Reading Next
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Team 2 presents an example of how reading research has influence policy in the form of the Reading Next legislation.
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This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
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2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
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The document discusses strategies for teaching early literacy skills to students in pre-K through 3rd grade. It covers assessing students' literacy skills, selecting appropriate reading materials, and teaching literacy using interactive, critical, and response perspectives. The goals are to help students become independent readers who can read accurately, fluently and comprehend text, think critically about what they read, and respond to and discuss texts in meaningful ways. Assessments and conferencing are used to identify student needs and guide instruction. A variety of engaging texts at different levels are selected to motivate students and support literacy development.
Factors affecting LLS
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
Proposal 2009 6 1
1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom.
2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire.
3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.
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This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
Factors affecting language learning strategy
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
20120606 reading writingcontract_attachmenta
The summary provides an overview of the key points from the document:
1. The document outlines research-based principles for effective literacy instruction including using a balanced approach combining whole-class and small group instruction, using assessment to inform instruction, providing daily opportunities for students to read on-level text, providing scaffolded instruction with a gradual release of responsibility, providing explicit models of reading strategy instruction, and providing opportunities for students to collaborate and talk about their learning.
2. It discusses how the Teachers College Reading and Writing Project's approach is grounded in this research and incorporates these principles through techniques like minilessons, conferences, guided reading lessons, and independent reading time.
3. Assessment and interaction during reading
20120606 reading writingcontract_attachmenta
The summary provides an overview of the key points from the research document about the research base for readers and writers workshop.
1) Failure in the early grades of reading virtually guarantees failure in later schooling, while success in early grades does not guarantee success but failure is more likely.
2) The "Big Five" components of effective reading instruction identified by the Reading First Panel include phonemic awareness, fluency, vocabulary, comprehension strategies, and motivation.
3) The work of the Teachers College Reading and Writing Project is grounded in current research supporting a balanced literacy approach combining whole class and small group instruction, assessment to inform teaching, daily independent reading, scaffolded instruction, explicit strategy teaching, and collaboration.
Creating a literate environment power point presentation
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
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B mozer dissertation pres 2013 final
This dissertation presentation summarizes Bonnie Mozer's research on improving text comprehension for African American and English Language Learner students. The research was guided by the question of how culturally appropriate instruction can affect underachieving students' comprehension. Major findings included that explicit academic language instruction and recognizing students' individual strengths and gifts can accelerate comprehension learning. An integrated approach addressing academic, affective, and metacognitive domains also had positive effects. The presentation of these findings suggests pedagogical implications for further empowering student learning.
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This document provides a school-wide lesson plan to help struggling readers at all grade levels. The lesson teaches students to become "language detectives" by having them identify and create posters about word patterns, such as rhyming words, prefixes, suffixes, and irregular plurals. Students will analyze words that fit the patterns and strengthen their decoding, vocabulary and comprehension skills. The lesson incorporates choice, visuals, technology, and opportunities for students to share their work and provide peer feedback to increase engagement. Formative and summative assessments are used to evaluate students' understanding and application of word patterns.
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This document discusses several factors that affect language learning strategies: language proficiency level, motivation, learning style, gender, and age. Regarding proficiency level, studies found that more proficient learners use more cognitive and metacognitive strategies, while beginners rely more on translation. Motivation also influences strategy use, with more motivated learners adopting strategies more frequently. Learning style impacts strategy selection, such as introverts preferring metacognitive strategies. Gender differences show females using compensation and affective strategies more, while males favor metacognitive and compensation strategies. Younger learners progress from receptive to communicative strategies, and some advanced secondary students favor metacognitive strategies.
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This document discusses issues related to multicultural education. It notes that the student population is becoming increasingly diverse while the teacher population remains mostly white. This can lead to biases and a lack of understanding between teachers and students from different cultures. The document advocates for multicultural education approaches that incorporate the contributions of all cultures, use cooperative learning, and address socioeconomic differences to create an equitable education for all students. It provides examples of cultural differences that should be considered and recommends teaching strategies like using multiple perspectives and community learning.
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This document summarizes findings from 10 research articles on how read alouds can enhance student comprehension. The findings suggest that read alouds can increase student vocabulary and comprehension, especially when done repeatedly. Using authentic texts over decodable texts, creating a supportive environment, and engaging students in discussions about the text beyond just restating facts can further promote comprehension. Teachers' discussions with students should model thinking strategies, build on student comments, and probe students for deeper understanding of the text.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
The effect of ability grouping on students’
1) The document summarizes research on the effect of ability grouping on students' reading strategies, achievement, and motivation in cooperative learning groups. It reviews literature on reading comprehension, cooperative learning, and learning motivation.
