Language Acquisition: Addressing the Five Pillars of Reading Instruction Each year for the past 13 years, many members of the reading community have been surveyed by Reading Today for relevance of current reading topics in reading instruction; this year was no different. Literacy leaders in the International Reading Association (IRA) evaluated different aspects of reading instruction for their importance, influence and effectiveness in language acquisition. It was no surprise that three of the five pillars of reading instruction were identified as “hot” topics. Almost a decade ago, the Bush administration identified five important characteristics of reading instruction. They are comprehension, vocabulary, fluency, phonics and phonemic awareness.
Article Review by Michelle Shipman EDD 9300 Methods of Inquiry Nova Southeastern University February 7, 2011 Review of a Qualitative Research Report Introduction The purpose of the article chosen was to analyze and assess an appropriate tool for reading in elementary students using a response to intervention model. Also, the researcher wanted to investigate and define the reading problems in poor readers specifically those in the fourth grade. A Universal Screening tool called Response to Intervention (RTI) was used to identify the selected students. The screening was done on two hundred and thirty fourth graders. For the period of the study, the researcher wanted to determine if students would need more intensive instruction after implementing the RTI instruction.
A chi-square test for the mean scores listed in Table 1 gives the results € ÷ 2=0.107, df = 5, and p < 0.005. This means that there is a greater than 99.5% likelihood that the deviations that occur among the six years can be attributed to chance9. Therefore, the chi-square statistical test implies that it is highly probable that the observed fluctuations among the six graduating classes are not unexpected and all six classes have similar quantitative abilities at the end of eighth grade. Between the eighth-to-tenth-grade experiences of the first three classes (graduating in 2000-2002) and the latter three classes (graduating in 2003-2005), the change from biology to physics was the only significant change in the curriculum or academic program. The average percentile performance of each class, during its sophomore year, on the quantitative portion of the PSAT is listed in Table 2.
Portland Dear Sir/Madam, Permission to conduct research for SBA My name is Renae Algeese, I am a grade 11 student of Titchfield High School. I am conducting a research for my School Based Assignment on records management. I understand that you operate an excellent filing system and would appreciate if you could accommodate me in your organization for doing my research. This is expected to take 2 or 3 days and I am thinking of September 16th -18th and if not possible I would appreciate if you could tell me what days are suitable for you to facilitate me. Your favorable response will be greatly appreciated.
Summary-Critique of Professional Journal Article A Lesson Cycle for Teaching Expository Reading and Writing Jessica Harvie Southeastern University Research-Based Practices of Reading and Writing Instruction EDUC 5433 October 12, 2013 Dr. Janet Deck The two newly credentialed English teachers taught a five week long summer course educating 30 sixth graders and 31 seventh graders. The goal for these students was to be promoted to the next grade by the start of the next school year. The teachers taught study and English skills to these California middle school students who were required to attend class in order to be promoted. The participants were comprised of 20 sixth grade males and 10 females which included 21 Latinos and 9 white, non-Latino students. The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino.
Unit 7 Task 1 Explain the legal status and principles of the relevant early year framework/s and how national and local guidance materials are used in settings Early Years Foundation Stage(EYFS) Framework is mandatory for all early years Ofsted registered settings in Great Britain that are attended by young children, from birth to the end of academic year in which a child has his/her fifth birthday. In September 2008 England has introduced a National curriculum for children from 0-5 who attend, are cared and educated outside their homes. As England is form from four nations, which have different approaches in planning and providing early ears education, and are in different stages of working their frameworks, they worked their own frameworks.
Forty-four percent of departments with between 300 and 499 sworn officers, and 31 percent of departments with between 200 and 299 sworn, say they have established a Compstat – like program” (Weisburd, et.al. 2004) There has been a ton of success with compstat and it continues today. Although, there is a challenge because some departments that did not implement compstat scored higher than the departments that recently adopted compstat to improve policing skills and employee
In the state of Nevada, the testing requirements that are a prerequisite to promotion and graduation include completing 22.5 credits and passing the High School Proficiency Exam (HSPE). According to "Nevada Department Of Education" (2008), students will need to complete 2 semesters or earn 5 units of credit to be promoted to grade 10, they will need to have completed 4 semesters or earn 11 units of credit to be promoted to 11th grade, and complete 6 semesters or earn 17 units of credit to be promoted to grade 12. The 22.5 credits include four credits of English, three credits in mathematics, two credits of science, one credit of American Government, one credit in arts and humanities, one credit in American History, two credits in PE, ½ credit in health education, and ½ credit in computers. The HSPE changed the requirements in 2010 to include reading, math, writing, and science. There are many legal issues regarding high stakes testing.
This article provides the reader with an up-to-date review of the research that identifies how short-term memory, working memory, and executive functioning relate to academic attainment in reading and mathematics. The independent variable(s) of the study are short-term memory, working memory, and executive functioning and the dependent variable is their relation to academic attainment in reading and mathematics. The study examined a sample of 124 children (54 girls and 50 boys) attending nursery schools in Aberdeenshire who were tested on a battery of executive function and short-term and working memory measures from standardized, norm-referenced school-based assessments which, were taken on entry to primary school and at the end of the first and third year of primary school. Of the 124 only 104 made it to the end of the study. The mean
Ebenezer Collier The Psychology and Education of the Exceptional Child Article Review Weingarten, R. (2012). Extended Learning Time offers Promise in Raising Achievement. American Teacher This article reflects the reaction of the President of the American Federation of Teachers, Mr. Randi Weingarten on the report of a study on how schools are using extended learning time to improve student achievement. Through interviews and site visits on 30 academically high-performing schools that serve a large percentage of low-income students, with longer school days and years, the study, “Time Well Spent”, documents and analyzes how schools allocate their time, and, more significantly, the specific practices which ensure that expanded school time is used productively and well. In this report, the study identifies the following eight practices that are “proving successful” especially in schools that serve disadvantaged children: (1) Make every minute count; (2) Prioritize time according to focused learning goals; (3) Individualize learning time and instruction based on student needs; (4) Build a school culture of expectations and mutual accountability; (5) Provide a well-rounded education; (6) Prepare students for college and career; (7) Continually strengthen instruction; and (8) Relentlessly assess, analyze and respond to student data.