitigate part of the effects of the pandemic, achieving above-average results. Two municipalities that reached rates of fluent students in reading higher than the average were selected for survey and analysis: Machados-PE and Coruripe-AL. This paper examines the public policies of these networks to identify and understand the actions that contributed to their unique performance in the assessment.
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Mant, T. G. K. "Drug Development Stages." In Clinical Trials in Neurology, 53–58. London: Springer London, 2001. http://dx.doi.org/10.1007/978-1-4471-3787-0_5.
Campbell, Benjamin. "Stages of Development." In Encyclopedia of Evolutionary Psychological Science, 1–7. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-16999-6_762-1.
Sanguras, Laila Y. "Stages of Development." In Raising Children With Grit, 57–67. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237488-5.
Young, Gerald. "Development, Stages, and." In Causality and Neo-Stages in Development, 21–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82540-9_2.
Conference papers on the topic "Stages of reading development":
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Prince, Janis. "ENTRANCE TICKETS: USING SMALL STAKES WRITING ASSIGNMENTS TO IMPROVE STUDENT READING." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2162.
Yadi, Zhao. "A Study of Preschool Children’s Second Language Acquisition From the Perspective of Piaget’s Theory of Cognitive Development Stages—A Comparison between Raz and Oxford Reading Tree." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.192.
CURACIȚCHI, Angela. "Development of reading literacy of younger schoolchildren as a condition for a successful learning process." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p275-279.
For successful functioning in the modern world, a pupil needs to master a system of competencies that adapt and socialize him in society as much as possible. One of the main tools that is significant in the process of resolving various situations, as well as in the context of self-education, self-development and self-improvement of pupils, is the possession of reading literacy, which must be laid down from the first stage of education - in primary school. When organizing the reading process, it is important to bring the content of the text closer to the communicative situations that the pupil encounters in life and to activate the process of forming various reading skills. The extraction of information from the text, its interpretation, comprehension and evaluation, integration into one’s own actions are the components of the process of reading literacy, which forms an active position in the application of knowledge by each pupil-reader. In modern primary school, reading literacy is presented as a meta-subject result of formed metacognitive competencies that represent a pupil’s personal resource – his/her knowledge, experience, goals and strategies for using the information received through reading in life.
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Yakovlev, Ilya G. "THE FEATURES OF AGRARIAN DEVELOPMENT OF THE ORENBURG REGION AND APPROACHES TO AGRICULTURAL ZONING." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-85-86.
The article discusses the features of agricultural development of the territory of the Orenburg region. Based on the analysis of archival, statistical, and cartographic data, the key stages in the agricultural development of the region are identified and briefly described. On the basis of the selected stages of development, approaches to zoning the territory of the Orenburg region on the studied basis are developed.
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Chumila, Y. A. "THE ROLE OF PHYSICAL TRAINING IN THE SYSTEM OF PROFESSIONAL DEVELOPMENT OF RESCUERS." In SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-168-171.
The research is aimed at identifying approaches to transform the vocational training system in the bodies and units for emergency situations of the Republic of Belarus. The work is based on the generalization of the principles and approaches presented in the scientific and scientific-methodical literature, which, first of all, are focused on optimizing the content of the physical training of rescuers at all stages of professional training. The study was based on the substantive aspects of the pedagogical process aimed at ensuring the effectiveness of the functioning of the professional training system for rescue specialists. To study this issue, we used the following research methods: structural and functional, analysis, generalization and systematization, observation, comparison, formalization. It has been substantiated that each stage of professional development depends on a number of general and particular characteristics, and careful consideration and keeping records of individual characteristics will ensure the effective operation of the training system for a rescuer.
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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.
Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Rogobete, Roxana, Alexandru Oravițan, Madalina Chitez, and Karla Csürös. "Developing LEMI: A new corpus based literacy support tool for schoolchildren." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16966.
This study centres on the developing and testing stages of a literacy support tool dedicated to young schoolchildren. The LEMI tool is currently in development (since January 2023) at the CODHUS research centre (Centre for Corpus Related Digital Approaches to Humanities) from the West University of Timișoara, Romania. LEMI aims to stimulate interest in reading during the first individual and collective reading activities (ages 7-11). This aim will be achieved by creating a digital reading repository with a user-friendly interface that verifies reading text complexity and delivers automatic reading-level reports to users. We use corpus linguistics methods to create a text complexity formula adapted to the Romanian language, which can be integrated into the automated complexity evaluation interface in LEMI. The necessity of such an instrument is motivated by the fact that, in Romania, there are increased rates of functional illiteracy and school dropout. We hypothesise that texts must be level-adapted (according to grade or readability) for schoolchildren to relate positively to reading activities. In the Romanian context, LEMI is the first digital tool wholly tailored to children’s literature, which complements national curricula and didactic materials provided to young children. Distinctively, LEMI responds to the need for easy-to-use tools to adapt reading individually, according to the reader’s profile. LEMI is a unique tool, not only for Romanian but also for children’s literature in other languages. The functionalities of the LEMI pilot version will be tested with the partners involved in the project (three schools from Timiș county and an educational NGO).
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Artamonova, Maria V. "APPLICATION OF COACHING TECHNOLOGY IN THE DEVELOPMENT OF A YOUNG SPECIALIST." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-99-100.
The article deals with the approaches of coaching technology for the development of professional competencies of a young specialist in various fields of activity. The author pays special attention to the stages of development of a young specialist as a professional person, and highlights the approaches of the coach-technologist.
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Gusev, Vladimir V. "GEOLOGY AND SOCIETY." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-251-252.
