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Descriptors:
Middle School Students; Textbooks; Reading Improvement; Reading Achievement; Apprenticeships; Two Year College Students; Secondary School Students; Community Colleges; Educational Strategies; Content Area Reading; Reading Research; Special Needs Students; English Language Learners; Advanced Placement Programs; Honors Curriculum; Classroom Techniques; Core Curriculum; Standards; Literacy; Learner Engagement; Metacognition; Silent Reading; Intellectual Disciplines; Guides; Independent Reading; Student Evaluation; Interest Inventories; Surveys; Educational Assessment; Educational Resources; Internet; Educational Objectives

Abstract:
Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Features of this book include: (1) Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement; (2) Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses; (3) Provides concrete tools for classroom use and examples from a range of classrooms; and (4) Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards. "Reading for Understanding" proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement. The following chapters are contained in the book: (1) Engaged Academic Literacy for All; (2) The Reading Apprenticeship Framework; (3) The Social and Personal Dimensions: Building a Foundation for Engaged Learning; (4) Metacognitive Conversation: Making Thinking Visible; (5) Extensive Academic Reading: Extending Opportunities and Support; (6) Sustained Silent Reading+: Dedicating Time for Independent Reading; (7) The Cognitive Dimension: Assembling a Reading Toolbox; and (8) The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines. [The foreword was written by P. David Pearson. For the previous edition, "Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms. The Jossey-Bass Education Series," see ED437618.] 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:
Academic Achievement; Reading Achievement; Grade 1; Elementary School Students; Telecommunications; Handheld Devices; Intervention; Reading; Reading Instruction; Reading Improvement; At Risk Students; Elementary Schools; Literacy; Time on Task

Abstract:
Giving iPads to first graders is a leap of faith that many teachers are understandably hesitant to take, especially if their students need immediate reading intervention and school leaders want guaranteed results. This article discusses how the authors took on the challenge of improving elementary reading using iPads, found surprising success for their youngest at-risk readers, and learned some interesting things along the way. Their decision to use iPads to improve student reading was a step into the unknown, but they found the benefits far outweighed the risks. They set out to determine if using iPads would help increase reading achievement with their two lowest reading groups during the 2010-11 academic year at Hilltop Elementary School in Inver Grove Heights, Minnesota, USA. (Contains 3 resources.) 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:
Learning Disabilities; Reading Fluency; Direct Instruction; Vocabulary Development; Reading Improvement; Secondary School Students; Reading; Vocabulary; Intervention; Grade 10; Reading Comprehension; Adolescents; Literacy; Federal Legislation; Content Area Reading; Science Education; Science Instruction; Comparative Analysis; Word Recognition; Reader Text Relationship

Abstract:
This study examined the effects of three types of reading interventions on the science text reading of secondary students with learning disabilities (LD). Twenty 10th-grade students with LD participated in the study. Using a within-subjects design, the relative effects of three different instructional approaches--text reading, vocabulary learning, and text reading plus vocabulary learning--were examined and compared with a control condition in which participants received no instruction. The effects of the interventions on reading fluency, vocabulary knowledge, and comprehension were examined. Results revealed that the text-reading and combined interventions had a positive effect on reading fluency and vocabulary knowledge, and that the vocabulary intervention had a positive effect on vocabulary knowledge. Potential effects were found for the comprehension measures. Results imply that students' reading of science text, and knowledge of the vocabulary used in that text, can be improved with direct instruction. (Contains 5 tables and 2 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:
Student Attitudes; Feedback (Response); Adolescents; Reading; Learner Engagement; Reading Attitudes; Scores; Literacy; Reading Instruction; Self Efficacy

Abstract:
This paper introduces a new affective instrument for assessing the reader self-perceptions of students in grades seven through ten. The Reader Self-Perception Scale 2 (RSPS2) builds upon its predecessor, the RSPS, a tool that measures the reading efficacy beliefs of children in grades four through six. New items were created for the RSPS2 to reflect differences in the expectations for adolescent reading. The instrument was piloted on 488 students, revised, and then validates with an additional 2,542 students in the target grades. Factor analytic procedures revealed four factors emerging on the RSPS2. Items for Progress, Observational Comparison, Social Feedback, and Physiological States clustered as expected into scales with reliabilities ranging from 0.87 to 0.95. The article includes a description of the instrument, an explanation of its possible uses in assessment, instruction, and research, as well as directions for administration, scoring, and interpretation. (Contains 3 tables, 3 figures, and 1 resource.) 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:
Attention Deficit Hyperactivity Disorder; Intervention; Elementary Education; Reading Improvement; Grade 5; Reading Instruction; Education Courses; Preservice Teacher Education; Special Needs Students; Educational Diagnosis; Tutoring; Preservice Teachers; Reading Difficulties; Metacognition; Educational Technology; Electronic Publishing; Computer Assisted Instruction; Instructional Effectiveness; Educational Strategies; Pretests Posttests; Handheld Devices; Assistive Technology