2) The study involved 43 university students in Taiwan placed in either heterogeneous or homogeneous reading ability groups. They completed pre-and post-tests of reading comprehension, strategy use, and motivation over one semester.
3) The results were analyzed using independent t-tests to examine differences between groups, and correlations to examine relationships among reading achievement, strategy use, and motivation. Student interviews also explored motivations in the cooperative learning context.
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This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
Understanding the Quality of the Student Experience in Blended Learning Envir...
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1) The document summarizes research on understanding student engagement in blended learning environments. It aimed to determine which flexible and distributed learning techniques positively engaged students and how these techniques could be applied to other modules.
2) Qualitative findings suggested that students valued interaction with instructors and peers through techniques like voice-over PowerPoints and social media discussions. Learning environment was also a factor.
3) Recommendations included deliberately designing technology use based on course content and assessment, and ensuring opportunities for valued interaction while allowing flexible use of outside technologies. A wide range of techniques could potentially transfer to other modules.Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
Course project
The document discusses strategies for teaching early literacy skills to students in pre-K through 3rd grade. It covers assessing students' literacy skills, selecting appropriate reading materials, and teaching literacy using interactive, critical, and response perspectives. The goals are to help students become independent readers who can read accurately, fluently and comprehend text, think critically about what they read, and respond to and discuss texts in meaningful ways. Assessments and conferencing are used to identify student needs and guide instruction. A variety of engaging texts at different levels are selected to motivate students and support literacy development.
Factors affecting LLS
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
Proposal 2009 6 1
1) The study investigated the effects of ability grouping on students' reading achievement, strategy use, and motivation in an English as a Foreign Language (EFL) classroom.
2) It compared outcomes between heterogeneous and homogeneous ability groupings using reading tests, a strategy inventory questionnaire, and motivation questionnaire.
3) The study aimed to determine if there were significant differences in reading comprehension, strategy use, or motivation between the two grouping conditions.
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
Factors affecting language learning strategy
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
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20120606 reading writingcontract_attachmenta
The summary provides an overview of the key points from the document:
1. The document outlines research-based principles for effective literacy instruction including using a balanced approach combining whole-class and small group instruction, using assessment to inform instruction, providing daily opportunities for students to read on-level text, providing scaffolded instruction with a gradual release of responsibility, providing explicit models of reading strategy instruction, and providing opportunities for students to collaborate and talk about their learning.
2. It discusses how the Teachers College Reading and Writing Project's approach is grounded in this research and incorporates these principles through techniques like minilessons, conferences, guided reading lessons, and independent reading time.
3. Assessment and interaction during reading
20120606 reading writingcontract_attachmenta
The summary provides an overview of the key points from the research document about the research base for readers and writers workshop.
1) Failure in the early grades of reading virtually guarantees failure in later schooling, while success in early grades does not guarantee success but failure is more likely.
2) The "Big Five" components of effective reading instruction identified by the Reading First Panel include phonemic awareness, fluency, vocabulary, comprehension strategies, and motivation.
3) The work of the Teachers College Reading and Writing Project is grounded in current research supporting a balanced literacy approach combining whole class and small group instruction, assessment to inform teaching, daily independent reading, scaffolded instruction, explicit strategy teaching, and collaboration.
Creating a literate environment power point presentation
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
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LITERACY INSTRUCTION ISSUES AND CONCERNS 1 .docx
LITERACY INSTRUCTION ISSUES AND CONCERNS 1
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
Lewis B. Jackson
University of Northern Colorado
Diane L. Ryndak and
Ann-Marie Orlando
University of Florida
Kara Halley
Metro State College of Denver
Karen McCaleb
Texas A&M University Corpus Christi
LITERACY INSTRUCTION ISSUES AND CONCERNS 2
Abstract
The findings and recommendation of the National Reading Panel (National Institute of Child
Health and Human Development, 2000) have influenced how literacy skills are conceptualized
and taught in schools. Although the report’s findings and recommendation were directed at
students without disabilities, they have the potential to impact instruction and instructional
research with students who have moderate to severe disabilities. To explore this, we used the
National Reading Panel’s five pillars framework (i.e., phonemic awareness, phonics, fluency,
vocabulary, and reading comprehension) to raise issues and concerns about literacy instruction
research and practices with students who have moderate to severe disabilities. In our discussion,
we assume the point of view of teachers who wish to improve their practices by delving into the
literacy research base, opening with a discussion of how scientific evidence can serve as a guide
for improving literacy instruction. This is followed by a discussion of specific issues and
concerns related to each of the five pillars, illustrated by research studies in which the
participants have moderate to severe disabilities. We conclude by summarizing our concerns; by
exploring additional concerns that go across the five pillars; and by posing arguments that
present questions regarding the applicability of the National Reading Panel’s (2000) findings for
students with moderate to severe disabilities. Lastly, the paper considers the potential role of
literacy research and practice as contributing factors in an unreconciled dichotomy between a
body of research demonstrating the power of evidence-based instruction with these students, and
another body of research showing the continued denial of literacy opportunities to them in
schools.
