Fountas & Pinnell - Leveled Literacy Intervention
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The Leveled Literacy Intervention (LLI) system was developed by Irene Fountas and Gay Su Pinnell to provide small-group literacy intervention for struggling readers in grades K-3. LLI lessons follow a consistent format of phonics, fluency, comprehension, and writing activities using leveled texts matched to students' abilities. Two studies found that LLI significantly improved students' reading achievement over the course of 14-20 weeks of daily small-group instruction. Fountas and Pinnell continue expanding LLI to serve students through middle school.
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Financial literacy in India- A Harbinger of Social Change
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In a society where a large chunk of people are financially excluded, financial literacy would play a game changing role in promoting financial inclusion. In March 2010, Hon’ble Finance Minister of India during RBI-OECD Workshop on Financial Literacy mentioned: “ Financial literacy, and education, plays a crucial role financial inclusion, inclusive growth and sustainable prosperity”.Don Rudisuhle's 2016 COVA Presentation
Don Rudisuhle's 2016 presentation at the 28th Annual Conference of the Colorado Organization for Victim Assistance (COVA) Elder Financial Abuse: An Advocate's Guide to Proactive Intervention
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Wong ratcliff effects of the reading first program on acquisition of early li...
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
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This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare an activity teaching phonological awareness to share in the next class.
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This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare a phonological awareness activity to teach or demonstrate for the next class.
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This document provides an overview of a professional development session on reading instruction. It discusses key topics like phonological awareness, phonemic awareness, the alphabetic principle, and characteristics of good versus struggling readers. The session reflects on implications for instruction and priorities for ensuring reading success for all students. Participants are asked to prepare a phonological awareness activity to teach or demonstrate for the next class.
Florida Atlantic University research symposium 03152013
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NRP Phonics Presentation
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2. Good phonics instruction develops an understanding of the alphabetic principle, phonological awareness, letter knowledge, and automatic word recognition as part of a balanced reading program.
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Reprinted from Young Children • January 2011 91® 2, 3.docx
Reprinted from Young Children • January 2011 91
®
2, 3
ReseaRcheRs widely Recommend
storybook reading for promoting the
early language and literacy of young
children. By listening to stories, chil-
dren learn about written syntax and
vocabulary and develop phonologi-
cal awareness and concepts of print,
all of which are closely linked to
learning to read and write (National
Early Literacy Panel 2008). Teachers
usually know a read-aloud experi-
ence has been effective because
they see the children maintain their
interest in the story, relate different
aspects of the story to their own
experiences, describe the illustra-
tions, and ask questions about the
characters and plot.
However, listening to a story read
aloud can be a very different experi-
ence for children who speak a lan-
guage other than English. What
happens when the children are read
to in a language they are just begin-
ning to learn? What happens when
an English-speaking teacher reads
a story to a group of children who
are learning English as a second
language?
As illustrated in the vignette at the
beginning of this article, teachers
often describe young dual language
learners in their class as distracted
and unengaged during read-aloud
sessions in English. In this article,
we describe teaching strategies that
English-speaking teachers can use
when reading aloud to young dual
language learners. These strategies
are part of the Nuestros Niños Early
Language and Literacy Program, a
professional development interven-
tion designed to improve the quality
of teaching practices in prekin-
dergarten classrooms to support
Spanish-speaking dual language
learners (Castro et al. 2006). The
intervention was developed and
evaluated in a study funded by
the US Department of Education.
Teachers from the North Carolina
More at Four Pre-Kindergarten
Storybook
Reading
for Young
Dual Language
Learners
Cristina Gillanders and
Dina C. Castro
Cristina Gillanders, PhD, is a researcher at the FPG Child Development Institute at the
University of North Carolina–Chapel Hill. She was an investigator in the Nuestros Niños
study, and has worked with dual language learners as a bilingual preschool teacher,
teacher educator, and researcher. [email protected]
Dina C. Castro, PhD, is a senior scientist at the FPG Child Development Institute. She
was the principal investigator for the Nuestros Niños study. Her research focuses on
improving the quality of early education for children from diverse cultural and linguistic
backgrounds. [email protected]
Photos courtesy of the authors.
A study guide for this article will be available in mid-January online at www.naeyc.org/yc.
