Gotowe bibliografie tematyczne / Teaching reading

Gotowa bibliografia na temat „Teaching reading”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Teaching reading"

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Skoblow, Jeffrey. "Reading Fiction/Teaching Fiction/Reading Teaching". Pedagogy 1, nr 2 (1.04.2001): 399–404. http://dx.doi.org/10.1215/15314200-1-2-399.

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Bamford, Julian, i Richard R. Day. "Teaching Reading". Annual Review of Applied Linguistics 18 (marzec 1998): 124–41. http://dx.doi.org/10.1017/s0267190500003512.

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Look through the window of any second or foreign language (L2) reading classroom and, invariably, you will see the teacher and students seated with books open in front of them. This superficial similarity masks vast differences in teaching methodology, however. As the 20th century draws to a close, there are, around the world, at least four distinctive approaches to the teaching of L2 reading: grammar-translation, comprehension questions, skills and strategies, and extensive reading. After brief descriptions of these four approaches to teaching reading and their status in the reading classroom, important issues in L2 reading instruction are addressed, leading to more general concerns involving the relationship among theory, research, and teaching practice.
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Gordyeyeva, Anzhela. "TEACHING PSYCHOLOGY STUDENTS PROFESSIONALLY ORIENTED READING". Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, nr 13(81) (26.05.2022): 212–15. http://dx.doi.org/10.25264/2519-2558-2022-13(81)-212-215.

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The article deals with the problem of teaching psychology students reading professionally oriented English texts. It highlights the importance of the development of reading skills in English speaking class and investigates the component skills that are critical to reading comprehension development when teaching English for specific purposes. In this research we try to analyze main curricular principles proposed by scientists to guide reading instructions which can be successfully used when teaching professionally oriented reading to psychology students. In this article we explore goals for reading instructions and try to translate them into practice in various ways in our ESP classroom. Among the component skills that are critical to reading ESP comprehension development we distinguish word-recognition efficiency, vocabulary building, main-idea comprehension practice, discourse-structure awareness, reading strategies for professional goals, reading fluency, extensive reading and students’ motivations. We pay special attention to reading fluency, extensive reading and psychology students’ reading motivation which are also considered very important component skills for reading comprehension development. We tried to understand how to prepare our psychology students for their reading demands that that they will almost certainly encounter in their professional life.
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Inoue, Asao B. "Teaching Antiracist Reading". Journal of College Reading and Learning 50, nr 3 (23.07.2020): 134–56. http://dx.doi.org/10.1080/10790195.2020.1787079.

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Riza, Armilia. "TEACHING READING THROUGH SHARED READING STRATEGY". TELL-US JOURNAL 2, nr 2 (17.03.2017): 78–84. http://dx.doi.org/10.22202/tus.2016.v2i2.1337.

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This study was aimed at looking at the effect of using Shared Reading Strategy toward reading ability of students of SMP N 1 IV Jurai Pesisir Selatan, West Sumatra. This study is based on the fact the poor ability of students to understand the monologue text. This study used pretest-posttest design given to the experimental and control groups. The results showed that the experimental group posttest result was higher than the control group. It showed that the Shared Reading Strategy gave significant effect toward students’ reading ability at SMP N 1 IV Jurai. This statement is supported by the results of t test with significant value of 2.26.
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Barnett, Tracey Marie. "Reading Champs: Teaching Reading Made Easy". Social Work 62, nr 3 (11.05.2017): 279. http://dx.doi.org/10.1093/sw/swx030.

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Hamdani, Beny. "TEACHING READING THROUGH RECIPROCAL TEACHING METHOD". Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 7, nr 1 (25.06.2020): 23. http://dx.doi.org/10.22219/celtic.v7i1.11936.

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This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well.
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Afrizatama, Deni. "Teaching Reading through Reciprocal Teaching Strategy". Academic Journal Perspective : Education, Language, and Literature 4, nr 2 (11.10.2018): 88. http://dx.doi.org/10.33603/perspective.v4i2.1541.

