Kim teaches at Murray State College. A bug rancher, he also keeps honeybees Google Dr.
The Early Reading Intervention program and the Reading Recovery program are described and compared in consideration of the most recent research on components of effective programs for young struggling readers.
Additionally, included within are a biography of Marie Clay, the founder of Reading Recovery, and the biographies of Dr.
Reading Reading is a complex system of deriving meaning from print that requires all of the following: Phonemic Awareness Phonemic awareness is the awareness of the sounds phonemes that make up spoken words. There have been many false claims regarding phonemic awareness in relation to reading, such as: First of all, there is no single cause of reading problems.
The ability that correlates most highly with literacy achievement is language development, not phonemic awareness Chapman, What a child knows about written language, not phonemic awareness, when he or she enters school is the best predictor of success in learning to read.
Clay notes that children may develop phonemic awareness in reading in other learning activities such as playing with rhyme or exploring beginning writing.
Writing is a segmentation task that matches sounds to letters Clay, McGuinness stated that phoneme-awareness training meshed with teaching letter-sound correspondences has a much stronger impact on reading and spelling than training in the auditory mode alone.
Elkonin was the creator of sound boxes, a phonological technique for Literature review research process and segmenting words. Students say a word slowly, segmenting the sounds as they push their fingers or counters into sections of a drawn segmented box. One of the most consistent findings is that phoneme-identification and phoneme-sequencing training are the only phoneme-analysis skills that impact reading test scores McGuinness, Two Views On Teaching Reading: Balanced Approach and Code-Emphasis Presently there are two differing points of view theorists have on teaching reading.
One group of theorists Beaver, Clay, Lyons, Pinnell, Rumelhart stresses research evidence emphasizing meaning, language context, prediction, anticipation and graphophonics in their theories of reading processing Clay, ; Lyons, ; Pinnell, ; Rumelhart, ; Williams, These code-emphasis advocates believe that beginning reading instruction should be comprised of the development of phonemic awareness, letter knowledge, sound-symbol associations, and rapid word identification Jones, Since the DRA is presently the closest assessment to the actual reading process, teachers can use the information to not only monitor student progress, but to learn what their next teaching move should be.
The DRA provides teachers with information regarding which strategies the student is using and which strategies need to be reviewed. The major purpose of the DRA is to help guide instruction. Ninety-eight percent of the teachers and raters agreed to the statement that the information gained about the reader during the DRA conference helped them better identify things that the child needed to do or learn next Williams, The DRA is both valid and reliable according to research conducted by Williams The DRA is an authentic performance based assessment in which children are responding to real text through retelling Williams, DIBELS are a set of one-minute standardized measures of skills, individually administered, which Good and Kaminski feel underlie early reading success.
They claim that these assessments will predict how well children will do in reading comprehension by the end of third grade, yet they do not include one subtest to assess comprehension.
Good, Simmons and Smith feel that the DIBELS is a useful tool in ascertaining which students are having difficulty in what they believe are the components of effective early reading instruction: At each grade level, K-1, there are three or four short subtests to help teachers locate, monitor, and intervene with at-risk students.
At grade 2 there are two subtests and at grade 3 there is one subtest.
Good and Kaminski believe the definition of reading is fluency in assessment tasks. In kindergarten these fluency tasks are: The fluency tasks for first grade are: The fluency tasks for second grade are nonsense word fluency and oral reading fluency, and in third grade, the fluency task is oral reading fluency.
There is a retelling fluency component that is not valid or reliable since it is not standardized at the present time. Elliott investigated the reliability and validity of selected DIBELS measures in identifying kindergartners who are at risk for reading failure.
This study provided a partial replication of Good et al. Bishop found that letter identification and phonological awareness correlate to first-grade reading achievement along with rapid automatized naming and phonological memory in examining oral reading fluency.Peer review is the evaluation of work by one or more people with similar competences as the producers of the work ().It functions as a form of self-regulation by qualified members of a profession within the relevant alphabetnyc.com review methods are used to maintain quality standards, improve performance, and provide credibility.
Use of research results in policy decision-making, formulation, and implementation: a review of the literature. La utilización de los resultados de la investigación en el proceso de decisión, formulación y implementación de políticas: una revisión de la literatura.
Look for other literature reviews in your area of interest or in the discipline and read them to get a sense of the types of themes you might want to look for in your own research or ways to organize your final review.
This course guide is designed to help faculty, graduate, and undergraduate students in the process of conducting and writing a literature review for any discipline. A Systems Approach to Conduct an Effective Literature Review inputs including: ways to find applicable literature, qualifying the literature, ways to read research.
Required Elements of the Literature Review. Length: At least five-six pages of APA-manuscript text (not including the References page).. Required Sources: See the Holman Library Class Guide for this course.
At least five scholarly articles (must be different from those you .