In a community of practice meeting, teach-
ers discuss their experiences reading
aloud to dual language learners.
Susan: When I am reading a story, the
Latino children in my class just sit there.
They look at me, but you can tell that they
are not engaged in the story.
Lisa: ...
Lebanese Secondary Students' Motivation in EFL
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This document summarizes a presentation on implementing family literacy programs through children's literature. It defines family literacy as including parent education, economic self-sufficiency training, child education, and interactive literacy activities between parents and children. Research shows such activities improve children's language and literacy skills. The presentation describes sample family literacy bag programs that send books and activities home to engage families. It provides tips for parents to support children's literacy development and 10 principles of literacy instruction. The overall message is that reading with families opens doors to lifelong learning.
THESIS POWERPOINT.pptx
This study aimed to determine the effectiveness of using the mother tongue language as a tool for teaching mathematics to grade 3 pupils in Hondagua Elementary School. A total of 115 grade 3 pupils were surveyed about their performance in examinations on the four fundamental operations. Most respondents were 8 years old females. Examination results showed that half of respondents scored 10 out of 10 in multiplication, making it the most learned operation, while division was least learned with most scoring below average. The study concluded that using the mother tongue language benefits learning as it allows pupils to easily understand concepts.
Effectiveness of Bilingual EducationBret HartProfessor Tanesha.docx
Effectiveness of Bilingual Education
Bret Hart
Professor Tanesha. Thomas
SBCC
Table of Content
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methods
Ⅳ. Analysis
Ⅴ. Discussion
Ⅵ. Reference Cited
Ⅶ. Appendices
Abstract
The purpose of this study is to explore the effectiveness of bilingual education on bilingual student’s academic performance in comparison to bilingual students who do not receive bilingual education. In order to do this study 120 Chinese and Spanish bilingual students, their academic performances will be observed through the course of one year. Throughout the year I will be collecting notes on how the students are doing in their in-class assignments, in-class quizzes, and tests, how well they comprehend the work, and how well is the communication between the teacher and students, and finally how well they scored on their state tests. Other measurements that will be incorporated are survey responses as additional information to support the study.
Key Terms
Bilingual Education, Bilingual Students, Academic performance, NYC State Test Results
Ⅰ. Introduction
In the U.S. we have many immigrants as of right now and maybe more coming in the country. Often these immigrants are families with children and many of the times neither the parents nor the children know little to no English and it can be difficult for the children to adjust and transition into a new culture and learn the language. Providing bilingual education is very important for bilingual students because they then can receive a smooth and equal opportunity at Education. This research is unique, crucial and interesting because we are not only exploring children of different ethnicity, culture, and language but also because we will be able to look at how well they learn if given the proper resources. In doing this experimental research both qualitative and quantitative research method seems to be suitable because although looking at test scores and survey results which are quantitative measures will possibly allow me to support my hypothesis it is important to see how the children learn on a daily basis for which I will have to observe them in their learning environment.
Ⅱ. Literature Review Many researchers have found that Bilingual Education is beneficial for Bilingual students and some researchers have found that it may not make a significant difference in academic achievement. Fernie Baca Moore and Gerald D. Parr research compared effectiveness of three different Bilingual programs which were transitional, maintenance, minimal and a nonbilingual program. Overall they have found that bilingual programs do not make a significant difference in their Hispanic student's academic achievement in terms testing scores (1978). In contrast, Moore and Parr have also found that maintenance programs which offer 50% of the class instruction in Spanish scored significantly higher than the s ...
NRP Phonics Presentation
1. The document discusses phonics instruction and the findings of the National Reading Panel's report on phonics. The panel found that systematic phonics instruction significantly improves students' reading abilities.
2. Good phonics instruction includes developing an understanding of the alphabetic principle, phonological awareness, providing thorough letter instruction, and leading to automatic word recognition. It should be part of a balanced reading program.
3. Past research studies have found that explicit, systematic phonics instruction outperforms other approaches and benefits students, especially those at risk for reading difficulties.