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This is experimental research with quantitative approach to analyse the data. Quasi experimental is used to gain the data by using the matching only pretest – postest control group design.Tne main ptirpose of tnis researcn was intended to find out whether reciprocal teaching strategy in teaching reading for the eighth grade at SMPN 10 Kota Cirebon is effective or not and what the students’ response in learning reading using reciprocal teaching strategy are. In this research. The population of this research was eighth grade students of SMPN 10 Kota Cirebon in the 2015/2016 academic year. The number population is about 270 students consisted of nine classes and each class consisted of 25 – 30 students. This research only took two classes as sample, VIII H as control class and VIII I as experimental class. There were two research instruments that was used to gather the data: Test (Pre-test and Post-test) was used to find out the students’s achievement in reading before and after teaching reading by using reciprocal teaching strategy and questionnaire was used to find out the students’ response about learning reading using reciprocal teaching strategy. After collecting the data, the data was analyzed by using t-test formula from fraenkel to find out t-account. The result of the test showed that t-account was 4.47 and t-table was 2.012 with (df) 48 and significant level 0.05 (5%). It means that t-account (4.47) is higher than t-table (2.021). It can be concluded that (Ha) “Reciprocal teaching strategyis effectivein teaching reading for the eighth grade at SMPN 10 Kota Cirebon.” is accepted.
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Muchtar, Naely. "Intensive reading and extensive reading in teaching reading comprehension". Lingua Pedagogia, Journal of English Teaching Studies 1, nr 2 (4.06.2020): 1–13. http://dx.doi.org/10.21831/lingped.v1i2.18687.

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The research investigated the implementation of Intensive Reading (IR) and Extensive Reading (ER) that is suitable for English class in Polytechnic that focuses on the ability of English practice. This research is a Classroom Action Research (CAR), which consists of three stages, namely pretest, treatment, and posttest. Based on the results of the pretest, it can be concluded that reading skill of the second semester students from Computer and Networking Engineering study program before the implementation of IR and ER method were still relatively low, in the classification of poor (25%) represented by 11 students and in very poor classification (18.2%) achieved by 8 students. After three times treatment by using three different articles for English reading text, the reading skill of students increased significantly in the presence of 2 students (4.5%) in the classification of very good and there were only 6 students were in poor and very poor classification. Based on posttest result, reading skill of students enhance significantly with 5 students (11.4%) were in very good classification.
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Mufabar, Kamba Janna, Hilaluddin Hanafi i Aderlaepe Aderlaepe. "TEACHING READING COMPREHENSION THROUGH TASK BASED LANGUAGE TEACHING". Journal of Language Education and Educational Technology (JLEET) 5, nr 2 (16.11.2020): 83. http://dx.doi.org/10.33772/jleet.v5i2.12765.

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This study attempted to find out: (1) Whether the Task Based Language Teaching (TBLT) affects students’ reading comprehension or not, (2) The application of task based language teaching towards students’ reading motivation. This study employed quasi experimental design to scrutinize the applicability of TBLT which involving 2nd grade students of Junior High School 7 Kendari registered in academic year 2019/2020. To this end, 62 participants (including an experimental group and a control class ones) were selected through purposive sampling from among 180 students. Task Based Language Teaching was applied in teaching reading comprehension in experimental group while in control group ones was applied conventional. Both groups were taught the same topic. The test was administered before treatment (pre-test) to examine the students’ previous reading comprehension and it was then compared with their post-test to examine their reading comprehension after being taught using TBLT. Reading test and questionnaire as the instruments of this study. The data from reading test was used to figure out the students’ reading comprehension by using t-test while the data from questionnaire was to figure out the students’ reading motivation. All collected data were computed and analysed by using SPSS 24. The results of reading comprehension test revealed that TBLT significantly effects students’ reading comprehension. Moreover, the result of questionnaire displayed that the students became more motivated to read through Task Based Language Teaching (TBLT). Keywords: Reading Comprehension, Task Based Language Teaching.
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Rozprawy doktorskie na temat "Teaching reading"

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Manasse, Eunice. "Teaching reading in multilingual classes". Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8609_1318508550.

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This qualitative study investigated the teaching of reading in Grade 3 multilingual classes in one school in the Western Cape. It focused on the teaching strategies employed by teachers in teaching reading, the challenges teachers encountered in teaching reading to multilingual classrooms and the resources available to enhance reading in these classes. Data were collected by means of classroom observations and interviews with teachers. The findings of the study show that teachers experience problems with regard to the teaching of reading in Grade 3 classes. Firstly, learners have no competence in English which is the main language of learning and teaching and this has a negative impact on their reading abilities. Secondly, while code switching is one of the popular strategies in facilitating teaching and learning, it may be problematic in multilingual classrooms in that it may exclude other learners from the content explained in a different language. Thirdly, print rich environments enhance learners’ reading skills, but many underprivileged schools lack multilingual materials. The study concludes that teacher development is essential for the development of literacy in schools.
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Wisch, Stephen H. "Teaching Literary Criticism Through Independent Reading". Ohio Dominican University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1556705309193909.

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Park, Micah William. "Teaching Intonation Patterns through Reading Aloud". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/267.

