Menu Slide<br />The Effects of a Voluntary Summer Reading Intervention on Reading Activities and Reading Achievement. Slides 3,4,5<br />Teacher Read Alouds at second grade with and without student companion texts: Unexpected Findings. Slides 6,7,8<br />Curriculum materials for elementray reading shackles and scaffolds for four beginning teachers. Slides 9,10,11<br />
Summary <br />331 Random children were picked from grades 1-5.<br />They took standardized testing in spring on the elementrary reading attitude survey and a reading prevance survey.<br />Characteristics of the Children (N 331) at the Beginning of<br />the Study<br />Student characteristic %<br />Female 50<br />White 42<br />Receives free lunch 23<br />Primary language is English 68<br />Primary language is Spanish 23<br />
Summary<br />Students were placed in a classroom and told to read ten books that matched their reading levels.<br />In september children were readminstered the reading test and completed the survey over their summer readings <br />There were no significant difference<br />
Personal reflection<br />I believe children are born with different abilities regarding intelligence. Some kids are better at spelling or reading or math. I believe that this project did not make much sense to me.<br />
Summary<br />Project on the effects of teacher read alouds when students did and did not have access to textbooks.<br />Theory- studetns with textbooks would outperform just the listening group on the three examined variables.1. reading achievement gains 2. vocabulary scores 3. comprehension scores.<br />There were 20 students involved<br />IRI was used as a pre and post test to measure reading achievement gains during intervention.<br />
Summary<br />Teacher also made a comprehension test and vocabulary<br />Students listened to the teacher read alouds for 15min a day three times a week for 12 weeks<br />Students in the listen only group had a greater reading achievement than the studetns in the companion text group<br />Comprehension and vocab scores did not change<br />
Personal Reflection<br />Unlike the first project I believe this project was more effective. It showed that students listen more when they don’t have a book infront of them.<br />
Summary<br />Purpose of this study was to learn how begginningelementrary teachers understand and used the curriculum materials for teaching<br />They followed four teachers from different schools<br />Provided a variety of curriculum materials ranging from scripted reading programs to supplemental materials without teaching guides<br />Data was gathered by classroom observations, interviews, and curriculum artifacts over the teachers first three years of teaching<br />
Summary<br />Teachers with stronger knowledge access to multiple materials and support for classroom making regarding materials and instructional strategies learned the most and were most able to adapt instruction<br />Found that teachers with weak knowledge or more restrictive materials and enviroment learned the least and were least able to adapt instruction to meet the needs of their students<br />
Personal Reflection<br />This was interesting project, but I think you cannot study a teacher that has never taught before and judge her because everyone says that you as the teacher still learn and figure out what methods work and which ones don’t.<br />
Citations<br />Journal of Educational Psychology. Vol 99(3) U.S.: American Psychological Association pp.505-515<br />Kaplan, J., & Tracey, D. (2008). Teacher Read-Alouds at second grade, with and without Student Companion Texts: Unexpected Findings.”Online Submission ERIC EBSCOhost(accessed April 12, 2010)<br />Valencia, S., Place, N., Martin, S., & Grossman, P. (2006). Curriculum Materials for Elementrary Reading: Shackles and Scaffolds for four beginning Teachers . Elementrary School journal 107,no. 1:93-121 ERIC, EBSCOhost (accessed April 12, 2010).<br />
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