| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "IMPORTANCE READING SKILLS": |
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The Importance of Reading and Writing Skills, 2002.
A study of the teacher's role in encouraging and ensuring student's acquisition of competent reading and writing skills.
1,341 words (approx. 5.4 pages), 5 sources, MLA, £ 32.95
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Abstract
This paper is aimed at educators of middle and high schools. The paper discusses the importance of effectively combining reading and writing instruction with content instruction. The writer compares educational methods of the 1950's to those of today, stating the obvious improvements today. This paper emphasizes the responsibility of all teachers to understand how they can enhance and help develop their students? reading and writing skills.
From the Paper
"Learning to read and write are complementary skills. While in the younger years, writing depends on reading skills, by middle and high school, they are complementary skills: reading is necessary to do writing assignments, while writing about what has read increases comprehension of the reading materials. For this reason, separating reading and writing instruction from content areas is arbitrary and will eventually interfere with the students? progress in those content areas."
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Pre-School Reading Skills and Reading Achievement, 2002.
A critique of the article by Blatchford on the development of early reading skills and reading achievement.
3,900 words (approx. 15.6 pages), 7 sources, £ 100.95
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Abstract
The development of reading skills at early stage is a common topic in instructional psychology and education research. The development is traced in studies to determine predictors for the purpose of improving instruction at home and school. With important implications for early instructions, the development of early reading skills has clear effect on rising or declining interest in reading during more mature school years.
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Reading Skills, 2008.
A research proposal to study the improvement of reading skills in lower-level and special needs students through the use of technology.
2,357 words (approx. 9.4 pages), 12 sources, APA, £ 51.95
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Abstract
This paper examines some of the technologies which have been identified as potential aids to reading such as voice detection software, portable digital assistants and new portable processors. It proposes a study to determine whether technologies which are currently available are effective in improving reading skills in low-achieving students and whether they are also efficient in improving reading skills in students with special educational needs. The paper explains that the study will also attempt to determine whether available technology is successfully implemented into the curriculum at present and whether there are measures which could be taken to improve the effectiveness of available technologies in improving reading skills.
Outline:
Background
Significance of the Research
Research Questions
Methodology
Study Design
Participants
Data Collection
Data Analysis Techniques
From the Paper
"The use of technology in literacy within schools is a relatively recent occurrence and it has been suggested that for this reason it may still be poorly understood (Kartal, 2006). This may be one explanation for the apparent failure of technology integration to this point. If this could be attributed to lack of understanding then this emphasizes the need to understand the factors which would ensure the successful integration. Another study by Doering and colleagues (2003) found that poor teacher preparation may also be a significant factor in technology integration failure."
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Reading Skills, 2007.
A look at the connection between reading and behavior problems.
1,066 words (approx. 4.3 pages), 4 sources, MLA, £ 26.95
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Abstract
The hypothesis being tested in this paper is whether children who display poor reading skills in first grade have a 90% chance of continuing to have poor reading skills three years later. The paper examines how, based on a review of 25 studies, 50% of children in third grade exhibiting emotional and behavioral disorders (EBD) also had reading achievement lower than expected, based on their assessed intellectual levels. The also paper discusses how, in addition to EBD and learning disabilities (LD), third grade children with poor reading ability are also affected by serious antisocial behavior.
From the Paper
"Reading curriculum was the differential influence in students' growth in this study by Kamp, et al. (2003). Accelerating growth patterns for the three fluency measures, with some slowing in letters and oral reading, showed that curriculum type led to significant differences in performance at the end of first grade. One of the curriculum choices (Reading Mastery, Success for All) was found to positively affect students skills in each area more than literature-based curricula. By Grade 3 endpoint, performance showed significant differences in the group with no risk, compared to the behavior risk group, the academic risk group and the students at risk for both."
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Behavior Management and Reading Skills, 2004.
This paper is a research proposal to understand the application of behavior management to special education students for learning to read.
