Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention

2007 ◽  
Vol 30 (3) ◽  
pp. 153-168 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Carmen Arreaga-Mayer ◽  
Howard Wills ◽  
...  
Keyword(s):  
Small Group ◽  
Reading Instruction ◽  
Direct Instruction ◽  
Small Groups ◽  
Balanced Literacy ◽  
Reading Program ◽  
Experimental Comparison ◽  
Sound Recognition ◽  
Evidence Based ◽  
Ell Students

This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of intervention. In addition to primary-tier reading instruction, the second-tier, small-group experimental interventions included use of (a) evidence-based direct instruction reading curricula that explicitly targeted skills such as phonological/phonemic awareness, letter-sound recognition, alphabetic decoding, fluency building and comprehension skills; and (b) small groups of 3 to 6 students. Students at comparison schools were not exposed to a three-tier reading program but received (a) an ESL intervention using balanced literacy instruction with a focus on word study, group and individual story reading, and writing activities; and (b) small groups of 6 to 15 students. The ESL/balanced literacy intervention was generally in addition to primary reading instruction. Results indicated generally higher gains for ELL students enrolled in direct instruction interventions. Implications for research and practice are discussed.

scholarly journals Librarian-Led Information Literacy Training Delivered in Small Groups Improved Medical Students’ Confidence in Their Ability to Use Evidence Based Resources Effectively

2016 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Elizabeth Margaret Stovold
Keyword(s):  
Small Group ◽  
Information Literacy ◽  
Small Groups ◽  
Response Rate ◽  
Evidence Based ◽  
Post Intervention ◽  
Group Information ◽  
Second Year ◽  
The Impact ◽  
Minute Session

A Review of: McClurg, C., Powelson, S., Lang, E., Aghajafari, F., & Edworthy, S. (2015). Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre- and post-survey study design. Health Information & Libraries Journal. 32(2), 120-130. http://doi.org/10.1111/hir.12098 Abstract Objective – To assess the effectiveness of librarian-led small group information literacy sessions, which were integrated into the second year of a three-year undergraduate medical course. Design – A pre- and post-intervention survey questionnaire. Setting – A large university in Canada. Subjects – A cohort of 160 second year undergraduate medical students enrolled in the three-year programme of a large university in Canada. Methods – As part of the redevelopment of the undergraduate three-year medical course, information literacy skills in evidence based medicine were integrated into the seminar and small group teaching programme. Every week for five weeks, 3 librarians each visited 4 small groups of 15 students to deliver a 15-minute session as part of a 2-hour long seminar led by practising physicians. The sessions did not include a formal hands-on component, however, students were encouraged to try out searches on their own devices. Each 15-minute session covered 3 learning objectives, including how to use PubMed clinical queries, how to use MeSH, and how to search for systematic reviews and guidelines. A pre- and post-intervention survey design was used to assess students’ perceptions of the impact of these sessions. The students were asked to complete an online Survey Monkey survey before and after the five week lecture block. The questions covered resource selection, perception of barriers to finding evidence based information, and the students’ confidence in using evidence based resources. The data were analysed descriptively. Main results – The pre-survey achieved a 90% (144/160) response rate while the post-survey achieved a 75% (112/160) response rate. The post-survey indicated an increase in the likelihood that students would use Ovid MEDLINE, carry out a literature search, and consult a librarian, with a decrease in those who would consult a print or online textbook. There was limited change in the students’ confidence that they could find answers quickly, but more of an increase in the proportion of students who were confident they could find systematic reviews and guidelines, and use search limits, PICO, and MeSH. Before the intervention, “knowing where to search,” devising a search strategy, and retrieving too many results were all thought to be obstacles by the students. After the small group training, students considered these issues less of a problem. The post-survey also included an opportunity for the students to comment on their experience with the programme overall. Of the 54 responses received, 34 identified the library component as being the most important thing they had learned in the small group part of the course. Conclusion – The authors conclude that integrating information literacy into the undergraduate curriculum as part of the small group seminar series is effective. They suggest future directions for research, such as a study to assess the impact of the training on specific skills rather than student confidence and evaluations of other teaching methods.

scholarly journals Fluency-Oriented Reading Instruction

2005 ◽  
Vol 37 (1) ◽  
pp. 25-60 ◽  
Author(s):  
Steven A. Stahl ◽  
Kathleen M. Heubach
Keyword(s):  
Reading Instruction ◽  
Program Implementation ◽  
Grade Level ◽  
Repeated Reading ◽  
Reading Program ◽  
Second Grade ◽  
Basal Reading ◽  
Home Reading ◽  
Instructional Level ◽  
Teachers Attitudes

This paper reports the results of a two-year project designed to reorganize basal reading instruction to stress fluent reading and automatic word recognition. The reorganized reading program had three components: a redesigned basal reading lesson that included repeated reading and partner reading, a choice reading period during the day, and a home reading program. Over two years of program implementation, students made significantly greater than expected growth in reading achievement in all 14 classes. All but two children who entered second grade reading at a primer level or higher (and half of those who did not) were reading at grade level or higher by the end of the year. Growth in fluency and accuracy appeared to be consistent over the whole year. Students' and teachers' attitudes toward the program were positive. In evaluating individual components, we found that self-selected partnerings seemed to work best and that children chose partners primarily out of friendship. Children tended to choose books that were at or slightly below their instructional level. In addition, children seemed to benefit instructionally from more difficult materials than generally assumed, with the greater amount of scaffolding provided in this program.