Abstract:
As part of a diagnosis and tutoring project in an elementary education reading course, a pre-service teacher was encouraged to use an iPad as the vehicle for intervention strategies with a fifth grade struggling reader with Attention Deficit Hyperactivity Disorder. The device not only helped the student focus attention, it facilitated his becoming much more metacognitive in his reading. Comparisons of pre- and post-assessments showed that the student had gained one year's growth in reading within a six-weeks time period. The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts. 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; Early Adolescents; Reading Instruction; Foreign Countries; Novels; Picture Books; Expertise; School Libraries; Reading Attitudes; Reading Motivation; Reading Improvement; Reading; Children; Reading Programs; Literacy; Literacy Education; Literature Appreciation; Case Studies; Elementary School Students; Reading Aloud to Others

Abstract:
Teachers are influential in motivating and improving attitudes towards reading. This article reports on an investigation of eight teachers of 10- to 12-year-old students from five New Zealand schools and the strategies they used to improve attitudes to reading. Each school had been identified as implementing effective reading programmes by a panel of literacy experts and supported by standardised tests demonstrating overall improvements in reading achievement. A reading culture developed by using sophisticated picture books and novels for discussion and debate along with ready access to age-related, high-interest appropriate books in the classroom and school library. Teachers worked with children on a whole class, group and individually and demonstrated explicit teaching using texts that engage the reader. The research suggests that children need support by their teachers to negotiate them away from potential points of discouragement in learning to read. Also, teachers need to be aware that reading may not be considered "cool" at this time of early adolescence and initiate strategies to make reading fun. (Contains 3 tables and 5 notes.) 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:
Preschool Education; Early Childhood Education; Young Children; Reading Instruction; Reading; Reading Programs; Nursery Schools; Reading Achievement; Reading Improvement; Reading Skills; Grade 1; Elementary School Students; Reading Comprehension; Writing Skills; Literacy; Emergent Literacy; Pretests Posttests; Experimental Groups; Control Groups; Comparative Analysis

Abstract:
In this study, the effect of Family Supported Pre-Reading Program developed for 6 year olds attending nursery school on children's reading success in the future was examined. In order to fulfill this aim, reading skills of 25 primary school first-grade pupils who participated Family Supported Pre-Reading Program were compared with another 25 primary school first grade pupils who attended nursery class. In the study, Basic Reading Writing Skills Scale, Reading Comprehension Scales, Mechanic Reading Skills Observation Form and Writing Skill Scales were used to determine pupils reading success at primary school. The scales were administrated to primary school first graders both in the middle of the first term (December) and in the middle of second term (April). As a result of the study, it was determined that children attending Family Supported Pre-Reading Program had higher reading success. (Contains 8 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:
Scripts; Reading Aloud to Others; Reading Fluency; Literacy; Electronic Publishing; Electronic Learning; Reading Improvement; Reading Instruction; Reading Strategies; Electronic Libraries; Technology Uses in Education

Abstract:
Fluency is a critical skill of adept readers. As listening to read alouds and performing Readers Theatre scripts are two prevalent strategies that can increase students' fluency skills, this article provides suggestions in using these strategies with digital texts through free, online resources. Digital texts can be accessed using a desktop, laptop, or handheld computer such as the iPad and can serve as a unique medium to motivate students to want to read and practice fluency skills and strategies. A table is included for teachers to explore other Web sites that can enhance students' fluency through digital texts. 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:
Literacy; Educational Principles; Classroom Environment; Classroom Techniques; Teaching Methods; Technology Integration; Reading Instruction; Reading Improvement; Instructional Effectiveness; Teacher Effectiveness; Teaching Guides

Abstract:
In this article, the authors propose four principles to guide teachers' thinking as they use technology to support teaching and literacy learning in 21st century classrooms. Specifically, teachers must be aware of emerging technologies, recognize the complexities of new literacies, realize tech-savvy students may not be skilled readers and writers of web-based texts, and develop assessments to evaluate 21st century skills. Keeping these principles in mind will help teachers prepare students to become effective readers and writers of digital texts. 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:
Content Area Reading; Teacher Collaboration; Cooperation; Literacy; Faculty Development; Interviews; Literacy Education; Partnerships in Education; High Schools; Higher Education; College School Cooperation; Academic Achievement; Teaching Methods; Professional Development Schools; Professional Development; Secondary School Teachers; Reading Improvement; Reading Instruction

Abstract:
This article describes how a literacy learning community model was developed between two high school partnership sites and a large southern public university, and how teacher collaboration and shared learning across content areas in the first year impacted teachers' learning about literacy instruction and their school's vision for literacy. Specifically, teachers' learning was analyzed using multiple data: in-depth teacher interviews, surveys and inventories, teachers' coursework and portfolios, and classroom artifacts. Findings indicate that embedded staff development characterized by collaborative approaches to teachers' learning located in professional learning communities is effective especially with respect to teaching content area reading; teacher collaboration that honors continuous professional learning, either in a school-university partnership or within a wider group at the school or district level, offers rich possibilities for generating viable literacy learning communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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