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Arens, Karla; Gove, Mary K.; Abate, Ron – Reading Improvement, 2018
Research suggests that oral reading fluency frees up working memory so readers can focus on the meaning of a text, but traditional instruction in oral reading can be problematic in classrooms with students at different reading levels. Differentiating instruction, providing motivation to practice, as well as timely corrective feedback are practical…
Descriptors: Oral Reading, Reading Fluency, Educational Technology, Technology Uses in Education
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Akar, Cuneyt – Reading Improvement, 2017
The current study has been conducted to improve the reading disability of the subject "F" who is a 3rd grade primary school student. The study consists of detection, diagnosis and treatment stages and is an "action research" in line with qualitative research design. The Informal Reading Inventory was used to determine the…
Descriptors: Foreign Countries, Elementary School Students, Grade 3, Reading Difficulties
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Keyes, Starr E.; Jacobs, Janet; Bornhorst, RaNae; Gibson, Lenwood, Jr.; Vostal, Brooks R. – Reading Improvement, 2017
The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) and generalization of second-grade students who were at risk for reading failure. Four African American students and one multiracial student in…
Descriptors: Oral Reading, Reading Fluency, Generalization, Urban Schools
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Bradley, Maria – Reading Improvement, 2016
Have you ever felt like there are days where you are not sure if anything you taught went into any of your student's heads? With the amount of research that is being done across the world on reading, it is time to analyze what strategies would benefit my students the most and help them grow as readers. Reading is a key foundational skill not only…
Descriptors: Reading Instruction, Reading Strategies, Teaching Methods, Best Practices
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Fruth, Jason D. – Reading Improvement, 2014
This quantitative study addresses the problem of reading and behavioral performance in elementary school by examining the impact of a universal preventive intervention on both the proximal and distal outcomes of students in the fourth grade at a mid-western elementary school. These proximal outcomes (disruptions per student per hour) were measured…
Descriptors: Statistical Analysis, Reading Difficulties, Behavior Problems, Elementary School Students
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Noltemeyer, Amity; Joseph, Laurice M.; Watson, Mackenzie – Reading Improvement, 2014
Phrase drill, listening passage preview, and repeated reading are instructional methods that have been effective in improving reading accuracy and fluency. However, little research has examined these techniques' effects on prosody and retell. This study did so using a modified alternating treatments design. Four students who recently completed…
Descriptors: Oral Reading, Intonation, Suprasegmentals, Intervention
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Noltemeyer, Amity L.; Joseph, Laurice M.; Kunesh, Claire E. – Reading Improvement, 2013
This study examined the effects of a phonics supplemental small group instructional approach for improving kindergartners' word reading skills. Six kindergarten students from one primary school were randomly assigned to one of two groups. Each group participated in a phonics condition as well as a control condition. Data were examined using visual…
Descriptors: Phonics, Small Group Instruction, Kindergarten, Word Recognition
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Barnyak, Natalie Conrad; Paquette, Kelli R. – Reading Improvement, 2010
In today's diverse elementary classrooms, teacher educators must model for preservice teachers how to implement exemplary literacy practices. It is sometimes necessary to dispel misconceptions regarding these instructional practices. Often, instructional strategies learned in the undergraduate classroom are disregarded by preservice teachers…
Descriptors: Educational Strategies, Misconceptions, Reading Instruction, Teaching Methods
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Therrien, William J.; Kubina, Richard M., Jr. – Reading Improvement, 2007
Research indicates that repeated reading improves students' reading fluency. Although found to be effective, the underlying reading processes impacted by the intervention remains unclear. Two theoretical rationales, automatic word processing and the contextual linguistic effect, explaining repeated reading's effectiveness have been advanced in the…
Descriptors: Reading Research, Reading Fluency, Word Recognition, Reading Processes
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Kotaman, Huseyin; Tekin, Ali Kemal; Tekin, Gokce – Reading Improvement, 2007
In Turkey, the Ministry of National Education (MONE) changed the reading instruction method in elementary schools from whole language approach to phonics emphasis in 2005. Accordingly, the purpose of this study was to examine the impacts of phonics method on reading acquisition in a Turkish sample; to understand what elementary school teachers…
Descriptors: Phonics, Whole Language Approach, Foreign Countries, Grade 1
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Eilers, Linda H.; Pinkley, Christine – Reading Improvement, 2006
Reading comprehension instruction in many classrooms focuses on teacher-generated questions which actually measure comprehension of specific text rather than developing metacognitive strategies for comprehending all text. Explicit instruction in the metacognitive strategies of making text connections, predicting, and sequencing, was evaluated for…
Descriptors: Inferences, Reading Comprehension, Metacognition, Reading Instruction
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Joseph, Laurice M.; Orlins, Andrew – Reading Improvement, 2005
This paper presents two case studies that illustrate the multiple uses of word sorts, a word study phonics technique. Case study children were Sara, a second grader, who had difficulty with reading basic words and John, a third grader, who had difficulty with spelling basic words. Multiple baseline designs were employed to study the effects of…
Descriptors: Instructional Effectiveness, Word Recognition, Spelling, Case Studies
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Ashmore, Rhea A.; Farrier, Merle J.; Paulson, Lucy Hart; Chu, Xianhua – Reading Improvement, 2003
Examines the effectiveness of phonemic awareness drills on phonological awareness and word reading performance in English of Mainland Chinese students in primary school. Notes findings strongly support the statement that explicit instruction in phonemic awareness promoted phonological awareness and word reading in English of Chinese primary school…
Descriptors: Chinese, English (Second Language), Foreign Countries, Instructional Effectiveness
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McDaniel, Cynthia – Reading Improvement, 2002
Focuses on one elementary school/university partnership as a successful example of an America Reads partnership for a variety of reasons. Notes that this partnership exemplified much more than an "business as usual" attitude. Explores the types of "best practices" occurring on a daily basis, especially as they related to…
Descriptors: Case Studies, Elementary Education, Instructional Effectiveness, Instructional Improvement
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McNinch, George H.; Schaffer, Gary L.; Cambell, Patricia; Rakes, Sondra – Reading Improvement, 1999
Considers what teachers perceive as the appropriate time allocation among the distinct instructional areas during a typical reading session. Evaluates 58 teachers using a questionnaire that investigates four questions concerning ideal use of instruction time. Suggests that time spent reading must exceed time spent talking and writing about reading…
Descriptors: Elementary Education, Instructional Development, Instructional Effectiveness, Reading Improvement
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