Instructional Strategies for Content-Area Reading Instruction

Bryant, Diane Pedrotty; Ugel, Nicole; Thompson, Sylvia; Hamff, Allison

doi:10.1177/105345129903400506

Cited by 36 publications

(4 citation statements)

References 19 publications

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“…In the content areas of the curriculum, such as science and mathematics, researchers have found that vocabulary knowledge is associated with increased achievement and that vocabulary deficits often serve as a barrier to learning (Baumann, Kame’enui, & Ash, 2003; Sáenz & Fuchs, 2002). Science curricula, in particular, are replete with technical vocabulary terms and concepts that impact students’ understanding of texts and instruction (Bryant, Ugel, Thompson, & Hamff, 1999; Sáenz & Fuchs, 2002) and potentially prohibit equitable access to higher level tasks and processes (Elleman, Lindo, Morphy, & Compton, 2009; Yore, Hand, & Florence, 2004). Yet, this problem presents a fruitful opportunity for science teachers to structure learning experiences through the use of explicit vocabulary instruction (Archer & Hughes, 2011).…”

Section: Effective Science Instruction For Swdmentioning

confidence: 99%

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Kennedy

Rodgers

Romig

et al. 2017

Teacher Education and Special Education: The Journal of the Tea

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Improving inclusive middle school science teachers’ vocabulary instruction is a critical step toward helping those professionals support the learning needs of all students. In this Institute of Education Sciences (IES)–funded project, inclusive science teachers received professional development using elements of a multimedia-based approach called the Content Acquisition Podcast Professional Development (CAP-PD) intervention process. In this article, the authors discuss the three iterative pilot studies conducted as a part of this project and how each contributed to its development. Drawing on a theoretical framework that considers the characteristics of effective professional development, CAP-PD has three elements: (a) use of instructional videos that highlight the steps of practices and embed modeling videos to demonstrate practice, (b) preproduced instructional materials that support the implementation of evidence-based practices, and (c) feedback for teachers using data outputs from a classroom observation tool developed as a part of this project. Across studies, teachers who engaged in the CAP-PD process made important gains in terms of how much time they spent delivering evidence-based vocabulary instruction and the number of different practices implemented with fidelity. Future research should address questions of the lasting impact of this process on student learning and how to adapt the CAP-PD to help teachers do more than improve their vocabulary instruction.

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Section: Effective Science Instruction For Swdmentioning

confidence: 99%

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Kennedy

Rodgers

Romig

et al. 2017

Teacher Education and Special Education: The Journal of the Tea

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“…eading polysyllabic English words is important because these words make up the majority of those encountered in text (Kearns, Steacy, et al, 2016;Nagy & Anderson, 1984;Zeno, Ivens, Millard, & Duvvuri, 1995) and convey important academic concepts (Bryant, Ugel, Thompson, & Hamff, 1999). It is also difficult because polysyllabic words have greater variability and ambiguity in the pronunciation of their graphemes (Cummins & Port, 1998;Venezky, 1999).…”

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confidence: 99%

Does English Have Useful Syllable Division Patterns?

Kearns¹

2020

Reading Research Quarterly

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Programs for teaching English reading, especially for students with dyslexia, and educational practice standards often recommend instruction on dividing polysyllabic words into syllables. Syllable division is effort intensive and could inhibit fluency when reading in text. The division strategies might still be useful if they work so consistently that they will help students decode most unfamiliar polysyllabic words. No study of the English lexicon has confirmed that the pattern is highly consistent. This study addresses this gap in the literature. The utility of the two most frequently taught patterns was examined in a corpus analysis of 14,844 words from texts used in grades 1–8. The VC|CV pattern involves a single vowel (V), two consonants (CC), and another vowel. According to the expected pattern, the first vowel should have a short (lax) sound, such as the a in rabbit. This was true of 70.6% of instances in VCCV words in the corpus. For the V|CV pattern, the first vowel is expected have a long (tense) sound, such as the a in mason. This was true in 30.5% of instances in VCV words in the corpus. The patterns were more consistent for bisyllabic words than longer words (78.8% vs. 62.5% for VCCV words and 47.3% vs. 18.8% for VCV words, respectively). When comparing only short‐ and long‐vowel pronunciations (ignoring other sounds such as schwa), the first vowel followed the expected pattern in 94.3% instances of VCCV words and 53.3% of VCV words. The unreliability of VCV may not justify the effort required to use the strategy. There are implications for the debate about the science of reading.

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“…Therefore, it is natural if GMLM Model in reading literacy learning developed in this study proved to improve students' reading comprehension. Other experts who develop teaching reading based on students' activities that relevant to the GMLM Model are Bryant et al (2009), who concluded that the direct interaction of the student reading on pre, while, and post-reading stages will build students' knowledge about the material learned.…”

Section: The Contributions Of Gmlm Model Toward the Development Of Re...mentioning

confidence: 99%

Developing Good Governance through Strengthening Literacy Skills from Schools to Organizational Management: The Case of Indonesia

Labolo¹,

Sudarmono²,

Mayor³

2020

IJEBA

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Purpose:The main issue in this study is the poor public organizational management in Indonesia due to the low quality of governance literacy skills among school graduates. Such a situation is caused by the weak and conventional public administration methods used by most public managers across the country, hence calling for improved approaches that can only be created through research. Design/methodology/approach: In the present study, the authors have tried to establish a better way of teaching good governance by strengthening literacy skills at the school level. The current research applied an approach and development design, with the research respondents from selected local administration offices with varying characteristics from around Bandung city. It has been established that developing good governance through strengthening literacy skills among school graduates improves the management of the organization's competence, both public and private. Findings: The model generated through this research is a learning model of literacy reading oriented to the development process and learning outcomes. Under the conditions of its final form, the model developed has some differences with other models that have been developed by experts in several previous studies. Practical implications: The model gives a positive contribution to the improvement of the reading literacy skills of elementary school students. Originality/Value: The proposed model is a solution to improve the students' habits and students' skills in reading comprehension in a variety of text types, either in scientific, social, and mathematical texts.

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Instructional Strategies for Content-Area Reading Instruction

Cited by 36 publications

References 19 publications

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Introducing the Content Acquisition Podcast Professional Development Process: Supporting Vocabulary Instruction for Inclusive Middle School Science Teachers

Does English Have Useful Syllable Division Patterns?

Developing Good Governance through Strengthening Literacy Skills from Schools to Organizational Management: The Case of Indonesia

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