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1. Reading for Meaning: Questioning (EJ820269)
Author(s):
Trinkle, Catherine
Source:
School Library Media Activities Monthly, v25 n5 p48-50 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Reading Comprehension; Reading Strategies; School Libraries; Media Specialists; Reading Teachers; Writing Skills; Literacy; Library Services; Inferences; Research Projects
Abstract: An essential literacy skill is asking questions. Because reading comprehension strategies should be taught directly and explicitly, students need to be told that they should ask questions throughout their research and that all questions are valid. While library media specialists are not reading teachers, the work they do with students in the library media center helps students become better readers. Library media specialists can help students create good questions and read for meaning, thus making the reading and research connection clear and strong to the school community. In this way, library media specialists can become both a vital teaching partner and a valuable resource for students and teachers. In the library media center, reading strategies and writing skills are embedded in the research process and reading comprehension strategies taught by language arts teachers. These strategies can also be applied in other areas of the curriculum thus providing a way for students to use them in a different setting. In this article, the author presents reading comprehension strategies that are taken from Ellin Keene's "Mosaic of Thought, The Report of the National Reading Panel: Teaching Children to Read" (2000) and Robert Marzano's "Classroom Instruction that Works" (2001). They are also each deeply embedded in the new "AASL 21st-Century Standards" (2007). The author also presents information from "AASL Standards for the 21st-Century Learner" which supports the importance of questioning during any research process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Teaching Students with Intellectual or Developmental Disabilities to Write: A Review of the Literature (EJ820636)
Joseph, Laurice M.; Konrad, Moira
Research in Developmental Disabilities: A Multidisciplinary Journal, v30 n1 p1-19 Jan-Feb 2009
2009-00-00
Information Analyses; Journal Articles; Reports - Evaluative
Yes
Descriptors: Mental Retardation; Developmental Disabilities; Writing Skills; Writing Instruction; Teaching Methods; Students; Journal Articles
Abstract: The purpose of this review was to identify effective methods for teaching writing to students with intellectual disabilities. After criteria were established, database searches and hand searches of selected peer-reviewed journals were conducted. Findings revealed a relatively small number of studies that met the criteria for inclusion. Participants, settings, research designs, independent variables, dependent variables, and results are synthesized across studies. Writing instruction effects on various written expression outcomes were aggregated by averaging percentage of non-overlapping data (PND) across studies. Findings revealed that strategy instruction was investigated more frequently than other types of approaches. Strategy instruction was consistently found to be very effective for teaching writing skills to students with intellectual disabilities. Limitations, directions for future research, and implications for practice are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Enhancing Reading Literacy in Elementary Children Using Programming for Scientific Simulations (EJ820813)
Williams, Alexandria; Rouse, Kenneth; Seals, Cheryl; Gilbert, Juan
International Journal on E-Learning, v8 n1 p57-69 Jan 2009
Journal Articles; Reports - Research
Descriptors: Reading Comprehension; Science Projects; Video Games; Outreach Programs; Programming; Grade 5; Writing Skills; Computer Simulation; Educational Games; Reading Improvement; Improvement Programs; Grade 4; Courseware; Portfolio Assessment
Abstract: Reading literacy has been a major problem for American students for the past several years. Educators have struggled to find a solution to this problem that will help students while at the same time maintain their interest in the subject matter. Educational video games and other e-learning technologies have made their way into classrooms and homes all around the world as an innovative solution to children's learning deficiencies. The SimBuilder Science Project came into existence as an outreach program which uses visual programming to assist in enhancing reading literacy. Solving a science challenge was the overall goal for the students in the program, while reading science articles and writing related journal responses allowed the students to unknowingly improve reading comprehension and writing skills. An experiment was conducted and results were compiled based on an ongoing assessment of the students and a final survey. The findings of this study suggest that the Squeak SimBuilder e-learning technology can be successfully used to enhance reading literacy in a group of fourth and fifth grade students. (Contains 6 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Factor Structure of the TOEFL Internet-Based Test (EJ821582)
Sawaki, Yasuyo; Stricker, Lawrence J.; Oranje, Andreas H.
Language Testing, v26 n1 p5-30 2009
Descriptors: Speech Communication; Construct Validity; Factor Structure; Factor Analysis; Language Processing; Test Construction; Internet; Computer Assisted Testing; English (Second Language); Second Language Learning; Language Tests; Writing Skills; Scores; Reading Skills; Listening Skills
Abstract: This construct validation study investigated the factor structure of the Test of English as a Foreign Language[TM] Internet-based test (TOEFL[R] iBT). An item-level confirmatory factor analysis was conducted for a test form completed by participants in a field study. A higher-order factor model was identified, with a higher-order general factor (ESL/EFL ability) and four first-order factors for reading, listening, speaking and writing. Integrated Speaking and Writing tasks, which require language processing in multiple modalities, defined the target modalities (speaking and writing). These results broadly supported the current practice of reporting a total score and four scores corresponding to the modalities for the test, as well as the test design that permits the integrated tasks to contribute only to the scores of the target modalities. (Contains 1 footnote, 4 tables, and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Using "Clicker 5" to Enhance Emergent Literacy in Young Learners (EJ822768)
Parette, Howard P.; Hourcade, Jack J.; Dinelli, Jenny M.; Boeckmann, Nichole M.
