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ERIC Number: ED478464
Record Type: Non-Journal
Publication Date: 2003-Feb
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Changes in Children's Cue and Strategy Use during Reading: Findings from the First Year of Professional Development in the South Carolina Reading Initiative. Technical Report.
DeFord, Diane; Morgan, Denise N.; Saylor-Crowder, Karin; Pae, Tae-il; Johnson, Robert; Stephens, Diane; Donnelly, Amy; Hamel, Erin
It has been documented that in children's learning to read, it is the teacher, not the method, that makes a difference. The South Carolina Reading Initiative (SCRI) invested in teachers' knowledge as the most effective way to impact children's reading achievement. This paper presents the findings after the first year of an intensive professional development program based on this principle. The paper states that in an overview of the literature on the development of the reading process, two emphases were consistently discussed: helping teachers observe and address cues used during reading and teaching, and helping teachers observe and teach for strategies. It explains that quantitative and qualitative data were collected and analysis of data was conducted in three stages: factor analysis, correlations among variables, and differences in cues and strategies used by SCRI and non-SCRI students. The paper finds that the data provide insights into the nature of reading strategies and the impact of the first year of professional development in the SCRI on students' developing strategies. It notes that factor analysis showed there was merit in studying the construct of "strategic-ness" in reading, with strategies or behaviors like reading with attention given to syntactic or grammatical phrases, looking for spelling patterns within words to aid in problem solving--the other two clusters of reading behaviors or strategies that cohered with the "strategic-ness" factor were monitoring and rereading. It also found children of SCRI teachers had significantly higher scores on all strategies evaluated at the end of the year, and for first graders, they were significantly more strategic at the end of first grade. (Contains 24 references, 6 tables, and 1 figure.) (NKA)
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/SCRI/SCRI%20Findings.pdf.
Publication Type: Reports - Research
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Council of Teachers of English, Urbana, IL.; South Carolina State Dept. of Education, Columbia.; South Carolina Univ., Columbia.