Examining the Relationship between Literacy Coaching and Student Reading Gains in Grades K–3

2011 ◽  
Vol 112 (1) ◽  
pp. 83-106 ◽  
Author(s):  
Laurie Elish-Piper ◽  
Susan K. L’Allier
Keyword(s):  
Literacy Coaching ◽  
Student Reading ◽  
Reading Gains ◽  
The Relationship

scholarly journals The trouble with academic reading: exposing hidden threshold concepts through academic reading retreats

2019 ◽  
Author(s):  
Angela Rhead
Keyword(s):  
Academic Community ◽  
Preliminary Evaluation ◽  
Threshold Concepts ◽  
Journal Articles ◽  
Teaching Innovation ◽  
Academic Reading ◽  
Student Reading ◽  
Personal Reflections ◽  
The Relationship

Acknowledged as a troublesome threshold concept for students and teachers alike in higher education (HE), academic reading persists as a significant yet under-investigated challenge. This paper introduces an exciting teaching innovation launched in 2017 at Keele University to meet that challenge: academic reading retreats. Adapting a writing retreat format, they deliver a range of strategies for reading journal articles and provide opportunities for private practice and shared reflections, which can facilitate deep learning about complex epistemological concepts. They open a dialogue within the academic community that helps students better understand the relationship between reading and enquiry, and helps academics better understand their students’ reading challenges. This case study provides a brief literature review and personal reflections about facilitating student reading, an introduction to our academic reading retreats and a preliminary evaluation of their potential. It concludes with a recommendation for extended time and space for academics and students to explore academic reading together, alongside an acknowledgement of the challenges that entails.

Literacy coaching to improve student reading achievement: A multi-level mediation model

2013 ◽  
Vol 25 ◽  
pp. 35-48 ◽  
Author(s):  
Lindsay Clare Matsumura ◽  
Helen E. Garnier ◽  
Jessaca Spybrook
Keyword(s):  
Reading Achievement ◽  
Literacy Coaching ◽  
Mediation Model ◽  
Student Reading ◽  
Multi Level

scholarly journals Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics

Mathematics ◽  
2020 ◽  
Vol 8 (9) ◽  
pp. 1556
Author(s):  
Maria T. Sanz ◽  
Emilia López-Iñesta ◽  
Daniel Garcia-Costa ◽  
Francisco Grimaldo
Keyword(s):  
Reading Comprehension ◽  
Word Problems ◽  
Learning Analytics ◽  
Mathematical Concepts ◽  
Mathematics Problem Solving ◽  
Time To Build ◽  
Student Reading ◽  
Two Phases ◽  
The Relationship ◽  
Mathematical Operations

Numerous studies have addressed the relationship between performance in mathematics problem-solving and reading comprehension in students of all educational levels. This work presents a new proposal to measure the complexity of arithmetic word problems through the student reading comprehension of the problem statement and the use of learning analytics. The procedure to quantify this reading comprehension comprises two phases: (a) the division of the statement into propositions and (b) the computation of the time dedicated to read each proposition through a technological environment that records the interactions of the students while solving the problem. We validated our approach by selecting a collection of problems containing mathematical concepts related to fractions and their different meanings, such as fractional numbers over a natural number, basic mathematical operations with a natural whole or fractional whole and the fraction as an operator. The main results indicate that a student’s reading time is an excellent proxy to determine the complexity of both propositions and the complete statement. Finally, we used this time to build a logistic regression model that predicts the success of students in solving arithmetic word problems.