Keywords: Literacy; Reading; National Reading Panel; moderate to severe disabilities;
evidence-based instruction
LITERACY INSTRUCTION ISSUES AND CONCERNS 3
Applying the Five Pillars to Literacy Instruction
With Students Who Have Moderate to Severe Disabilities: Issues and Concerns
In the broadest sense, literacy involves understanding, using, and producing print for a
variety of purposes, where print may include text, symbols, and/or images. While the ability to
engage in literacy activities is critical for participation in a print-driven society, Lonigan and
Shanahan (2010) indicated that pinpointing what actually constitutes “literacy” is not a ...
Capstone Paper
This document is a research proposal that aims to study the effects of embedding specific literacy strategies within a science curriculum. The researcher hypothesizes that this will increase students' ability to demonstrate understanding of science concepts. The proposal provides background on the problem of students at a middle school struggling with science concepts. It then reviews literature supporting the integration of literacy into science instruction to develop scientific literacy. The proposed study will focus on strategies like summarizing, note-taking, previewing text, generating questions, and developing vocabulary and measure their impact on student understanding through assessments.
Dr. William Allan Kritsonis, Dissertation Chair for Rebecca Duong, Dissertati...
Dr. William Allan Kritsonis, Dissertation Chair for Rebecca Duong, Dissertation Proposal Defense PPT.
Morgan
This study examined how cooperative learning activities impacted fifth grade Latino students when solving mathematical problems. Students were engaged in group activities where they worked together to solve problems. The study found four changes in student behavior: 1) students became more engaged in problem solving; 2) students adopted a cooperative rather than competitive approach; 3) students learned there are multiple ways to solve problems; and 4) students used both English and Spanish to ensure understanding. Two teacher behavior changes were also observed: 1) the classroom teacher rearranged desks into groups for cooperative work; and 2) the teacher better understood students' mathematical abilities through group discussions. The study concluded cooperative learning positively influenced both students and teachers.
Creating a literate environment
The document discusses literacy instruction and assessment strategies for elementary students. It outlines three perspectives of literacy development: interactive, critical, and response. It also lists the five pillars of literacy: phonics, vocabulary, fluency, comprehension, and phonemic awareness. The document provides examples of cognitive and non-cognitive assessment strategies teachers can use to get to know students as readers, such as observing oral reading, timed writing samples, and attitude surveys. Teachers can use assessment data to select appropriate texts and activities tailored to students' ability levels and interests.
The Effectiveness of Thematic Teaching Approach on Developing Reading Skills ...
This document summarizes a study that investigated the effectiveness of the thematic teaching approach on developing reading skills among preschool children in Manga Sub-County, Kenya. The study found that most teachers (68%) always used the thematic approach. However, the approach was considered more effective for teaching pictures than for teaching letter sounds, words, or numbers. Overall, reading skills among preschoolers remained below average. The study concluded that teachers need more effective reading instruction strategies and training to improve early reading development.
Lebanese Secondary Students' Motivation in EFL
A qualitative article about Lebanese teachers' perceptions of secondary students' motivation to learn English in Lebanese public schools.
Reading Strategies and Reading comprehension in English among ESL school st...
