Making Repeated Readings a Functional Part Of Classroom Reading Instruction

Students often fail to connect the rereading they are asked to do with some purpose that is functional and meaningful within their real life experiences. Because of this students often see repeated reading as a meaningless school task

Sea-Surface Temperature Related Fisheries and Resource Markets

This thesis addresses the potential application of sea-surface temperature (SST) data to economic resource markets. It considers the revolution in technology and the accessibility of timely, accurate SST observations for resource markets. Specifically, it addresses issues related to pelagic fisheries and the fish meal industry. The thesis presents a discussion and overview of the upwelling ecosystem of Peru and the Peruvian anchovy (Engraulis ringens) including quantitative analysis and forecasts for the fishery and fish meal prices. This analysis is used to demonstrate the commercial application and relationship between SST and related resource markets. The thesis establishes a bioeconomic statistical model and correlation coefficients between the variables including SST, fish catch, fish meal production, and protein meal prices. The study tests the relationship between SST observations and fish catch and fish meal production. It also addresses the potential problem of overexploitation which may result from using SST data to increase yield. Wise management of these resources may also be improved through the techniques involved with SST modeling

Aspects of a Caring Reading Curriculum

Education in America has traditionally maintained two basic mandates: one academic, the other social (Commis sion on the Reorganization of Secondary Schools, 1918; Levine and Haselkorn, 1984; Wynne and Walberg, 1985). The first mandate is the education of the young in academic skills that will enable them to lead productive lives. Reading, obviously, is one academic area that schools teach in order to fulfill this responsibility

The Case Method Approach in Reading Education

Imagine sitting in on a course in reading education where the class is engaged in a lively discussion of the application of some method of reading instruction. The discussion focuses on a real incident that the students had read about the evening before. Some students agree with the approach taken by the teacher in the case in handling the instruction. Others approve of the general methodology employed but disagree with the teacher\u27s instruction and timing

Picture This: Using Imagery as a Reading Comprehension Strategy

Research of the past few years seems to suggest that imagery can be used as an effective instructional tool. It is the purpose of this paper to review the promising work in the connection between imagery and reading which has been going on recently. We may thus find ways in which research findings can be turned into productive classroom practices to aid reading comprehension

Promover a fluência em leitura: um estudo com alunos do 2º ano de escolaridade

Neste artigo são analisados os resultados de um Programa de Promoção da Fluência em Leitura (PPFL), implementado junto de 74 alunos do 2º ano de escolaridade de um Agrupamento Escolar do norte de Portugal. O PPFL é constituído por 22 sequências didáticas, elaboradas a partir de 22 textos (9 narrativos, 4 informativos e 9 poemas). Cada sequência foi operacionalizada em sessões de 10 a 15 minutos, durante 22 semanas, em ciclos de cinco dias (quinta-feira a quarta-feira). Em cada semana foi trabalhado apenas uma sequência didáctica (i.e. um texto). Foi utilizado um design quase experimental, com grupo experimental e grupo de controlo e com pré e pós-teste. Os sujeitos foram avaliados através de um teste de fluência de leitura – o Teste de Fluência em Leitura (TFL) –, considerando as variáveis velocidade e precisão. Os resultados evidenciam diferenças significativas a favor do grupo experimental, que superou as diferenças iniciais que se registavam no pré-teste. A análise qualitativa do impacto do PPFL aponta para um incremento na motivação para ler, no envolvimento da família e para a mudança de práticas por parte dos professores envolvidos.CIEC - Centro de Investigação em Estudos da Criança, IE, UMinho (UI 317 da FCT), PortugalFundos Nacionais através da FCT (Fundação para a Ciência e a Tecnologia) e cofinanciado pelo Fundo Europeu de Desenvolvimento Regional (FEDER) através do COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) no âmbito do CIEC (Centro de Investigação em Estudos da Criança, da Universidade do Minho) com a referência POCI-01-0145-FEDER-00756

Parent Communication in a Whole Language Kindergarten: What We Learned From a Busy First Year

Among recent developments in literacy research and practice is the increased recognition of the critical roles that parents play in the education of their children (Rasinki and Fredericks, 1989). Involving parents in their child\u27s literacy learning is particularly important for kindergarten teachers. The kindergarten literacy curriculum should build upon what children have begun to learn at home, and, continue to involve parents in supporting their child\u27s literacy development. Communicating with parents on how they can continue to give active support to their children\u27s literacy learning is an important task for kindergarten teachers