Http Dx Doi Org 10 1080 19388071 2013 870262, Feb 28, 2014
ABSTRACT The purpose of this embedded mixed methods study was to examine how sixth graders with h... more ABSTRACT The purpose of this embedded mixed methods study was to examine how sixth graders with high and low reading attitudes perceive teacher read aloud. We utilized quantitative data by surveying sixth graders (N = 87) about their reading attitudes and then collected qualitative data by interviewing five students, interviewing the teacher, conducting classroom observations, and reviewing read aloud materials. Students with lower reading attitudes enjoyed the relaxed classroom setting, while those with higher attitudes enjoyed the books being read. Other themes suggested that all students engaged inconsistently with the text, and that students are indeed aware of the potential instructional benefits of reading aloud. Implications are discussed including the importance of pairing teacher read aloud with other strategies to help students engage more explicitly with the text.
ABSTRACT The purpose of this study was to conduct a content analysis of the types and occurrences... more ABSTRACT The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers’ editions in five widely marketed core reading programs. Guided practice was the most frequently recommended explicit instructional move for teaching phonemic awareness, phonics, and vocabulary. Discussion was the dominant explicit instructional move recommended for comprehension. Modeling was the dominant explicit instructional move recommended for fluency. Core reading program lessons were found to provide ample explicit instructional move recommendations for explanations and guided practice, with less attention to modeling or discussing reading concepts, strategies, and skills. The core reading program lessons provided inadequate recommendations for the explicit instructional moves of monitoring student progress, providing students feedback, and moving students gradually toward independence.
Http Dx Doi Org 10 1080 19388071 2013 870262, Feb 28, 2014
ABSTRACT The purpose of this embedded mixed methods study was to examine how sixth graders with h... more ABSTRACT The purpose of this embedded mixed methods study was to examine how sixth graders with high and low reading attitudes perceive teacher read aloud. We utilized quantitative data by surveying sixth graders (N = 87) about their reading attitudes and then collected qualitative data by interviewing five students, interviewing the teacher, conducting classroom observations, and reviewing read aloud materials. Students with lower reading attitudes enjoyed the relaxed classroom setting, while those with higher attitudes enjoyed the books being read. Other themes suggested that all students engaged inconsistently with the text, and that students are indeed aware of the potential instructional benefits of reading aloud. Implications are discussed including the importance of pairing teacher read aloud with other strategies to help students engage more explicitly with the text.
ABSTRACT The purpose of this study was to conduct a content analysis of the types and occurrences... more ABSTRACT The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers’ editions in five widely marketed core reading programs. Guided practice was the most frequently recommended explicit instructional move for teaching phonemic awareness, phonics, and vocabulary. Discussion was the dominant explicit instructional move recommended for comprehension. Modeling was the dominant explicit instructional move recommended for fluency. Core reading program lessons were found to provide ample explicit instructional move recommendations for explanations and guided practice, with less attention to modeling or discussing reading concepts, strategies, and skills. The core reading program lessons provided inadequate recommendations for the explicit instructional moves of monitoring student progress, providing students feedback, and moving students gradually toward independence.
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Papers by Sarah K. Clark