Reading Strategies and Reading comprehension in English among ESL school st...Research Publish Journals (Publisher)
Reading Strategies and Reading
comprehension in English among ESL school
students in Dubai, UAE – A Moderated
Mediation Regression Model
1
Sheeba Jojo,
2Channintorn Jittawiriyanukoon, 3Varughese Kizhakkacharuvil John
1Assumption University of Thailand, Bangkok 10240
2Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
3Graduate School of Advanced Technology Management, Assumption University of Thailand, Thailand-10240
Corresponding Author: Sheeba Jojo
Ph: +971 50 769 5778
Abstract: The purpose of the study was to find out the relationship between reading strategies and the Lexile score of
the online reading comprehension program ‘Literacy Pro’. It was hypothesized that the reading strategies adopted
by students and the same recommended by the teachers have a positive intervening effect on the Lexile scores. The
findings of the study were not completely supportive as hypothesized. The moderated mediation regression results
are not reflecting any significant improvement in the Lexile score of students through the intervention of reading
strategies adopted by the students and the training imparted to that effect by the teachers. The technology oriented
‘Literacy Pro’ is a multi-component reading skill development program. Reading comprehension is the product of
multiple skills and knowledge sources, and the struggling readers often experience difficulty in multiple reading
skills. The foundational skills such as word identification, vocabulary knowledge, and reading fluency in addition
to strategies are necessary to construct meaning of the text and reading comprehension. Teachers must promote
text discussions in the classroom, provide online quiz competitions to improve vocabulary, grammar, and
construction of the sentences of a given text in the online reading program. An attractive and motivating software
application shall be developed and integrated to ‘Literacy Pro’ for individual learning practices and reading
comprehension.Application Essays As An Effective Tool For Assessing Instruction In The Basi...
This study examines the use of application essays as an assessment tool in a basic communication course. The study analyzed 369 student application essays from portfolios. The essays described various communication events and concepts discussed in class. Most essays discussed mass media events (42%) and concepts from early course units on communication process and message clarity. Some essays lacked a clear link between event and concept or had an incorrect link. Based on these findings, the study revised essay instructions to improve clarity and student understanding. The revisions aimed to encourage application of concepts across the entire course curriculum.
JOURNAL OF LEARNING DISABILITIESVOLUME 40, NUMBER 2, MARCHA.docx
JOURNAL OF LEARNING DISABILITIES
VOLUME 40, NUMBER 2, MARCH/APRIL 2007, PAGES 111–120
Teaching Cause–Effect Text
Structure Through Social
Studies Content to At-Risk
Second Graders
Joanna P. Williams, Abigail M. Nubla-Kung, Simonne Pollini, K. Brooke Stafford,
Amaya Garcia, and Anne E. Snyder
Abstract
This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second
graders. The program included instruction in cause–effect text structure, emphasizing clue words, generic questions, graphic organizers,
and the close analysis of specially constructed cause–effect target paragraphs. This program was compared (a) to a content-only program
that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom
teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause–
effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ
on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content
acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.
G
iven mounting pressures to en-
sure that students achieve high
levels of proficiency on stan-
dardized tests, many school districts
have begun to increase the amount of
time spent on reading and mathemat-
ics in the elementary school classroom.
Consequently, instruction in other sub-
ject areas has been significantly re-
duced (Vogler, 2003). In a survey of 299
nationally representative school dis-
tricts, for example, the Center on Edu-
cation Policy (2006) found that 71% of
these districts have reduced the amount
of time spent on teaching at least one
or more of the content areas.
Social studies is one content area
that has been frequently cut back, with
33% of school districts examined by the
Center on Education Policy (2006) re-
porting a significant reduction in the
portion of the school day spent on
social studies. This is unfortunate, as
there are many skills, such as critical
thinking, decision making, and prob-
lem solving, that can be acquired while
learning social studies content (Ferretti
& Okolo, 1996). Social studies instruc-
tion also encourages young learners to
consider the role that history plays in
shaping our communities (Brophy &
Alleman, 2002) and, perhaps most im-
portant, helps them to develop civic
competence (Ferretti & Okolo, 1996).
The extra time allotted to reading
in the elementary curriculum has been
greeted enthusiastically in most quar-
ters. However, even with the addi-
tional time allotments, there is a notable
deficit in today’s reading instruction:
There is a lack of focused and explicit
instruction in reading expository text
(Hoffman et al., ...
Brokering practices among EAL international students
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
WebsterN_CIES2015_GHANA
This document outlines a research study examining how Ghana's political climate and the incorporation of peace education are reflected in junior high school social studies textbooks from 1987-1989, 2002, and 2011. The researcher observes textbooks from 1987-1989 may unevenly represent government structures and emphasize the need for the military. Textbooks from 2002 and 2011 likely demonstrate more inclusion of ethnic groups. The 2011 textbooks also emphasize collaboration and peace strategies, reflecting Ghana's peace education initiatives. The researcher will qualitatively analyze the textbooks using codes to explore how content reflects the contemporary political regimes and peace education goals.
