Search results for: improving-literacy-achievement

Improving Literacy Achievement in Urban Schools

Author : Louise Cherry Wilkinson
File Size : 34.81 MB
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All students deserve the opportunity to reach their full literacy potential, yet research shows that the numerous challenges faced by today's urban schools prevent many students from achieving this goal. Therefore, preparing teachers to effectively teach reading in diverse urban populations in ways that students find engaging and relevant must be a top priority of teacher education programs.

Improving Literacy Achievement

Author : Carolyn E. Haley
File Size : 80.52 MB
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Presents information on developing and implemeting a literacy program for students in kindergarten through third grade.

Literacy Achievement and Diversity

Author : Kathryn H. Au
File Size : 85.9 MB
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Respected literacy researcher Kathy Au addresses the question of what educators can do to close the literacy achievement gap. She begins by outlining theory and research and then provides practical strategies to help teachers improve the literacy learning of students of diverse cultural and linguistic backgrounds. The text addresses phonics, non-mainstream varieties of English, and ownership of literacy, and each chapter includes a reflection activity for students.

Equity issues in performance assessment

Author : Bert P.M. Creemers
File Size : 90.15 MB
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Multimedia and Literacy Development

Author : Adriana G. Bus
File Size : 53.95 MB
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Representing the state of the art in multimedia applications and their promise for enhancing early literacy development, this volume broadens the field of reading research by looking beyond print-only experiences to young readers’ encounters with multimedia stories on the Internet and DVD. Multimedia storybooks include, in addition to static pictures and written text, features such as oral text, animations, sounds, zooms, and scaffolds designed to help convey meaning. These features are changing how young children read text, and also provide technology-based scaffolds for helping struggling readers. Multimedia and Literacy Development reports experimental research and practices with multimedia stories indicating that new dimensions of media contribute to young children’s ability to understand stories and to read texts independently. This is the first synthesis of evidence-based research in this field. Four key themes are highlighted: Understanding the multimedia environment for learning Designing multimedia applications for learning New approaches to storybook reading Multimedia applications in classroom instruction. Written in jargon-free language for an international audience of students in university courses on literacy and information technology, researchers, policymakers, program developers, and media specialists, this volume is essential reading for all professionals interested in early literacy and early interventions.

Improving Literacy and Numeracy Achievement in Schools

Author : Northern Ireland Audit Office
File Size : 38.46 MB
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Improving Reading Comprehension through Metacognitive Reading Strategies Instruction

Author : Kouider Mokhtari
File Size : 64.24 MB
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This book addresses the need to help all students, including English learners, improve their ability to read with understanding so that they can succeed not just in their language and literacy classes, but also in their subject area classrooms. The book brings together a group of experts representing the fields of first and second language reading, whose chapters contribute in different yet complementary ways to the goal of this book: Improve students’ reading for understanding across languages with metacognitive awareness and use of reading strategies instruction.

Multicultural Issues and Literacy Achievement

Author : Kathryn Au
File Size : 25.29 MB
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This book is a sequel to the author's earlier volume entitled, Literacy Instruction in Multicultural Settings. In addition to extensive updating of earlier material, this book extends the content coverage to include issues of power, attitudes, and systemic change through the application of discourse theory and critical theory. In doing so, however, the author has tried to maintain the brevity, stylistic clarity, and classroom focus of the earlier volume. Key features of this important new book include: *Teaching Flexibility. Although written with the classroom needs of pre-service teachers in mind, theory and research are treated in sufficient depth to make the book suitable for graduate courses and for teacher study groups. *Issues Organization. Each chapter is organized around familiar issues that characterize schools and classrooms with diverse student populations and explores these issues through new lenses that most teachers have not previously encountered. *Social Constructivist Perspective. Critical theory, discourse theory, and historical perspective are introduced in order to sensitize readers to the need to recognize negative, socially sustained patterns that hamper literacy achievement and replace them with positive patterns. To this end each chapter asks students to maintain a running list of negative patterns along with alternative positive patterns.

The Principal as Instructional Leader in Literacy

Author : Ontario Principals' Council,
File Size : 69.95 MB
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Based on a balanced literacy approach, this practical guide supports principals and school leaders in improving literacy instruction and increasing achievement for K–12 students.

Report on Improving Literacy and Numeracy Achievement in Schools

Author : Northern Ireland. Assembly. Public Accounts Committee
File Size : 52.77 MB
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While there has been progress improving levels of literacy and numeracy over recent years, the pace of this has been slow. Moreover, there is a high concentration of poor outcomes in some schools and a big gap in performance that is partially linked to social deprivation. In addition, there can be a wide variation in the results achieved by schools with apparently similar intakes. Overlaying this, girls generally achieve higher standards than boys across the school sector, and among disadvantaged communities, maintained schools generally outperform schools in the controlled sector. The Committee concluded that the operation of a number of key elements consistently underlies the performance of schools that achieve high standards of literacy and numeracy: a belief that each child can learn and build on basic literacy and numeracy skills regardless of background; convincing evidence which indicates that the greatest improvements in literacy and numeracy skills will come from systematic and sustained intervention in children's early years; the engagement of parents to provide educational development in the home and in local communities; strong leadership and management practices, involving whole-school approaches to the teaching of literacy and numeracy; the provision of quality teaching and learning by teachers who have acquired, during their pre-service teacher training, and in-service professional learning, evidence-based teaching practices that are shown to be effective in meeting the developmental needs of each child; effective school governance based on a balance between supporting and challenging the school leadership team

Improving Literacy and Numeracy in Schools

Author : Northern Ireland
File Size : 51.97 MB
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Improving Literacy in the Primary School

Author : R. P. Chamberlin
File Size : 63.25 MB
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One of the most important challenges teachers face is making sure children can read. It is an absolutely crucial skill, and current educational policy is giving it a very high priority. Based on one of the largest studies ever undertaken of what primary schools do to improve literacy, this book reports what Professor Ted Wragg and his research team found. The importance placed on literacy has never been greater. When children learn to read, they are laying the foundations for their entire educational future. Effective teachers can make a huge difference, as a poor start can hinder children throughout their schooling and beyond. By looking at what actually goes on in classrooms, this volume provides an invaluable insight into what happens to children and how their reading progresses. It shows how particular teachers manage the improvement of their pupils' reading levels, and also follows individual pupils through a school year. This is a very readbale account of a fascinating and crucial area of research that is highly topical. Every class teacher should read it.

