The First R Yesterday and Today: U.S. Elementary Reading Instruction Practices Reported by Teachers and Administrators

2000 ◽  
Vol 35 (3) ◽  
pp. 338-377 ◽  
Author(s):  
James F. Baumann ◽  
James V. Hoffman ◽  
Ann M. Duffy-Hester ◽  
Jennifer Moon Ro
Keyword(s):  
Reading Instruction ◽  
Elementary Reading ◽  
Elementary Reading Instruction

Then and now: Perspectives on the status of elementary reading instruction by prominent reading educators

2000 ◽  
Vol 39 (3) ◽  
pp. 236-264 ◽  
Author(s):  
James F. Baumann ◽  
Jennifer Moon Ro ◽  
Ann M. Duffy‐Hester ◽  
James V. Hoffman
Keyword(s):  
Reading Instruction ◽  
Elementary Reading ◽  
The Status ◽  
Elementary Reading Instruction

Elementary Reading Instruction

1997 ◽  
pp. 151-198 ◽  
Author(s):  
Michael Pressley ◽  
Ruth Wharton-Mcdonald ◽  
Joan Rankin ◽  
Pamela B. El-Dinary ◽  
Rachel Brown ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Elementary Reading ◽  
Elementary Reading Instruction

Levels in the library

2018 ◽  
Vol 99 (8) ◽  
pp. 57-61
Author(s):  
Alyson Rumberger
Keyword(s):  
Reading Instruction ◽  
Reading Level ◽  
Significant Part ◽  
Elementary Reading ◽  
Reading Levels ◽  
Just Right ◽  
Elementary Reading Instruction

Leveled reading, in which students select “just right” books based on their assessed reading level, has become a significant part of elementary reading instruction. However, libraries remain places where students can select books to read outside their reading levels. Based on observations of 1st-grade students, the author describes how the idea of reading levels has affected students’ perceptions of themselves as readers and what they should be reading. She argues for the preservation of spaces, like libraries, where students choose what, when, and how they read, without regard for reading levels.

scholarly journals In-Service Reading Teacher Efficacy

2019 ◽  
Vol 2 (2) ◽  
pp. 138
Author(s):  
Barbara Wissink
Keyword(s):  
Teacher Efficacy ◽  
Reading Instruction ◽  
Literacy Instruction ◽  
Self Efficacy ◽  
Graduate Program ◽  
Teaching Experience ◽  
Reading Teachers ◽  
Elementary Reading ◽  
New Literacy ◽  
Reading Teacher

The complex task of teaching students to read well is one that in-service elementary teachers may not feel fully prepared for, as the methods for teaching reading have changed significantly in the last decade. As the research on explicit literacy instruction continues to expand, today’s teachers require specific training on how to effectively teach reading and move beyond the traditional basal reading curriculum. Additionally, the research showed that a teacher’s self-efficacy was a contributing factor in the actual implementation of new literacy instruction knowledge. This mixed method study examined the varying levels of self-efficacy from 36 in-service elementary reading teachers who were enrolled in a literacy education graduate program. The data suggested that in-service elementary reading teachers’ self-efficacy fluctuated greatly due to additional professional development, administration support, and their years of teaching experience. Understanding how these components impacted an in-service reading teacher’s self-efficacy was important, as previous research has shown that the level of teacher efficacy may have an impact on the effectiveness of their reading instruction and their students’ literacy achievement in the elementary classroom.

Individualized Computerized Reading Instruction: Translating Laboratory Science to the Classroom

2007 ◽  
Author(s):  
Deisy De Souza ◽  
Julio De Rose ◽  
Renato Bortoloti ◽  
Janaina Labadessa ◽  
Thaize De Souza Reis ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Laboratory Science
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