Prapasawad, Champ, Kittitach Pornprasitpol, and Wanchalerm Pora. "Development of an automatic meter reading system based on ZigBee PRO Smart Energy Profile IEEE 802.15.4 standard." In 2012 IEEE International Conference of Electron Devices and Solid-State Circuits (EDSSC). IEEE, 2012. http://dx.doi.org/10.1109/edssc.2012.6482876.
Reports on the topic "Stages of reading development":
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.
This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.
The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.
This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.
Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Berlanga, Cecilia, Emma Näslund-Hadley, Enrique Fernández García, and Juan Manuel Hernández Agramonte. Hybrid parental training to foster play-based early childhood development: experimental evidence from Mexico. Inter-American Development Bank, May 2023. http://dx.doi.org/10.18235/0004879.
Play during early childhood is key to stimulating childrens physical, social, emotional and cognitive development; it promotes their imagination and creativity, improves their problem-solving skills and enhances their learning readiness by providing the foundations to build skills later in their lives. Parental engagement in play-based learning at home is one of the behaviors most consistently associated with positive child development. However, it is concerning that levels of parental engagement in play activities have been found to be lower in low-resourced settings. Additionally, research on play-based learning is largely limited to high-income countries and little is known about the use of hybrid interventions that promote play-based learning at home. This study uses an experimental design to estimate the effects of a hybrid large-scale parental program to promote play-based learning in the state of Morelos, Mexico. We found a positive impact on parental investment, as caregivers of the treatment group had a FCI 0.13 SD higher than the control group. The treatment group performed the following activities more often than the control group: reading books /looking at pictures (0.12 SD), singing songs (0.11 SD), and playing with toys (0.17 SD), which incentivize learning, emotional and cognitive skills development in children. The study also found a significant effect of 0.19 SD on the CDC index for those caregivers who invested less than the median FCI at the baseline. Our findings support the importance of parental training for increased quality and time of caregiver investments in play activities, which lead to improved child outcomes, especially among children in households with the lowest levels of caregiver investment at baseline.
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Harris, Jeremy, Thomas Liebig, and David Khoudour, eds. How Do Migrants Fare in Latin America and the Caribbean?: Mapping Socio-Economic Integration. Inter-American Development Bank, July 2023. http://dx.doi.org/10.18235/0005007.
Over the last decade, the migration landscape in Latin America and the Caribbean (LAC) has changed significantly. In this context, the socio-economic integration of immigrants is an increasingly high priority on the regional development and policy agenda. For this reason, the Inter-American Development Bank (IDB), the Organisation for Economic Cooperation and Development (OECD), and the United Nations Development Programme (UNDP) have collaborated on this joint exercise that builds on OECDs previous experience in measuring migrant inclusion as well as IDBs expertise in building data around the state of migration in Latin America and the Caribbean, and UNDPs presence on the ground and experience working with national and local governments in the region to advance their development priorities. This report provides a general overview of the state of socio-economic integration of migrants in 12 LAC countries by 2021. It presents a series of quantitative indicators related with, for instance, labor market informality, self-employment, youth employment, school attendance, reading literacy and living conditions. This exercise also relies on selected policy indicators that shed light on the regulatory framework within which migrants integration takes place. The objective is to provide decisionmakers and policymakers in host countries with useful indicators to better understand where the gaps are in terms of migrants integration and to help them identify the areas where they should focus their efforts and scarce resources.
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Goodwin, Sarah, Yigal Attali, Geoffrey LaFlair, Yena Park, Andrew Runge, Alina von Davier, and Kevin Yancey. Duolingo English Test - Writing Construct. Duolingo, March 2023. http://dx.doi.org/10.46999/arxn5612.
Assessments, especially those used for high-stakes decision making, draw on evidence-based frameworks. Such frameworks inform every aspect of the testing process, from development to results reporting. The frameworks that language assessment professionals use draw on theory in language learning, assessment design, and measurement and psychometrics in order to provide underpinnings for the evaluation of language skills including speaking, writing, reading, and listening. This paper focuses on the construct, or underlying trait, of writing ability. The paper conceptualizes the writing construct for the Duolingo English Test, a digital-first assessment. “Digital-first” includes technology such as artificial intelligence (AI) and machine learning, with human expert involvement, throughout all item development, test scoring, and security processes. This work is situated in the Burstein et al. (2022) theoretical ecosystem for digital-first assessment, the first representation of its kind that incorporates design, validation/measurement, and security all situated directly in assessment practices that are digital first. The paper first provides background information about the Duolingo English Test and then defines the writing construct, including the purposes for writing. It also introduces principles underpinning the design of writing items and illustrates sample items that assess the writing construct.
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Carter, Becky. Integrating Local Voices into Programme Governance in Fragile and Conflict-Affected Settings. Institute of Development Studies, July 2022. http://dx.doi.org/10.19088/k4d.2022.110.
This rapid literature review explores how local people’s views and perspectives on their concerns, needs and capabilities (beyond asking about their experiences with aid) have been integrated into the national-level governance mechanisms of humanitarian assistance and development programmes in fragile and conflict-affected settings. There is limited systematic evidence available on this topic. There are a few cases of including civil society in national-level programme or sector governance bodies; there is more documented experience of including local actors in humanitarian response coordination. There is also relevant learning from feedback mechanisms, analysis and research, and people-centred approaches to aid planning and management more generally. The literature highlights the importance of conflict-sensitive approaches underpinned by regular conflict and political economy analysis; consulting with local actors on how they want to communicate and engage, and setting up safe and effective spaces for engagement; investing in long-term partnerships and capacity building to strengthen local organisations; and undertaking participatory, qualitative research that starts from ‘people’s own reading of how their lives are changing over time’ (Daigle, 2022: 15).