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Chapter 2
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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Reading Next
- 1. Example for Con Position John T. Guthrie
- 2. READING NEXT: A VISION FOR ACTION AND RESEARCH IN MIDDLE AND HIGH SCHOOL LITERACY Biancarosa, G., & Snow, C. Alliance for Excellent Education Carnegie Corporation 2004
- 3. Participants and Goals Andres Henriquez, Convener Donald Deshler, David Francis, John Guthrie, Michael Kamil, James McPartland, Panel Goals Speak to policy makers Use legislators’ schema: problem—solution Accessible language Concrete recommendations for action
- 4. Messages ofReading Next Problems in adolescent literacy Reading is inadequate for schooling, workplace, higher education NAEP Grade 8 students; 1994; 30% above proficiency 2007; 31% above proficiency
- 5. Messages of Reading Next Problems in adolescent literacy 1000 students drop out of school PER DAY Lowest 25% in reading achievement are 20 times more likely to drop out
- 6. Messages of Reading Next Solutions Elements of successful middle school literacy instruction Not a program; not a single bullet
- 7. Messages of Reading Next Fifteen (15) elements of successful middle school literacy education Instructional improvements 1. Direct, explicit comprehension instruction 2. Embedded in content 3. Motivation and self-directed learning 4. Text-based collaborative learning 5. Strategic tutoring
- 8. Messages of Reading Next Fifteen (15) elements of successful middle school literacy education 6. Diverse texts (electronic, others) 7. Intensive writing 8. A technology component 9. Ongoing formative assessment of students
- 9. Messages of Reading Next Fifteen (15) elements of successful middle school literacy education Infrastructure improvements 10. Extended time for literacy 11. Professional development 12. Ongoing, summative assessment of students and programs 13. Teacher teams 14. Leadership 15. Comprehensive and coordinated
- 10. Research Evidence in Reading Next The evidence for these elements consists of 117 publications such as: Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815–60).White Plains, NY: Longman. Almasi, J. F. (1995).The nature of fourth graders’ sociocognitive conflicts in peer-led and teacher-led discussions of literature. Reading Research Quarterly, 30, 314–351. Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly, 36, 350–77. Konopak, B. C., Martin, S. H., & Martin, M.A. (1990). Using a writing strategy to enhance sixth grade students’ comprehension of content material. Journal of Reading Behavior, 22, 19–37.
- 11. Research Evidence THAT COULD HAVE BEEN in Reading Next Alvermann, D. E., (2002). Effective literacy instruction for adolescents. Journal of Literacy Research, 34, 189-208. Duffy, G., (2002). Visioning and the development of outstanding teachers. Reading Research and Instruction,41,331-344. Kamil, M., Borman, G., Dole, J., Kral, C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices. Institute of Education Sciences. USDE. Scribner, S., & Cole, M. (1981).The psychology of literacy. Cambridge, MA: Harvard University Press.
- 12. Research Basefor Reading Next Presuppositions to our knowledge base We emphasize the commonalities of the cultural-historical and the scientific perspectives. Evidence is optimal when the inferences from ethnographies and experiments converge and complement.
- 13. Research Basefor Reading Next Cultural-historical: Activity theory Michael Cole, Sylvia Scribner, Alexei Leont'ev Literacy is a form of culturally grounded cognition. Effective literacy practices are in the cultural milieu. Cognitive systems are adapted to environmental affordances. Literacy is shaped by the beliefs, goals, and behaviors of individuals in interaction with others . Tactics: Case Studies; Ethnographies; Semiotic studies; more
- 14. Research Basefor Reading Next Scientific perspective: Strategic, engaged reading Literacy is best learned in rich content domains. Teaching cognitive strategies benefits learners. Students’ commitment to literacy expands their authentic practices. Teachers who scaffold processes and practices foster learning Tactics: Correlational; experiments; systematic classroom observations
- 15. Research Basefor Reading Next Cultural-historical and Scientific perspectives are consistent with Reading Next: (2) literacy instruction embedded in content, (3) self-directed learning, (4) text-based collaborative learning, (6) diverse texts (electronic), (10) extended time for literacy.
- 16. Consequences of Reading Next Eight (8) Striving Reader awards totaling $142M from 2006-2007, met criteria for successful inst. Reading Next had more than 1,000,000 downloads by May 2009
- 17. Limitations of Reading Next Did children’s proficiency improve? Was teachers’ capacity enhanced? Were schools more successful? Did the field of adolescent literacy learn? Unknown Not the goals of Reading Next Congressional Action
- 18. Conclusions from Reading Next 1. Literacy researchers (including 2 NRC members) 2. Wrote explicit guidance for policy 3. Drawing on a base of knowledge 4. Delivered to policy makers 5. In a partnership with political activists 6. Positive result of $142 M for adolescent literacy 7. Positive result of congressional recognition
- 19. Conclusion READING NEXT is evidence in opposition to the resolution of this debate