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Fountas & Pinnell - Leveled Literacy Intervention
- 1. Fountas and Pinnell – Leveled Literacy Intervention By Jaclyn Moran
- 2. The Creators Developed by Irene Fountas and Gay Su Pinnell They both originally worked in Reading Recovery (early intervention one-to-one tutoring) In 1996 they introduced a systematic approach to small-group reading instruction in their first text, Guided Reading: Good First Teaching for All Students. In 2005 they created the Leveled Literacy Intervention System
- 3. The System Produced by Heinneman Publishers Emphasizes phonological awareness and phonics, fluency, comprehension, oral language skills, and vocabulary. Utilizes authentic texts to motivate students and maintain attention
- 4. Leveled Literacy Intervention (LLI) Who: Administered to a small group of 3-4 students Designed for kindergarten to second grade students When: Instructional class time of 30-45 minutes every day For a duration of 14-20 weeks Home component as well What: Considered an intervention because it is to be taught in addition to regular curriculum reading instruction.
- 5. Materials The LLI materials are based around a series of “leveled” texts (i.e. texts of progressing difficulty) with difficulty measured by the Fountas and Pinnell text gradient system that they have established. Comes with detailed teaching guide and lesson script
- 6. How it is implemented? The first ten days are structured to establish a routine The group will begin with a lap book for shared reading and then the students read the same text in a little book. The lessons then move on to comprehension discussions, shared writing, word work, and homework.
- 7. Structured Lesson Format Everyday: 10 minutes is allocated to phonemic awareness/discrimination and phonics At least 5 minutes are reserved for oral rereading of texts Every other day in each ten-lesson sequence, students write for 15 minutes.
- 8. Typical Lesson format for Grade 3 Red Level
- 9. Sample Red Level Odd-Day Lesson
- 10. Home-school literacy connection Students are given a specific word study or writing activity to do at home Given a Take-Home Book version of every book they read in their lessons. These are black-and-white versions of the books and are inexpensive so students can keep them. Children and their families can build a home collection of books that the children can read aloud and practice.
- 11. Cost The average cost per student is $84.79, based on 4 groups of 3 students for two different 18 week sessions. The replacement cost per student is $29.24 (take home bags, little books, and writing books). Each grade level System is priced as a package and is inclusive of all materials necessary for instructional intervention of 3 students per group. The online prices for the sets are as follows: LLI (Kindergarten)Orange - $1,635 LLI (Grade 1) Green - $2,500 LLI (Grade 2) Blue - $2,835 LLI (Grade 3) Red -$4,500
- 12. Research and Results The Center for Research and Educational Policy (CREP) at University of Memphis conducted two independent evaluations of LLI. In the first study, pre-LLI tests showed only 5% of the students reading at grade level on the Gates-MacGinitie Reading test, while post-LLI tests showed 34% of students reading at grade level (Harrison, Grehan, Ross, & Inan, 2007). In the second study, a randomized control- group study, LLI students in grades K-2 gained more in reading, as measured by the Benchmark Assessment and/or DIBELS, than students in the control group (Ransford- Kaldon, 2010).
- 13. The Future Currently, Fountas & Pinnell is working with children’s writers and illustrators to create texts to extend LLI Leveled Literacy Intervention will be extended through the publication of four more systems to serve students across the upper elementary grades and middle school. According to Fountas & Pinnell, their ultimate goal is “to create engaging texts that students can read and that also offer age appropriate material”
- 14. References Fountas, Irene C., Gay Su Pinnell, and Heinemann. "The Fountas & Pinnell Story." Heinemann. 2011. Web. 23 Nov. 2012. <http://www.heinemann.com/fountasandpinnell/FountasPinnellStory.pdf>. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Web. 23 Nov. 2012 <http://www.nichd.nih.gov/publications/nrp/smallbook.htm>. Ransford-Kaldon, C. R., E. S. Flynt, C. L. Ross, L. Franceschini, T. Zoblotsky & Y. Huang. 2011. “Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell’s Leveled Literacy Intervention Program (LLI), 2009–2010.” Memphis, TN: University of Memphis Center for Research in Educational Policy. Web. 2 Dec. 2012 < http://www.heinemann.com/fountasandpinnell/research/LLIEfficacyStudyReport2 010.pdf>. Research base for leveled literacy intervention. Heinemann. (2011). Web. 2 Dec. 2012 <http://www.heinemann.com/fountasandpinnell/researchLLI.aspx>.