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

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

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

Teacher Perceptions of Parent Involvement in Literacy Education

Parent involvement appears to hold great potential for the improvement of literacy education. Without the coordination and support ofthe classroom teacher, however, the effects of such involvement may not be maximized. A question central to the development of parent involvement programs is, Do teachers recognize and support parent involvement as a significant component of children\u27s education? The purpose of this informal study was to describe perceptions of parent involvement in literacy education. Over sixty teachers from a cross section of schools in a Midwestern metropolitan area were interviewed in depth about their attitudes toward parent involvement in reading. A structured interview combining closed and open-ended questions was used to gather data. Results indicated that teacher perceptions of what constitutes parent involvement differed by grade level. Over 90 percent of the teachers recognized the importance of involving parents. Less than 5 percent, however, supported involving parents as partners. Teacher perceptions of the role of parents appeared to restrict involvement and limit dialogue

4-8. Sınıflarda Türk Öğrencilerin Bilgi Verici Metinlerde Akıcı Okuma ve Anlamaları

The present study attempted to extend knowledge of the role of reading fluency in contributing to reading comprehension of expository texts among Turkish students in grades four through eight. One hundred students at each grade level were administered assessments of two measures of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word recognition automaticity was found to be a significant predictor of comprehension at all grade levels tested. Prosody predicted comprehension at all grades levels as well except for grades 4 and 5. Regression analyses at each grade level indicates that, except for grades 4 and 5, word recognition automaticity and prosody together contribute to the prediction of reading comprehension. The magnitude of fluency’s prediction of comprehension ranged from approximately a quarter to a third of the variance in comprehension. The results are discussed in terms of policy and instructional changes that may be considered in reading instruction for Turkish students.Bu çalışma 4-8. sınıf Türk öğrencilerinin bilgi verici metinlerde okuduğunu anlamaları üzerinde akıcı okumanın rolü hakkında bilgi vermek amacıyla gerçekleştirilmiştir. Her sınıf seviyesinden 100 öğrenci akıcı okuma, kelime tanıma otomatikliği ve prozodi ile sessiz okumada anlama ölçümlerine ilişkin iki değerlendirmeye katılmışlardır. Tüm sınıf seviyelerinde kelime tanıma otomatikliği anlamanın önemli bir yordayıcıs olarak bulunmuştur. Prozodi ise 4. ve 5. sınıflar hariç diğer tüm sınıf seviyelerinde anlamanın önemli bir yordayısı olarak görülmektedir. Regresyon analizleri 4. ve 5. sınıflar hariç diğer tüm sınıf seviyelerinde okuduğunu anlamanın yordanmsında otomatiklik ve prozodinin birlikte önemli katkılar sağladığını ortaya koymaktadır. Akıcı okumanın okuduğunu anlamadaki yordayıcı büyüklüğü anlamadaki varyansın yaklaşık olarak dörtte birden dörtte üçe doğru artış göstermektedir. Elde edilen sonuçlar Türk öğrencileri için okuma öğretiminde yapılabilecek politika ve öğretimsel değişiklikler bağlamında tartışılmıştır

Okumaz yazmaz Türk kadınların perspektifinden okuryazarlık ve okumaz yazmazlık: Fenomonolojik bir çalışma

The aim of this research was to explore literate and illiterate concepts from illiterate Turkish women’s perspectives. In the light of this aim, we conducted semi-structured interviews with six illiterate Turkish women attending adult literacy course. The findings of the study have been treated in two dimensions: ‘reasons for illiteracy’ and ‘literacy perception’. Inequalities stemming from gender perception were found to be the real reason behind illiteracy. According to illiterate women, illiteracy meant having problems with transportation, health, child education, and family economics and being dependent on others for these; while literacy means experiencing no problems with these or being self-sufficient regarding them.Bu araştırmanın amacı, okumaz yazmaz Türk kadınlarının perspektifinden okuryazarlık ve okumaz yazmazlık kavramlarını incelemektir. Bu amaç kapsamında okuryazarlık kursuna devam eden altı okumaz yazmaz kadınla yarı yapılandırılmış görüşmeler yapılmıştır. Araştırmanın bulguları ‘okumaz yazmazlığın nedenleri’ ve ‘okuryazarlık algısı’ olarak iki temel boyutta ele alınmıştır. Okumaz yazmazlığının arkasında yatan asıl nedenin toplumsal cinsiyet algısından kaynaklanan eşitsizlikler olduğu belirlenmiştir. Okumaz yazmaz kadınlara göre okuryazar olmama ulaşım, sağlık, çocuk eğitimi ve aile ekonomisi konularında sorun yaşamak ve bu konularda başkalarına bağımlı olmak anlamına gelirken; okuryazar olmak, aynı konularda sorunların olmamasını veya bu konularda daha yetkin bireyler olmayı ifade etmektedir

Geri Bildirimin İlkokul Dördüncü Sınıf Öğrencilerinin Akıcı Yazma Becerilerine Etkisi

This study aimed to investigate the effect of feedback on Turkish fourth-grade students’ fluent writing skills. The subjects, which were 42 fourth-grade students (21 in the control group, 21 in the experimental group) from a public elementary school in Turkey’s Ankara province, were enrolled in the present study. The Fluent Writing Evaluation Rubric, story writing topics, and a feedback form were used as data collection tools. The study was carried out in three stages and lasted eight weeks. Analysis of covariance was conducted to analyze the data obtained from the students. Posttest scores of the experimental and control groups were compared. The results revealed that the experimental groups’ posttest scores were significantly higher. Suggestions are offered for implementation and further research based on the results.Bu araştırmada geri bildirimin ilkokul dördüncü sınıf öğrencilerin akıcı yazma becerilerine etkisinin belirlenmesi amaçlanmıştır. Araştırmanın çalışma grubu, Ankara ili Yenimahalle ilçesinde bulunan bir devlet ilkokulunun dördüncü sınıfında öğrenim gören 42 öğrenciden (21 deney grubu, 21 kontrol grubu) oluşmaktadır. Araştırmada veri toplama aracı olarak Akıcı Yazma Değerlendirme Rubriği, hikâye yazma konuları ve geri bildirim formu kullanılmıştır. Üç aşamada gerçekleştirilen çalışma sekiz hafta sürmüştür. Akıcı Yazma Değerlendirme Rubriği aracılığıyla öğrencilerden elde edilen verilerin analizinde kovaryans analizi (ANCOVA) analizi yapılarak deney ve kontrol gruplarının son test puanları karşılaştırılmıştır. Araştırmanın sonucunda deney ve kontrol gruplarının son test puan ortalamaları karşılaştırıldığında deney grubunun son test puanlarının anlamlı derecede yüksek olduğu tespit edilmiştir. Araştırmanın sonuçlarına dayanarak, uygulama ve gelecek araştırmalar için önerilerde bulunulmuştur