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Program Effectiveness; Computer Uses in Education; Computer Software; Reading Instruction; Novels; Reading Comprehension; Reading Motivation; Vocabulary; Reading Strategies; Grade 6; Elementary School Students; Elementary School Teachers; Middle School Students; Middle School Teachers; Educational Research

Abstract:
The study of "Thinking Reader"[R] is a multisite cluster randomized controlled trial. Ninety-two reading/English language arts teachers from 32 elementary and middle schools were randomly assigned within their schools to either the "Thinking Reader"[R] condition or the comparison condition. The analysis sample consisted of 90 classes and 2,147 grade 6 students, with 1,156 students in the "Thinking Reader"[R] condition and 991 students in the comparison condition. Teachers in the "Thinking Reader"[R] condition supplemented their regular English language arts or reading instruction with one to three preselected "Thinking Reader"[R] novels that students were asked to read within the "Thinking Reader"[R] software program. Students in comparison group classrooms participated in the schools' regular curriculum. The study assessed the effectiveness of "Thinking Reader"[R] by comparing the reading comprehension of students in the "Thinking Reader"[R] and comparison conditions at the end of the school year. The study found no statistically significant differences on the comprehension outcomes of students in the "Thinking Reader"[R] classes, compared with students in the comparison classes. The research described in this report meets What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for the comprehension domain; and (4) Subgroup findings for the comprehension domain. A glossary of terms is included. (Contains 6 endnotes.) [The following study is the focus of this "Review": "Impact of the Thinking Reader[R] Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation: Final Report. NCEE 2010-4035" (ED517968).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Persistence; Academic Support Services; Access to Computers; Access to Education; Access to Information; Accounting; Acoustics; Administration; Adolescents; Alignment (Education); Appropriate Technology; Art Teachers; Artificial Intelligence; At Risk Students; Attention; Autism; Automation; Barriers; Behavior Change; Biology; Books; Brain; Business Administration Education; Business; Calculus; Career Exploration; Career Readiness; Case Studies; Causal Models; Cerebral Palsy; Change Agents; Classification; Classroom Communication; Classroom Environment; Client Server Architecture; Cognitive Processes; Cognitive Science; Cognitive Structures; Cognitive Style; Collaborative Writing; College Faculty; College Freshmen; College Instruction; College Readiness; College Students; Color; Communication (Thought Transfer); Communication Skills; Communications; Communities of Practice; Community Development; Comparative Analysis; Competition; Computer Assisted Instruction; Computer Assisted Testing; Computer Games; Computer Interfaces; Computer Literacy; Computer Mediated Communication; Computer Networks; Computer Science Education; Computer Science; Computer Security; Computer Simulation; Computer Software; Computers; Concept Mapping; Constructivism (Learning); Content Analysis; Context Effect; Conventional Instruction; Cooperation; Cooperative Learning; Corporate Education; Correlation; Cost Effectiveness; Creativity; Criteria; Critical Thinking; Cues; Curriculum Design; Curriculum; Data Analysis; Data Collection; Data Processing; Data; Database Management Systems; Decision Making; Delivery Systems; Design; Development; Difficulty Level; Disabilities; Discovery Learning; Distance Education; Educational Research; Down Syndrome; Dropouts; Ecology; Editing; Educational Assessment; Educational Attainment; Educational Environment; Educational Finance; Educational Games; Educational Media; Educational Objectives; Educational 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Abstract:
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Achievement; Reading Programs; Remedial Reading; Middle School Students; Middle Schools; Adolescents; Grade 6; Grade 7; Grade 8; Decoding (Reading); Spelling; Reading Fluency; Reading Comprehension; Scores; Reading; Reading Instruction; Reading Difficulties

Abstract:
The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6th-8th grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program. The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than 1 year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reading Fluency; Language Arts; Reading Teachers; Inferences; Reading Aloud to Others; Cooperative Learning; Middle School Students; Metacognition; Reading Strategies; Comparative Analysis; Reading Instruction

Abstract:
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher had an uneven number of classes, we assigned extra classes to treatment. The total number of classes randomized was 61, with 34 treatment and 27 comparison. Treatment students received a multicomponent reading comprehension instruction (collaborative strategic reading) from their English/language arts/reading teachers that included teaching students to apply comprehension strategies in collaborative groups for 18 weeks, with approximately two sessions per week. Findings indicated significant differences in favor of the treatment students on the Gates-MacGinitie Reading Comprehension Test but not on reading fluency. (Contains 8 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reading Strategies; Reading Instruction; Student Leadership; Grade 6; Reading Difficulties; Social Studies; Student Participation; Discussion (Teaching Technique); Small Group Instruction; Reading Skills; Peer Influence; Verbal Communication; Interviews; Interaction; Middle School Students; Self Efficacy; Group Discussion

Abstract:
This article examines how 3 sixth-grade social studies teachers increased struggling readers' participation in text-based discussions and changed how they applied reading comprehension strategies. Students worked in small groups with peers who read above, on, or below grade level but shared similar beliefs about themselves as readers. Discussion transcripts showed that students who read below grade level began the study in relative silence compared to their peers who were reading on or above grade level. However, over time, struggling readers increased their verbal participation in small-group discussions and took on leadership roles. Interviews and discussions suggested that struggling readers changed their interactions after witnessing their peers struggling with texts and using comprehension strategies. (Contains 5 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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Descriptors:
Middle School Students; Adolescents; Reading Difficulties; Middle School Teachers; Reading Programs; Intervention; Reading Achievement; Scores; Program Evaluation; Fidelity; Program Effectiveness; Reading Fluency; Vocabulary; Reading Comprehension; Reading Strategies; Age Differences; Adjustment (to Environment); Evidence; Cognitive Development; Cognitive Processes; Difficulty Level