1,575 words (approx. 6.3 pages), 5 sources, APA, £ 36.95
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Abstract
This paper relates that the research question is, ?Does the use of behavior management improve the reading scores of adolescent students in special education with behavior rulings?? The author explores the way modifying student behavior can create an environment that is more conducive to learning. The paper outlines that the research will be conducted through a review of the relevant literature in scholarly sources, interviews with special education instructors using behavior management, and a 100-item, multiple-choice questionnaire.
Table of Contents
Background
Theoretical Framework
Research Question
Research Methodology
From the Paper
"An article asserts that behavioral problems are a measure impediment to the instruction of special education students. The article stresses that in many cases behavior problems have become a prerequisite to academic problems. In addition, many studies contend that academic success is dependent upon the ability to read and comprehend. They explain that special education students with emotional behavioral disorders are often inadequate readers. The article indicates that behavioral problems can often occur as a result of biological factors, the home, the environment and socioeconomic status. All of these factors can contribute to behavioral disorders that can impede a student?s ability to learn."
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Language Delays And Reading Skills, 2002.
This paper discusses the effects of language delays in preschool children on learning to read in first grade.
1,900 words (approx. 7.6 pages), 5 sources, £ 50.95
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Abstract
This paper explores several studies. The author reviews the methods that can help make the transition easier for the student.
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Teaching Decoding Skills for Reading Proficiency, 2005.
A review of ESL (English Second Language) learners and the best method of teaching them to speak the language correctly.
1,125 words (approx. 4.5 pages), 5 sources, £ 31.95
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Abstract
This paper discusses the teaching of phonics to ESL learners. According to this paper, it's imperative that classes in pronunciation are complemented with lessons in phonics. The method used to teach a small child how to speak, is the same method that should be implemented with ESL learners.
From the Paper
"Why a phonics lesson should follow a pronunciation lesson when teaching ESL English The pronunciation lesson teaches the learner how to say the word. This basic ability is a prerequisite for learning the associated phonics. The ability to speak must come first, followed by the ability to recognize or write the associated phoneme/s down. In the same way, we do not teach children to write prior to their learning to speak. Why the teaching of phonics is especially important when working with ESL learners Written English has a high level of complexity, with many different ways to render the same phoneme, many rules pertaining to the rendering of phonemes, and many exceptions to the rules."
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Improving Reading Comprehension, 2006.
A review of the importance of teaching reading and comprehension and how to successfully teach these skills.
3,522 words (approx. 14.1 pages), 21 sources, MLA, £ 69.95
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Abstract
This paper attempts to analyze the best possible practices to improve the reading and comprehension of students, particularly elementary school students. This paper identifies the characteristics of elementary students and categorizes the different approaches used when teaching elementary students reading and comprehension.
Outline:
Introduction
Purpose of the Study
Hypothesis
Significance of the Study
Methodology
Research and Plan Solution Strategy
The Teachers
Additional Time
High-Quality Research Based Curriculum and Instruction
Phonemic Awareness
Phonics
Vocabulary
Fluency
Comprehension
Other Important Instructional Methods
Preschool and Early Literacy Opportunities
Implementation Plan and Matrix
Evaluation/Assessment Plan
From the Paper
"There has been much debate about phonics instruction. However, recent research has given phonics another look and has determined phonic instruction is needed (Hempenstall, 2002). Students that master phonics will have the decoding process in hand and can focus on building fluency and comprehension. Use direct, systematic explicit phonics instruction as a primary component of a reading program. CIEA states, "Systematic instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence, and explicit are programs that provide teachers with specific directions for the teaching of these relationship" (Hempenstall, 2002). The issue is not whether to use phonics or whole language in reading instruction. "Rather, the issue is how phonics is used; as a primary component of a reading program, as well as when we use phonics; at the beginning reading level" (Hempenstall, 2002). "
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Boys and Reading, 2007.
