The Effect of Class-within-a-class Instruction and Direct Instruction on Reading Test Scores of Students with a Learning Disability
| Author | : Kim R. Hart |
| Publisher | : |
| Total Pages | : 22 |
| Release | : 2001 |
| Genre | : Direct instruction |
| ISBN | : |
The Effect Of Class Within A Class Instruction And Direct Instruction On Reading Test Scores Of Students With A Learning Disability
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Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities
| Author | : Jennifer Parker |
| Publisher | : |
| Total Pages | : 109 |
| Release | : 2014 |
| Genre | : Reading |
| ISBN | : |
The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the reading comprehension achievement of students who participated in SRA Reading Mastery Signature and students who participated in SRA Reading Success using the reading portion of the Measures of Academic Progress (MAP) assessment. The treatment groups were located in a moderate size school district in the Upstate region of South Carolina. After a 10-week intervention period, post test scores from the literary text subtest, informational text subtest, and vocabulary development subtest of the reading portion of the Measure of Academic Progress assessment were compared using three separate ANCOVA. The pretest scores served as the covariate. There were no significant differences found between the two treatment groups. Practical and methodological implications and limitations are discussed and recommendations for future research are included.
Teacher as Researcher: Action Research by Elementary Teachers
| Author | : Jay Feng |
| Publisher | : Lulu.com |
| Total Pages | : 339 |
| Release | : 2012-12-21 |
| Genre | : Education |
| ISBN | : 1300741783 |
A collection of action research reports by elementary classroom teachers.
Explicit Direct Instruction (EDI)
| Author | : John R. Hollingsworth |
| Publisher | : Corwin Press |
| Total Pages | : 561 |
| Release | : 2009 |
| Genre | : Education |
| ISBN | : 1412955734 |
A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom
The Effect Little Direct Instruction and Big Direct Instruction Has on Decoding Skills of Students with Specific Learning Disabilities
| Author | : Amanda Ann Pribek |
| Publisher | : |
| Total Pages | : 70 |
| Release | : 2010 |
| Genre | : Direct instruction |
| ISBN | : |
This study used a time series analysis design, with visual and t-test analysis to determine the effect beg Direct Instruction (DI) and little direct instruction (di) has on the decoding skills of students with specific learning disabilities in a resource environment. Three students, two third graders and one fourth grader participated in this study. Two students were taught words using big DI decoding program and the other student was taught words using teacher-designed lessons using little di. A curriculum based measurement (CBM) word list was used to document baseline, and was administered at the students' grade-appropriate level after each lesson, and during the generalization phase to document each participant's growth. Results from the CBM data show that big DI and little di are both an effective intervention for teaching decoding skills to learning disability students.
Handbook of Learning Disabilities
| Author | : H. Lee Swanson |
| Publisher | : Guilford Press |
| Total Pages | : 737 |
| Release | : 2013-02-14 |
| Genre | : Education |
| ISBN | : 1462508499 |
"This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas/m-/including language arts, math, science, and social studies/m-/as well as general principles of effective instruction that cut across academic domains. Authoritative and up to date, the book also examines the concepts and methods that guide learning disability research and identifies promising directions for future investigation"--
Reading Instruction in America
| Author | : Barbara Ruth Peltzman |
| Publisher | : McFarland |
| Total Pages | : 287 |
| Release | : 2015-10-02 |
| Genre | : Literary Criticism |
| ISBN | : 0786435240 |
The diversity of student populations in the United States presents educators with many challenges. To provide effective reading instruction for the individual student, teachers must understand the enormous variety of reading methods and materials that exist and make independent decisions based on their students' particular needs. Research indicates that educators are often influenced by reading instruction fads that quickly fade, making it more challenging to develop a repertoire of teaching strategies in which a teacher may have confidence. This book examines a variety of reading methods used in American schools from the 19th to the 21st century, and the literature promoting or critiquing them, to help teachers become informed decision makers and better meet the needs of students.
Leadership for Literacy
| Author | : Joseph Murphy |
| Publisher | : Corwin Press |
| Total Pages | : 265 |
| Release | : 2003-10-01 |
| Genre | : Education |
| ISBN | : 1483362930 |
This groundbreaking text compiles 20 years of research to prove the link between effective literacy programs and the crucial role administrators play in developing successful literacy instruction.