Abstract:
Researchers studied components of a two-year school-wide Striving Readers intervention aimed at bolstering middle school teachers' use of literacy strategies to raise students' reading achievement. Although students of intervention teachers had significantly higher Iowa Test of Basic Skills (ITBS) scores than students of non-participating teachers, no evidence was found that suggested relationships existed among teachers' fidelity of implementation (FOI), observed cognitive demand level of classroom lessons, and students' performance on the ITBS. Higher cognitive demand and FOI ratings were associated with use of more literacy strategies overall, and comprehension strategies in particular. Study implications, limitations and areas for future research are discussed. (Contains 4 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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Descriptors:
Language Arts; Reading Instruction; English Instruction; Middle School Students; Reading Strategies; Reading Comprehension; Outcomes of Education; Fidelity; Reading Teachers; Grade 7; Grade 8

Abstract:
This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach grades/subjects not eligible for inclusion) in middle schools in Texas and Colorado who participated in the previous year in a study examining the effects of CSR on the reading comprehension outcomes of their students participated in a 2nd-year, new cohort of students. Teachers taught multiple sections of ELA or reading; sections were randomly assigned to a treatment or comparison condition, and any extra classes were assigned to the treatment condition. There were 26 CSR and 22 comparison classes. Teachers were asked to implement CSR in their treatment classes only for approximately two 50-min sessions per week for 18 weeks. Examining the role of fidelity revealed that CSR was more prevalent in treatment classes than the comparison classes and that ELA teachers had significantly less treatment spillover than the Reading teachers. Findings indicate that CSR was associated with a greater effect when implemented in ELA classrooms compared to Reading classrooms. (Contains 6 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Reading Programs; American Indians; Observation; Reading Comprehension; Grade 5; Independent Reading; Reading Instruction; English Language Learners; Reading Improvement; Reading Fluency; After School Programs; Comparative Analysis; Spelling; Reading Strategies; Vocabulary Development; Coaching (Performance); Reading; Intervention; Pretests Posttests; Reading Skills; Reading Difficulties

Abstract:
This applied dissertation was designed to evaluate improving the reading performance of fifth-grade students through an afterschool reading program to determine whether it was effective in teaching Native American and English for Speakers of Other Languages (ESOL). This study compared the reading performance of fifth-grade students who struggle with reading, with those who attend an afterschool reading program, and students in both conditions were taught to apply the strategies to reading comprehension, spelling, coached reading, and vocabulary, and then practiced the strategies to independent reading performance. Reading intervention was introduced to improve students who had difficulties with learning expository reading performance. The students' scores on the Florida Instruction in Reading (FAIR) were used as pre-assessment data and included the instructional sequences and practices with struggling readers as well as the data collected through classroom observation. It focused on improving the fluency and the reading comprehension of these students and FAIR was used as a post-test assessment. It addressed the problem of poor reading skills of students at Southeastern Elementary School (SES). Statewide tests had shown that fifth grade students at SES were reading on a third-grade level, and these students were reading below two grade level gaps as evidenced by test scores on the FCAT. The purpose of this study was to describe and investigate the long-term impact of the program on the student, as measured by the Florida Comprehensive Assessment Test (FCAT) scores, in reading performance as well as report scores, in elementary schools in Florida. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scoring Rubrics; Problem Solving; Rhetoric; Middle School Students; Middle School Teachers; Self Control; Reading; Self Management; Reading Comprehension; Metacognition; Learning Theories; Network Analysis; Reading Strategies; Reading Instruction

Abstract:
Clay's work regarding how learners develop independent, strategic control over the process of constructing meaning from written texts indicates that all learners need a flexible repertoire of strategies as a network for: (a) "problem solving" or working on text on the run, (b) "self-monitoring" of the message for clarity and coherence, and (c) "self-correcting" or revising when problems occur (Clay, 1991, 2001). Those who struggle with learning in the middle grades may require explicit interventions; their teachers can help them learn to use the network of strategies rubric described in this article as a guide for being independently responsible for constructing meaning. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Middle School Students; Grade 6; Reading Difficulties; At Risk Students; Reading Strategies; Self Concept; Reading Comprehension; Reading Achievement; Difficulty Level; Differences; Reading Ability

Abstract:
The present study examines how sixth grade students' discussions about texts and comprehension strategies looked similar and/or different based on their identities as readers and their reading levels. Findings indicated that students who self-identified as high-performing readers talked about texts and strategies in ways that were different from students who self-identified as being average or low-performing readers. These differences remained regardless of students' assessed reading levels. Students who identified as high-performing readers discussed using comprehension strategies as a way to clarify or deepen their knowledge of content and to support their interpretations of text. They also selected strategies based on what they believed would best help them address their specific comprehension problems. By comparison, students who identified as average or low-performing readers separated their talk about strategies from their talk about the texts and tended to have one or two favorite strategies that they repeatedly used regardless of their success. (Contains 4 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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