An analysis of successful projects to improve the reading and writing skills of boys.
1,498 words (approx. 6.0 pages), 4 sources, MLA, £ 34.95
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Abstract
This paper discusses the phenomenon that boys are often stuck in a rigid classification as underachievers due to the fact that girls' reading skills far outpace the reading skills of boys. The paper reviews some of the solutions that teachers have found to help to deal with this problem. It also reviews some successful projects to help with boys' reading and writing competencies.
From the Paper
"Thomas Newkirk writes in California English (Newkirk, 2004) that he was shocked by a statistic in a recent report from the National Assessment of Educational Progress; that statistic showed that by the 12th grade, the average score on boys' writing achievement tests were 24 points below girls' scores. What can be done about this, Newkirk wonders in this article, published in 2004. Boys see libraries as a place for girls to go; boys go home and their dads are reading the sports page in newspapers while mom may be reading a novel. And boys are not encouraged to read action and adventure books (even though it is usually their preference), but they are urged to read novels with deep plots and sophisticated character development. Boys spend more time on video games and in computers than girls, and much of what they experience in those genres is action-oriented, and yet in school, they are asked to change, and be quiet, and be serious, like the girls."
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Reading Pedagogues, 2008.
This paper reviews ten articles that address how pedagogues can best foster strong reading fluency, decoding, holistic, and inferential reading skills in young people.
2,480 words (approx. 9.9 pages), 10 sources, APA, £ 53.95
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Abstract
Through a review of ten articles, this paper looks at the importance of building up "domain knowledge" and prominently features the findings of a National Reading Panel study conducted some years ago that argues (among other things) that vocabulary building, phonemic awareness exercises, systematic phonics instruction, and in-service upgrades for teachers all positively correlate to student achievement.
Table of Contents:
Abstract
Article Summaries
Article Summary One: Teaching children to read
Article Summary Two: The Nature of Effective First-Grade Literacy Instruction
Article Summary Three: The Utility of Phonic Generalizations in the Primary Grades
Article Summary Four: Reading Comprehension Requires Knowledge - of Words and the World
Article Summary Five: What Reading Does for the Mind
Summary Six: The Case for Bringing Content into the Language Arts Block and for a Knowledge-Rich Curriculum Core for all Children
Summary Seven: Teaching Decoding
Summary Eight: One Down and 80,000 to Go
Summary Nine: Teaching Vocabulary: Early, Direct, and Sequential
Summary Ten: Findings and Determinations of the National Reading Panel by Topic Areas
From the Paper
"Theodore Clymer (1963) reports that five types of generalizations have historically been utilized (at least if teacher's manuals are any indication) in teaching children to pronounce words: vowels, consonants, endings, syllabication, and miscellaneous relationships. Eventually, Clymer came up with a list of 45 generalizations or rules for study. These were arrived at by asking whether or not a candidate generalization was sufficiently specific that it could be said to actually assist (or hinder) in the pronunciation of a particular word. Clymer then made up a composite word list of all the words introduced in the four basic series from which the generalizations were drawn - plus words from the Gates Reading Vocabulary for the Primary Grades. On pages 186 and 187 of the study, Clymer outlines the basic approach undertaken to assess the efficacy of the 45 phonic generalizations; this step-by-step approach is rather complicated and cannot be easily described in the space we are allotted. Nonetheless, the study found that many commonplace phonics generalizations are of limited worth; in particular, vowel generalizations are especially unreliable while consonant generalizations are a little better. One thing that complicates Clymer's study is that his success rate for an effective phonics generalization (75 percent or above) is quite high - as he himself acknowledges.
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Reading Education and Technology, 2008.
A qualitative proposal for a study on improving reading skills in lower-level and special needs students through the use of technology.
1,634 words (approx. 6.5 pages), 12 sources, APA, £ 37.95
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Abstract
This paper proposes a study to look at how various technologies can aid in improving education for low-level special needs students. The paper explains the study's use of the qualitative research paradigm and details the research questions and methodology to be employed.
