Instructional Programs

2021 ◽  
Vol 56 (3) ◽  
pp. 243-249
Keyword(s):  
Instructional Programs

Reading Longer Words: Insights Into Multisyllabic Word Reading

2017 ◽  
Vol 2 (1) ◽  
pp. 86-94 ◽  
Author(s):  
Lindsay Heggie ◽  
Lesly Wade-Woolley
Keyword(s):  
Systematic Approach ◽  
Word Reading ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Reading Difficulties ◽  
Instructional Programs ◽  
Morphological Knowledge ◽  
Morphological Complexity ◽  
Reading Accuracy ◽  
Grade 3

Students with persistent reading difficulties are often especially challenged by multisyllabic words; they tend to have neither a systematic approach for reading these words nor the confidence to persevere (Archer, Gleason, & Vachon, 2003; Carlisle & Katz, 2006; Moats, 1998). This challenge is magnified by the fact that the vast majority of English words are multisyllabic and constitute an increasingly large proportion of the words in elementary school texts beginning as early as grade 3 (Hiebert, Martin, & Menon, 2005; Kerns et al., 2016). Multisyllabic words are more difficult to read simply because they are long, posing challenges for working memory capacity. In addition, syllable boundaries, word stress, vowel pronunciation ambiguities, less predictable grapheme-phoneme correspondences, and morphological complexity all contribute to long words' difficulty. Research suggests that explicit instruction in both syllabification and morphological knowledge improve poor readers' multisyllabic word reading accuracy; several examples of instructional programs involving one or both of these elements are provided.

Microcomputer Simulations of Presidential Elections

1983 ◽  
Vol 38 ◽  
pp. 20-20
Author(s):  
Robert S. Ross
Keyword(s):  
Social Sciences ◽  
Large Scale ◽  
Role Playing ◽  
Science Students ◽  
Instructional Programs ◽  
Santa Barbara ◽  
Large Scale Systems ◽  
The Social ◽  
User Friendly ◽  
Machine Interaction

Simulations have been an important adjunct to instructional programs for some time. These have ranged from games, or role playing exercises, such as SIMSOC or Internation Simulation, to student-machine interaction, such as the inter-school simulation run out of University of California, Santa Barbara in the early 70's, to the all machine activities found in some of the early SETUPS. Having social science students use the mainframe computer, however, always posed problems: it definitely was not user-friendly and most instructors had little if any training or interest in the use of large scale systems.The wide-spread use of the micro computer is not only revolutionizing areas traditionally relying upon the computer, but is going to have an impact on the social sciences as well.

Language Arts and Arithmetic Achievement, and Specifically Related Perceptual Skills

1973 ◽  
Vol 10 (1) ◽  
pp. 59-68 ◽  
Author(s):  
Jerome Rosner
Keyword(s):  
Language Arts ◽  
Motor Skills ◽  
Primary Grade ◽  
Instructional Programs ◽  
Stanford Achievement Test ◽  
Perceptual Skills ◽  
Perceptual Test ◽  
Partial Correlations ◽  
Visual Motor ◽  
Auditory Skills

This study explored the correlates between auditory and visual perceptual skills, and primary grade reading and arithmetic achievement. Three sets of scores–Stanford Achievement Test, a visual perceptual test (VAT), and an auditory perceptual test (AAT) were compared. Partial correlations were calculated for AAT and achievement, controlling on VAT; and for VAT and achievement, controlling on AAT. Results indicated that AAT scores account for significantly more of the variance in the language arts subtest scores than do the VAT; the reverse was true in accounting for the variance in arithmetic scores. It is suggested that learning to read depends heavily upon auditory skills, and that primary arithmetic achievement depends heavily on visual-motor skills. Pedagogical implications of these data are discussed, in terms of choosing optimally effective instructional programs for primary grade children based upon the strengths and deficits of their perceptual skills.

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