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This study investigated whether East Asian learners of English (n=8) studying in the US acquired more accurate intonation patterns (compared to native-speaker norms) after receiving five weeks of tutoring focusing on four basic intonation patterns (definite statements, wh-questions, yes/no questions, and tag questions) and using oral reading as the primary practice technique. The study also assessed the students' affective reaction to the teaching method through interviews. The study found that the learners significantly improved their intonational accuracy (based on the judgments of three native speakers who listened to single-sentence recordings [n=868] from questionnaires, exit interviews, and pre- and post-tests) and that they were generally amenable to the teaching technique.
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Mellen, Brad. "Teaching reading in China : phonics versus whole word /". Thesis, Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25262774.

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Wisaijorn, Patareeya, i n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure". University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.

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The main purpose of this study was to examine the effects of strategy training in small group work on the reading comprehension of academic texts in English by Thai English as a Foreign Language (EFL) students. The strategy-training used was the Reciprocal Teaching Procedure (RTF) which focused on the four reading comprehension strategies: predicting, clarifying, questioning and summarizing. The research study was an experimental one using a single group design. The participants were thirty-four first year students enrolled in the English for Academic Purposes (EAP) program at a tertiary institution in the northeastern part of Thailand. Both quantitative and qualitative research methods were used. The pre-, post- and follow-up reading tests were employed for quantitative analysis. The students' performances were analyzed for statistically significant differences immediately at the end of the ten-week training and in the follow-up test eight weeks after the training. Qualitative data were collected from students' pre-, post- and follow-up questionnaires, checklists and journals, teacher's checklists and journal, and independent observer's checklists and field notes.
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Wong, Ip Sook-kuen. "A comparison of two approaches to teaching speed reading". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627711.

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Magntorn, Ola. "Reading Nature : Developing ecological literacy through teaching". Doctoral thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-8921.

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In this study the concept reading nature and its contribution to science education is discussed. Some scientific concepts relevant for reading nature are defined. Reading nature has to do with the ability to recognise organisms and relate them to material cycling and energy flow in the specific habitat which is to be read. It has to do with authenticity where the natural world that we face outside is the book to be read and the tools we have are our experiences from previous learning situations both in and out-ofdoors. The data in the study is based on the following student groups; student teachers, primary students in year 3-4 and secondary students in year 7-8. A group of experienced teachers have contributed with data regarding their views on reading nature as a goal in science education. The aims of the study are to describe how the ability to read nature can develop among the different student groups and to extract critical aspects for this developing ability. The extent to which the ability to read nature can be transferred between ecosystems and the relevance of reading nature as a goal in science education is also studied. Data was collected mainly by interviews before and after instruction. The students were interviewed outdoors and the main issues discussed in the interviews regarded the organisms and the non biological factors influencing the ecosystem, the ongoing cycles and processes in the ecosystem and finally the human influence on the ecosystem. Concept maps and video recorded field studies has supplemented the interviews in the analysis of student ability to read nature. Prior to instruction all students found it difficult to read nature. Linking ecological theory to the authentic environment seems difficult to do. The school students followed teaching sequences aiming at developing their ability to read nature. Critical aspects for developing the ability to read nature had to do with developing an ecological language including ecological terminology as well as the naming of common organisms. An experience based ecological knowledge of a few common species was for many students a helpful link between taxonomy and systems ecology. The recognition of the morphological and behavioural characters of different functional groups together with the principles of the food pyramid model and the cycling of matter were three critical aspects guiding the reading of nature in a new ecosystem. Abstract processes such as photosynthesis and natural succession were difficult to grasp for most students and the field based instruction did not seem to support this learning. There was a strong support for reading nature as a goal in science education where the outdoor aspect of ecology was stressed and the implications for this has to do with supporting the future generation of teachers to study nature in the real context.
The articles in the Ph.D. thesis are published with kind permission from International Journal of Science Education, Journal of Biological Education and NorDiNa: Nordic Studies in Science Education.
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Gold, Anna. "Teaching reading to a multicultural student base". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Gold_Anna%20%20MITthesis%202007.pdf.

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Miller, Lynne Dee. "The teaching/learning of reading in reading resource rooms: An exploratory study". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184457.