Early Childhood Education Journal, v36 n4 p355-363 Feb 2009
2009-02-00
Journal Articles; Reports - Evaluative
Descriptors: Early Childhood Education; Educational Technology; Emergent Literacy; Writing Skills; Best Practices; Technology Uses in Education; Influence of Technology; Early Experience; Computer Software Evaluation; Reading Skills; Preschool Evaluation
Abstract: Best practices in emergent literacy instruction for young children acknowledge and facilitate the smooth progression between children's early engagement with print materials and subsequent fuller literacy mastery. In so doing, model programs target five key emergent literacy skills. The rapid rise in the breadth and depth of educational technology, including computer software, is offering early childhood education professionals new and powerful tools in teaching early literacy. This paper offers a brief review of best practices in emergent literacy, notes the growth of technology in this instruction, and examines the potential contributions of one specific software program, "Clicker 5," in helping diverse emergent literacy learners acquire and practice initial reading and writing skills. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study (EJ822767)
Neumann, Michelle M.; Hood, Michelle; Neumann, David L.
Early Childhood Education Journal, v36 n4 p313-319 Feb 2009
Descriptors: Multisensory Learning; Emergent Literacy; Writing Skills; Family Environment; Case Studies; Scaffolding (Teaching Technique); Parent Child Relationship; Learning Strategies; Home Study; Printed Materials; Early Childhood Education
Abstract: The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains to be fully explored. The present report describes how one parent scaffolded her young child's emergent writing and letter knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys meaning and is constructed with letters that have names and make sounds. The parent used idiomorphs, a multisensory approach incorporating the tracing of letters and whole body movements, and common household objects to guide the child's learning of letter names, sounds, and shapes. Emergent writing skills were scaffolded by using directional language and by the child copying environmental print. The strategies and examples that are described may give guidance to parents and teachers on how to provide engaging opportunities for literacy learning in the home environment or in an early educational context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Peer Assessment (EJ823946)
Topping, Keith J.
Theory Into Practice, v48 n1 p20-27 Jan 2009
Descriptors: Feedback (Response); Peer Evaluation; Teaching Methods; Evaluation Methods; Formative Evaluation; Cooperation; Metacognition; Job Skills; Peer Influence; Test Validity; Test Reliability; Cognitive Development; Group Activities; Writing Skills
Abstract: Peer assessment is an arrangement for learners to consider and specify the level, value, or quality of a product or performance of other equal-status learners. Products to be assessed can include writing, oral presentations, portfolios, test performance, or other skilled behaviors. Peer assessment can be summative or formative. A formative view is presented here, in which the intent is to help students help each other plan their learning, identify their strengths and weaknesses, target areas for remedial action, and develop metacognitive and other personal and professional skills. Peer feedback is available in greater volume and with greater immediacy than teacher feedback. A peer assessor with less skill at assessment but more time in which to do it can produce an assessment of equal reliability and validity to that of a teacher. This article describes effective approaches to peer assessment and encourages teachers to incorporate it into their practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. A Week for Space (EJ809643)
Comstock, Diane
Science and Children, v46 n1 p25-29 Sep 2008
2008-09-00
Descriptors: Space Sciences; Writing Skills; Science Instruction; Science Activities; Elementary School Science; Elementary School Students; Scientific Concepts; Concept Formation; Internet; Research Skills; Writing Across the Curriculum; Inquiry; Astronomy
Abstract: Space Week focuses on concepts that enable students to make concrete observations in the early grades (K-2) and move to concepts that help students develop their internet research and writing skills in middle and upper grades (Grades 3-5), and culminates with the development of science investigation design skills (Grade 6). To help launch your students' interest in space science, this article presents inquiry-based space lessons, which are aligned with the National Science Education Standards. (Contains 11 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Development and Evaluation of a Feedback Support System with Audio and Playback Strokes (EJ809362)
Li, Kai; Akahori, Kanji
CALICO Journal, v26 n1 p91-107 Sep 2008
Descriptors: Feedback (Response); Writing Skills; Japanese; Error Correction; Writing (Composition); Second Language Learning; Language Teachers; Second Language Instruction; Skill Development; Audio Equipment; Computer Assisted Instruction; Computer Software
Abstract: This paper describes the development and evaluation of a handwritten correction support system with audio and playback strokes used to teach Japanese writing. The study examined whether audio and playback strokes have a positive effect on students using honorific expressions in Japanese writing. The results showed that error feedback with audio has a positive effect on low-level students and that error feedback with playback has a positive effect on high-level students. While with-playback error feedback can enhance the episodic memory of high-level students, it can also impose an increased cognitive load on low-level students. Therefore, it is advisable for Japanese language teachers to use different feedback strategies and offer appropriate types of error feedback according to the level of students in order to enhance their Japanese writing skills. (Contains 2 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Not Just for English Classes: Writing Skills Essential in Tech Ed Today (EJ809326)
Worley, Peter
Tech Directions, v68 n2 p17-19 Sep 2008
Descriptors: Writing Across the Curriculum; Writing Skills; Technology Education; Writing Instruction; Students; Surveys; Technical Writing; Writing (Composition)
Abstract: School districts across the nation have pursued writing across the curriculum since the early 1980s. But writing is something that many technology educators are just starting to implement in their classes. Some instructors have shown a lot of apprehension about including writing in their curriculum and daily assignments. After taking a writing course last summer, the author has grown very aware of how important writing is in all subject areas, including technology education. He has conducted some research and surveys that he thinks can help to convince more technology teachers that writing across the curriculum is important to help all students succeed now and in the future. He has also gotten some good advice on how to incorporate writing into technology education classes. In this article, he shares what he has learned with others in the field. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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