School Competency Testing Reforms and Student Achievement: Exploring a National Perspective

1990 ◽  
Vol 12 (2) ◽  
pp. 157-173 ◽  
Author(s):  
Linda F. Winfield
Keyword(s):  
Student Achievement ◽  
Reading Proficiency ◽  
School Level ◽  
National Assessment ◽  
Competency Testing ◽  
Student Reading ◽  
Minimum Competency Testing ◽  
National Perspective ◽  
The Relationship ◽  
11Th Grade

This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.

scholarly journals SCHOOL LITERACY MOVEMENT THROUGH READING ANGLE OPTIMIZATION IN CLASSES TO IMPROVE STUDENT READING INTEREST

2019 ◽  
Vol 1 (2) ◽  
pp. 280
Author(s):  
Maya Jayanti ◽  
Rachma Mutiara Dewi ◽  
Zahrotun Nafi' ◽  
Moh Salimi
Keyword(s):  
Government Program ◽  
Reading And Writing ◽  
Student Reading ◽  
The Government ◽  
Relationship Of ◽  
The Relationship ◽  
Reading Interest

<em>School Literacy movement is an agenda that is currently being intensified by the government. Many efforts from schools to support the government program. One of them is through reading corners. The purpose of this activity is to study 1) the concept of school literacy movement 2) the concept of reading angle 3) the relationship of reading angle with reading interest. The results of this goal are 1) literacy is an activity or habit in reading and writing 2) reading angle is the corner of the class used to provide books with a lot or little to read, borrow and read activities to increase students' reading interest 3) Reading corners can increase reading interest which is marked by the number of students who borrow or read books and many students gather together to read books in the reading corner.</em>

Interstellar gas in the central region of the Galaxy

1967 ◽  
Vol 31 ◽  
pp. 239-251 ◽  
Author(s):  
F. J. Kerr
Keyword(s):  
Central Region ◽  
Galactic Plane ◽  
Neutral Hydrogen ◽  
Continuum Emission ◽  
Galactic Centre ◽  
Interstellar Gas ◽  
Hydrogen Recombination ◽  
The Galaxy ◽  
Centre Region ◽  
The Relationship

A review is given of information on the galactic-centre region obtained from recent observations of the 21-cm line from neutral hydrogen, the 18-cm group of OH lines, a hydrogen recombination line at 6 cm wavelength, and the continuum emission from ionized hydrogen.Both inward and outward motions are important in this region, in addition to rotation. Several types of observation indicate the presence of material in features inclined to the galactic plane. The relationship between the H and OH concentrations is not yet clear, but a rough picture of the central region can be proposed.

The relationship of the scleractinian corals to the rugose corals

Paleobiology ◽  
1980 ◽  
Vol 6 (02) ◽  
pp. 146-160 ◽  
Author(s):  
William A. Oliver
Keyword(s):  
Critical Points ◽  
Scleractinian Corals ◽  
Convincing Evidence ◽  
Early Triassic ◽  
Rugose Corals ◽  
History Of ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Biologic Factors

The Mesozoic-Cenozoic coral Order Scleractinia has been suggested to have originated or evolved (1) by direct descent from the Paleozoic Order Rugosa or (2) by the development of a skeleton in members of one of the anemone groups that probably have existed throughout Phanerozoic time. In spite of much work on the subject, advocates of the direct descent hypothesis have failed to find convincing evidence of this relationship. Critical points are:(1) Rugosan septal insertion is serial; Scleractinian insertion is cyclic; no intermediate stages have been demonstrated. Apparent intermediates are Scleractinia having bilateral cyclic insertion or teratological Rugosa.(2) There is convincing evidence that the skeletons of many Rugosa were calcitic and none are known to be or to have been aragonitic. In contrast, the skeletons of all living Scleractinia are aragonitic and there is evidence that fossil Scleractinia were aragonitic also. The mineralogic difference is almost certainly due to intrinsic biologic factors.(3) No early Triassic corals of either group are known. This fact is not compelling (by itself) but is important in connection with points 1 and 2, because, given direct descent, both changes took place during this only stage in the history of the two groups in which there are no known corals.

Choosing a Markov blanket

2020 ◽  
Vol 43 ◽  
Author(s):  
Thomas Parr
Keyword(s):  
Markov Blanket ◽  
Target Article ◽  
The Relationship

Abstract This commentary focuses upon the relationship between two themes in the target article: the ways in which a Markov blanket may be defined and the role of precision and salience in mediating the interactions between what is internal and external to a system. These each rest upon the different perspectives we might take while “choosing” a Markov blanket.

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