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The purpose of this study was explorative, descriptive, and generative. Through systematic observation, interview, and analysis procedures, the researcher addressed the following questions: (1) What occurs in the reading resource rooms visited related to reading teaching/learning? (2) What variables, grounded in the collected data, appear to be core (grounded theory terminology) to reading teaching/learning in the reading resource rooms visited? (3) What substantive research questions related to the teaching/learning of reading can be generated from the data collected? The procedures for data collection and the methods of data analysis were based on grounded theory methodology. Grounded theory methodology provided a means for dealing systematically with descriptive, qualitative data. The data were comprised of (1) written field notes of observations made in seven pull-out reading resource rooms and (2) transcriptions of follow-up tape recorded interviews with teachers from these resource rooms. Observations were made during morning hours on consecutive days in seven (7) pull-out reading resource rooms primarily serving students in the 4th through 6th grades. A few 3rd grade students were also being served. All students were part of the school district's Chapter 1 reading program. Exit interviews were conducted with each reading resource room teacher after completion of observational data collection in all seven resource rooms. Findings and conclusions included the presentation of substantive descriptive details and their conceptual analysis; the discernment of core and salient variables related to the teaching/learning of reading in the reading resource rooms visited; and, the identification of substantive areas for further research.
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Chou, Pei-Ying. "Co-teaching and reciprocal teaching for English-as-a-foreign-language reading". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2873.

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The purpose of this project is to help promote elementary English-as-a-foreign-language (EFL) students' reading comprehension. The project investigates the co-teaching model and its implementation in the Taiwanese English class. Curriculum and lesson plans are included.
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Książki na temat "Teaching reading"

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Estill, Alexander J., red. Teaching reading. Wyd. 3. Glenview, Ill: Scott, Foresman/Little, Brown College Division, 1988.

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1949-, Diamond Linda, Gutlohn Linda, Cole Carrie L i Consortium on Reading Excellence, red. Teaching reading sourcebook. Wyd. 2. Novato, Calif: Arena Press, 2008.

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Honig, Bill. Teaching reading sourcebook. Wyd. 2. Novato, Calif: Arena Press, 2008.

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Leland, Christine H., Mitzi Lewison i Jerome C. Harste. Teaching K-8 Reading. New York: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429320736.

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Grabe, William, i Fredricka L. Stoller. Teaching and Researching Reading. Third Edition. | New York: Routledge, 2019. | Series: Applied linguistics in action | “Second edition published by Routledge 2011”—T.p. verso.: Routledge, 2019. http://dx.doi.org/10.4324/9781315726274.

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L, Stoller Fredricka, red. Teaching and researching reading. Harlow: Longman, 2002.

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L, Stoller Fredricka, red. Teaching and researching reading. Wyd. 2. Harlow, England: Longman, 2011.

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Lucy, Cowdrey, i Kingston Polytechnic. Learning Difficulties Project., red. Teaching reading through spelling. [Kingston upon Thames]: Learning Difficulties Project, Kingston Polytechnic, 1987.

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1946-, Walker Jeffrey, red. Reading Cooper, teaching Cooper. New York: AMS Press, 2007.

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Paula, Morse, i Kingston Polytechnic. Learning Difficulties Project., red. Teaching reading through spelling. [Kingston upon Thames]: LearningDifficulties Project, Kingston Polytechnic, 1986.

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Części książek na temat "Teaching reading"

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Cunningham, Anne E. "Reading, Teaching". W Encyclopedia of Cross-Cultural School Psychology, 789. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_346.

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Daly, Edward J., i Sara Kupzyk. "Teaching reading." W APA handbook of behavior analysis, Vol. 2: Translating principles into practice., 405–23. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/13938-016.

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Young, Chase, David Paige i Timothy V. Rasinski. "Teaching Reading". W Artfully Teaching the Science of Reading, 1–9. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003218609-1.

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Watkins, Peter. "Teaching Reading". W Adaptable English Language Teaching, 148–62. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003361701-13.

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Tansley, A. E. "The teaching of phonics". W Reading and remedial reading, 46–55. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-7.

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Tansley, A. E. "The teaching of spelling". W Reading and remedial reading, 56–59. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003290841-8.

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Gallagher, Kelly. "Teaching Challenging Text". W Deeper Reading, 11–24. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781032680989-2.

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Major, Claire Howell, Michael S. Harris i Todd D. Zakrajsek. "Reading Strategies". W Teaching for Learning, 206–51. Wyd. 2. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-5.

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Wootton, Sarah. "Close Reading Romanticism". W Teaching Romanticism, 134–45. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230276482_11.

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Yarden, Anat, Stephen P. Norris i Linda M. Phillips. "Teaching Scientific Reading". W Adapted Primary Literature, 109–24. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9759-7_6.

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Streszczenia konferencji na temat "Teaching reading"

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Koifman, Julia. "Teaching Reading Skills More Effectively". W 9th International Conference on Artificial Intelligence and Applications. Academy & Industry Research Collaboration Center, 2023. http://dx.doi.org/10.5121/csit.2023.131804.