Outline:
Background
Qualitative Research and its Appropriateness for This Study
Research Questions
Research Method
Sampling
Data Collection and Analysis
Conclusion
From the Paper
"Students who have the highest risk of failing in school also have low reading capabilities. This is especially true for students who have special needs. Goetze and Walker (2004) have found that using technology may be a solution to this issue. They assert that regular and consistent use of technology enhances literary capabilities of students who have special needs. However, teachers must be properly trained on how to use technology in the classroom (Doering, Huges, & Huffman, 2003). If teachers are trained how to use the technology, how to integrate it into their lessons plans, and how to allow students to voice their inputs, students could indeed improve reading scores (May, 2003; Lelop & Ponterio, 2005)."
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The Importance of Literacy, 2007.
A discussion on the importance of literacy skills, based on the book "Learning to Read and Write" by Frederick Douglass, and the article "The Importance of Literacy and Numeracy Skills" by the Australian Chamber of Commerce and Industry.
901 words (approx. 3.6 pages), 2 sources, MLA, £ 22.95
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Abstract
The paper discusses how, although literacy is not literally a function of slavery as it was when Douglass wrote his narrative, literacy remains a tool of social and political empowerment. The paper explores how individuals with inadequate literacy skills cannot begin to compete in a job market based on information; to run for political office; to read articles or websites. The paper further discusses how literacy bestows on the individual a means of communicating with others, of sharing ideas and debating essential points in the hopes of changing minds and hearts. The paper concludes that, through mastery of the written word, poor and oppressed individuals can challenge the assumptions that guide the dominant culture and create transformation and change just as Douglass did over a century ago.
From the Paper
"Literacy skills are, however, appropriately framed as an economic tool as they are in "The Importance of Literacy and Numeracy Skills." The Australian report represents the mentality of the twenty-first century, when literacy skills allow individuals the opportunity to "compete in the global marketplace (p. 6). Individuals need literacy skills to succeed just as Douglass did, but literacy rates are far higher now than they were in Douglass' age. As a result, citizens of industrialized nations are expected to master reading and writing skills in school."
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Literacy Instruction and Reading Motivation, 2002.
An examination of the connection between literacy instruction and reading motivation in students with language learning difficulties.
2,205 words (approx. 8.8 pages), 5 sources, MLA, £ 48.95
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Abstract
This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper
"According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
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Reading Comprehension, 2007.
A discussion of how to increase reading comprehension of students in middle school.
1,722 words (approx. 6.9 pages), 11 sources, APA, £ 39.95
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Abstract
This paper addresses the problem of weak reading skills in middle school students, and suggests educational approaches to improving reading comprehension in particular. The author recommends that teachers, the instructional and/or educational materials and the educational policies should be at the forefront in assisting middle school children to acquire the reading comprehension skills they need. The role of each is described in the paper. Additionally, accommodations are recommended for children with special educational needs. The paper also lists the five essential components of reading instruction, describing the importance of each one. The paper concludes by stating students also take responsibility for their reading progress by practicing regularly.
Outline:
Introduction
Review of Related Literature
Factors to increasing the reading comprehension abilities of the middle graders
The Teachers
Provision of More time for the Students
Maintenance of Research Based Curriculum and Instructional Approaches Regarding Reading Comprehension
Reference List
From the Paper
"Indeed, there have been recent studies conducted which reveal that reading and comprehension is becoming a challenging tasks for the teachers, particularly when they are handling the students from the middle grades. Students who are in the in their middle age of learning are already being taught for proper reading and comprehension. However, there are reports that show that there are increasing number of students who have gone to higher levels but "are still not fully equipped with the right reading and comprehension perspectives," thus a big task to teachers and other educational facilitators nowadays is how to increase the reading comprehension of students in the middle school (Snow, 2002)."
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