Improving Literacy in the Primary School

Author : R. P. Chamberlin
File Size : 48.53 MB
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One of the most important challenges teachers face is making sure children can read. It is an absolutely crucial skill, and current educational policy is giving it a very high priority. Based on one of the largest studies ever undertaken of what primary schools do to improve literacy, this book reports what Professor Ted Wragg and his research team found. The importance placed on literacy has never been greater. When children learn to read, they are laying the foundations for their entire educational future. Effective teachers can make a huge difference, as a poor start can hinder children throughout their schooling and beyond. By looking at what actually goes on in classrooms, this volume provides an invaluable insight into what happens to children and how their reading progresses. It shows how particular teachers manage the improvement of their pupils' reading levels, and also follows individual pupils through a school year. This is a very readbale account of a fascinating and crucial area of research that is highly topical. Every class teacher should read it.

School Effectiveness and Literacy Instruction for Students with Difficulties in Brazil

Author : Carol DeShano Da Silva
File Size : 22.16 MB
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Many students in Brazilian primary schools perform below expected levels in literacy. Despite evidence that schools can be organized to promote high-quality literacy instruction and achievement, few school effectiveness studies focus explicitly on literacy and few literacy studies examine school factors. Also, few studies explore how schools can be effective at teaching students with difficulties. Presuming that improving literacy achievement requires whole-school effort, this dissertation examines school factors that may influence literacy achievement in a sample of schools focusing on raising achievement of students with literacy difficulties in Brazil. The research was conducted in schools that had participated in the Escola Que Vale Program, a literacy professional development program. The first study explored how school leadership and professional community shaped literacy instruction through a case study of a single Brazilian school. Results showed that leadership and professional community supported general reading instruction and the implementation of interventions that benefit students with literacy difficulties but did not guarantee that instruction was organized in a way that prioritized the needs of students with literacy difficulties.

Colorado Department of Education Strategic Literacy Plan

Author : Colorado. Department of Education
File Size : 41.37 MB
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The Principal as Instructional Leader in Literacy

Author : Ontario Principals' Council,
File Size : 25.49 MB
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Based on a balanced literacy approach, this practical guide supports principals and school leaders in improving literacy instruction and increasing achievement for K–12 students.

Designs for Improving Student Learning Investigating Instructional Regimes

Author : Jenny G. DeMonte
File Size : 63.66 MB
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Teaching Reading to English Learners Grades 6 12

Author : Margarita Espino Calderon
File Size : 70.34 MB
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Retool your whole school for EL achievement For any student, middle and high school can be challenging. But for an English learner or striving reader—and the myriad words, phrases, syntax, texts, and concepts they must negotiate on a daily basis—the stakes seem a whole lot higher. Fortunately for content-area teachers, Margarita Calderón and Shawn Slakk make available in a single resource all the best instructional and professional development combinations for expediting comprehension across the secondary grades. Really a tool to assist all learners across all language needs, the second edition of Teaching Reading to English Learners, Grades 6-12, provides evidence-based strategies for helping content-area teachers and schools at large: Teach academic language in all subject areas Embed discourse practice through interaction strategies Integrate basic and close reading comprehension skills into lessons Teach drafting, revising, and editing for content-specific writing Use cooperative learning to develop social emotional skills and enhance academic achievement Calderón and Slakk know firsthand that if we’re to counter the commonly held narrative of predictable failure among our ELs, it takes a whole school, and they have the evidence to prove it. Read Teaching Reading to English Learners, Grades 6-12, implement its strategies across all classrooms, and soon enough you, too, will maximize the comprehensions skills so critical to our ELs’ long-term success.

Read Write Lead

Author : Regie Routman
File Size : 36.68 MB
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Literacy is a skill for all time, for all people. It is an integral part of our lives, whether we are students or adult professionals. Giving all educators the breadth of knowledge and practical tools that help students strengthen their literacy skills is the focus of Read, Write, Lead. Drawing on her experience as a mentor teacher, reading specialist, instructional coach, and staff developer, author Regie Routman offers time-tested advice on how to develop a schoolwide learning culture that leads to more effective reading and writing across the curriculum. She explains how every school—including yours—can * Implement instructional practices that lead to better engagement and achievement in reading and writing for all students, from kindergarten through high school, including second-language and struggling learners. * Build Professional Literacy Communities of educators working together to create sustainable school change through professional learning based on shared beliefs. * Reduce the need for intervention through daily practices that ensure success, even for our most vulnerable learners. * Embed the language of productive feedback in responsive instruction, conferences, and observations in order to accelerate learning for students, teachers, and leaders. In their own voices, teachers, principals, literacy specialists, and students offer real-life examples of changes that led to dramatic improvement in literacy skills and—perhaps just as important—increased joy in teaching and learning. Scattered throughout the book are “Quick Wins”—ideas and actions that can yield positive, affirming results while tackling the tough work of long-term change.

Achieving Your Vision of Professional Development

Author : David Collins
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"A how-to resource that reviews the stages of building an effective professional development system: developing a vision, creating assistance, and assessing and monitoring progress"--P. [4] of cover.