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It is hard to disagree that reading is one of the most important skills in learning. Children learn to read very early, and before they start school, they are supposed to be able to read. Nevertheless, some of them struggle. For instance, some of them confuse letters or may have difficulty reading comprehension, while others may have difficulty remembering, which might be the consequence of learning difficulties (LD), for instance, dyslexia, one of the most common cognitive disorders. It often affects reading and language skills. Researchers have found out that about 40 million people in the USA suffer from dyslexia, but only about 2 million of them have been diagnosed with such a disorder. At the same time, about 30% of people diagnosed with dyslexia also suffer from autism spectrum disorders (ASD) and attention deficit hyperactivity disorder (ADHD) to one degree or another
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Sariah, Siti, Predari Siswayani, Nanang Kosim i Rahendra Maya. "The Use of Close Reading to Pinpoint Student’ Skills in Reading Comprehension: An Indonesian Case". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216702650272.

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Fitriyah, Ima. "Students’ Reading Comprehension: Between the Effectiveness of Interactive Approach, Reading Habit and Self-Actualization". W International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.009.

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"Study on Application of Reading Skills in Critical Reading Teaching". W 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.049.

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Safriyani, Rizka. "Classroom Interaction in English Reading Class". W International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.60.

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Azmi, Aulia. "Teaching Reading Comprehension By Using Pictures". W Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298382.

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Liu, Simin. "Research on Vocational English Reading Teaching". W 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.47.

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Deputatova, Nataliya, Olga Akimova, Zubaida Biktagirova i Alfiya Zaripova. "TEACHING SPEAKING ENGLISH THROUGH READING LESSONS". W 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1851.

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Surya, Satyawati, i Dian Anggriyani. "Think Aloud for Teaching Extensive Reading". W 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220201.035.

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Firdaus, Afif Fuad, Yusuf Hamzah i Fitriani Nurhalimah. "Cohesion Analysis on Texts for Reading Comprehension". W 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008218600780084.

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Raporty organizacyjne na temat "Teaching reading"

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Park, Micah. Teaching Intonation Patterns through Reading Aloud. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.267.

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Walker, Kevin. The Experiences of Teachers Successfully Teaching Reading to Black Students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.7475.

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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Appley, Becky. The effectiveness of fiction versus nonfiction in teaching reading to ESL students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5639.

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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid i Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, maj 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school. To inform educational policy in the participating countries, alongside the assessment of reading literacy, PIRLS also routinely collects extensive background information that addresses concerns about the quantity, quality and content of instruction. This background information is collected through a series of questionnaires for students, teachers, principals and curriculum specialists.
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Rollo, Greta, i Kellie Picker. Unpacking the science of reading research. Australian Council for Educational Research, czerwiec 2024. http://dx.doi.org/10.37517/978-1-74286-742-7.

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The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency, vocabulary and reading comprehension. Research around these constructs provides researchers and teachers with an evidence base of the knowledge, skills and strategies involved in competent reading and describes how reading develops in both typical and atypical readers. This paper synthesises evidence reviews conducted by ACER researchers that unpack the science of reading. The aim of this synthesis is to demonstrate the impact that research in reading development is having on current ACER research and products. Most importantly, it supports understanding of the importance of embracing the complexity and nuance of reading research and the need for improved efforts to clearly communicate evolving research evidence. ACER draws on the evolving evidence of the science of reading to inform its approach to developing assessments and resources for teachers, and also refers to this evidence to describe where children are in their reading journey. This means a students' progress through each construct as described in this paper can be tracked and used to inform teaching and learning.
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Robledo, Ana, i Amber Gove. What Works in Early Reading Materials. RTI Press, luty 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor i Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), styczeń 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Vaughan, Tanya, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion i Martin Murphy. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, czerwiec 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

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The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration surveys – baseline and follow up; teacher surveys – one questionnaire administered every term; implementation fidelity check surveys for teachers to complete for each QT Round; and implementation fidelity checks with onsite visits from ACER staff for 33% of the treatment schools. Key findings include: The mixed model analysis showed that treatment was not a significant predictor of PAT-R and PAT-M outcomes. Differences in student responses to the self-efficacy and aspiration surveys were identified. The control group showed a significant increase in the level of education that they aspired to complete (p = 0.037). Teachers in the control group had statistically significant growth in teacher efficacy, while those in the treatment group showed statistically significant lower teacher student support. Within the QTR process, the longest time was spent on discussing the coding and the individual coding process. Key observations identified from analysis of the fidelity check data are: teacher stress due to high rates of absenteeism, varied use of the Classroom Practice Guide, and analytical conversations about some elements and terms.
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Шестопалова (Бондар), Катерина Миколаївна, i Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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