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This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English.
Carnine, D., Silbert, J., Kameenui, E. J., & Tarver, S. G. (1997). Direct instruction reading. Columbus, OH: Merrill.
The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress.
Chard, D. J., & Kameenui, E. J. (2000). Struggling first-grade readers: The frequency and progress of their reading. The Journal of Special Education, 34(1), 28-38.
Dörnyei, Z. (2001). Motivational strategies in the language classroom.Cambridge, UK: Cambridge University Press.
This meta-analysis examines how shared book reading impacts the English language and literacy skills of young children. The study finds a significant positive effect of using shared reading on English learner academic outcomes.
Fitton, L., McIlraith, A. L., & Wood, C. L. (2018). Shared Book Reading Interventions With English Learners: A Meta-Analysis. Review of Educational Research, 0034654318790909.
Four second-grade boys, 2 rated by their classroom teacher as below average and 2 as above average in basic language skills, participated in a 16-week spelling investigation.
Gettinger, M. (1993). Effects of invented spelling and direct instruction on spelling performance of second‐grade boys. Journal of Applied Behavior Analysis, 26(3), 281-291.
This paper provides students with an opportunity to improve their reading comprehension and text-based discussion skills. The activity, which can be used with intermediate and advanced learners, is ideal for English language learners in content classes and is particularly useful for building foundational knowledge of a new topic.
Giovacchini, M. (2017). Timed Partner Reading and Text Discussion. In English Teaching Forum (Vol. 55, No. 1, pp. 36-39). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
This study examines the implementation of Leveled Literacy Intervention (LLI) for struggling readers that had been proven to work in early grades. The findings highlight the importance of considering context and implementation, in addition to evidence of effectiveness, when choosing an intervention program. Not only do schools need to adopt programs supported by evidence, but equally educators need to implement them consistently and effectively if students are to truly benefit from an intervention.
Gonzalez, N. (2018). When evidence-based literacy programs fail. Phi Delta Kappan, 100(4), 54–58. https://doi.org/10.1177/0031721718815675
This report and podcast examines the scientific basis for how to teach reading to children. This investigation reveals how children learn to read, emphasizing the five critical components of reading instruction.
Hanford, E, (2018). Hard Words: Why aren’t kids being taught to read? American Public Media (APM). Retrieved from https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.
Harms, E., & Myers, C. (2013). Empowering students through speaking round tables. Language Education in Asia, 4(1), 39-59.
In 2017, the percentages of eighth-grade students who performed at or above the Proficient level were higher for several student groups in comparison to 2015. For example, the percentages of Black and Hispanic eighth-grade students who performed at or above the Proficient level on the reading assessment were higher in 2017 compared to 2015. The percentages of students who performed at or above Proficient were also higher for male and female students, students attending public schools, as well as for eighth-graders attending schools in suburban locations. Compared to 2015, there were no significant changes in the percentages of students performing at or above the Basic level for any reported student group.
Higher percentage of Black and Hispanic eighth-grade students at or above Proficient in reading compared to 2015. (2017). Nations Report Card. Retrieved from https://www.nationsreportcard.gov/reading_2017/nation/achievement/?grade=8
This special issue addresses a general question that is at the heart of much research in applied linguistics and second language acquisition (SLA): What makes a second or foreign language (L2) user, or a native speaker for that matter, a more or less proficient language user?
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 461-473. Retrieved from https://pure.uva.nl/ws/files/806510/74786_AL_SI_Housen_Kuiken.pdf
what does it mean to take a scientific approach to instructional productivity? This chapter hopes to contribute to that discussion by examining the role scientific assessment can play in enhancing educational productivity.
Layng, T. J., Stikeleather, G., & Twyman, J. S. (2006). Scientific formative evaluation: The role of individual learners in generating and predicting successful educational outcomes. The scientific basis of educational productivity, 29-44.
The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied
Mcgee, L. M. (1981). Effects of the Cloze Procedure on Good and Poor Readers' Comprehension. Journal of Reading Behavior, 13(2), 145-156.
This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.
National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups(NIH Publication No. 00-4754). Washington, DC: U. S. Government Printing Office.
This article provide a chart of lists the percentages of fourth-grade students performing at each of the reading achievement levels in 2017.
No significant change in the percentage of fourth-grade students at or above Proficient in reading compared to 2015. (2017). The Nation Report Card. Retrieved from https://www.nationsreportcard.gov/reading_2017/nation/achievement/?grade=4
In 2017, the percentages of fourth-grade students who performed at or above Basic and at or above Proficient in reading were not significantly different for most student groups compared to 2015. In comparison to 2015, the percentages of students who performed at or above the Basic level were lower for students eligible and not eligible for the National School Lunch Program, and for students attending schools in the south region.
Percentages of fourth-grade students at or above Proficient in reading did not change significantly across student groups compared to 2015. (2017). Nations Report Card. Retrieved from https://www.nationsreportcard.gov/reading_2017/nation/achievement/?grade=4
This study investigated the effectiveness and efficiency of a 4-second time delay instructional package and language of instruction with regard to the percentage correct of English sight words and incidental information by 4 Puerto Rican middle school students with mental retardation.
Rohena, E. I., Jitendra, A. K., & Browder, D. M. (2002). Comparison of the effects of Spanish and English constant time delay instruction on sight word reading by Hispanic learners with mental retardation. The Journal of Special Education, 36(3), 171-186.
In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.
Simon, C. A. (2019). National Council of Teachers of English. Using the think-pair-share technique. Retrieved from http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html
This study highlights the progress made over the past 30 years in delivering the evidence that education practitioners need to make informed decisions. His conclusions are based on three studies: Effective Programs for Struggling Readers: A Best-Evidence Synthesis; A Synthesis of Quantitative Research on Reading Programs for Secondary Students; and Effective Programs in Elementary Mathematics: A Best-Evidence Synthesis. The research found that the number of rigorous randomized or quasi-experimental studies in elementary reading for struggling readers, secondary reading, and elementary math rose significantly over the past 20 years.
Slavin, R. (2019). Replication. [Blog post]. Retrieved from https://robertslavinsblog.wordpress.com/2019/01/24/replication/
Baye, A., Inns, A., Lake, C., & Slavin, R. E. (2018). A synthesis of quantitative research on reading programs for secondary students. Reading Research Quarterly.
Inns, A., Lake, C., Pellegrini, M., & Slavin, R. (2018). Effective programs for struggling readers: A best-evidence synthesis.Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
Pellegrini, M., Inns, A., & Slavin, R. (2018). Effective programs in elementary mathematics: A best-evidence synthesis.Paper presented at the annual meeting of the Society for Research on Educational Effectiveness, Washington, DC.
A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.
Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J. A., & Vaughn, S. (2014). A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities, 47(2), 178-195.