Licensure Tests for Special Education Teachers

2009 ◽  
Vol 42 (5) ◽  
pp. 464-474 ◽  
Author(s):  
Sandra Stotsky
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Phonemic Awareness ◽  
Special Education Teachers ◽  
Teaching And Learning ◽  
Vocabulary Knowledge ◽  
Evidence Based ◽  
Evaluation Systems ◽  
Test Items ◽  
Licensure Tests

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

MINIMIZING CHAOS THROUGH COOPERATIVE CLASSROOM MANAGEMENT

2016 ◽  
Vol 12 (3) ◽  
pp. 15-22
Author(s):  
GENA RHOADES
Keyword(s):  
Classroom Management ◽  
Small Group ◽  
Small Groups ◽  
Group Work ◽  
Target Language ◽  
Whole Class ◽  
Teacher Trainer ◽  
Do So

There are many reasons for students to work in small groups in any class, but when the focus is on teaching them a language, the need to do so, multiplies. During my time as a teacher and teacher trainer, I have heard many reasons why teachers do not want to use group work, and it seems to boil down to a feeling of being unable to control the class. Fortunately, my first few years of teaching were in a program where small-group and whole class interactions were expected. Small classes gave students many opportunities to practice the target language and receive feedback from their peers and instructors.

scholarly journals Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students’ Writing Ability

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
M. Zaini Miftah
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Efl Writing ◽  
Online Tool ◽  
Writing Ability ◽  
Qualitative And Quantitative ◽  
Writing Class ◽  
Efl Students ◽  
Field Notes ◽  
Writing Task

This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students’ ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students’ ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers’ works, ask students to revise their drafts of the argumentative essay based on the their peers’ feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.Keywords: Edmodo; Online tool, EFL writing class, Writing ability, Argumentative essay

scholarly journals Introducing and establishing a wide reading program in the middle years of schooling

2021 ◽  
Author(s):  
Nerelie Teese
Keyword(s):  
Professional Practice ◽  
Reading Program ◽  
Evidence Based ◽  
Middle Years ◽  
Wide Reading ◽  
English Classes ◽  
Middle Years Of Schooling ◽  
Years Of Schooling

This professional practice paper outlines some of the purposes of a Wide Reading Program and discusses ways in which this has been introduced to English classes in the middle years of schooling. Some of the challenges encountered in the introduction and establishment of this program are also discussed. These can include the reluctance of some readers to engage with the program and how teacher’s administrative duties can prevent their full involvement in Library reading sessions. The evolution of formats used for the collection and presentation of evidence based data is also outlined.

scholarly journals Upper Primary Students' Perceptions of Small Group Learning in Learning Vietnamese Language

2021 ◽  
Author(s):  
◽  
Luong Hai Nhu Nguyen
Keyword(s):  
Small Group ◽  
Small Groups ◽  
Primary Schools ◽  
Cultural Context ◽  
Group Learning ◽  
Primary Students ◽  
Small Group Learning ◽  
Two Phase ◽  
Group Assessment ◽  
Group Skills

<p>The purpose of this study was to investigate the perceptions of upper-year students in Vietnamese primary schools about learning in small groups when studying Vietnamese language in comparison to traditional methods. Students’ perceptions of small group learning were explored through examination of five main factors: benefits, difficulties, group types, individual accountability, and group assessment.  An interpretive approach was used to explore the topic, from which data were collected in a two-phase multi-case study using both quantitative and qualitative methods. Four classes of three primary schools in Ho Chi Minh City, having different applications of small groups in learning, were selected for observation and survey by questionnaire. Twenty four students from the first phase of the study varying in gender and learning achievement were chosen for face-to-face interviews to examine more in-depth their perceptions about small group learning. To improve the trustworthiness of the research, teachers from these classes and principles of the schools were interviewed to obtain a more accurate overview of the research.  The study found that overall, Vietnamese upper-primary students preferred to learning in small groups to the traditional whole-class model despite the differences in implementing small group learning in each school. The results showed a positive concurrence with existing literature on the main findings, such as the three main benefits to students’ outcomes (e.g. academic achievement, social skills, and attitudes); and some inevitable difficulties when using this method for learning (e.g. time management, isolation and lack of group skills). The students’ choices of group types also reflected the current international students’ perceptions (e.g. preference for heterogeneous ability but homogeneous gender group).  The research also presented some interesting points unique to the Vietnamese context which might enrich the current literature of students’ perceptions of small group learning. They were the preference for large group sizes, the two-aspects of leadership, the preference for whole-group assessment, and the suitability of this method for learning Vietnamese language rather than other subjects. The research also showed the underlying influences of the desire for better achievement, the consideration for others’ feelings and the collective cultural context on Vietnamese upper primary students’ views of small group learning in learning Vietnamese language. The relationships between students’ gender and achievement to their perceptions of small group learning were also mentioned and described though these were not strong enough to generalise. A theoretical framework was proposed to illustrate the research findings. These findings suggest that small group learning should be implemented more frequently in Vietnamese primary schools and the study recommends that there be further training in group skills for students.</p>

Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten

2008 ◽  
Vol 41 (2) ◽  
pp. 101-114 ◽  
Author(s):  
Debra Kamps ◽  
Mary Abbott ◽  
Charles Greenwood ◽  
Howard Wills ◽  
Mary Veerkamp ◽  
...  
Keyword(s):  
At Risk ◽  
Small Group ◽  
Reading Instruction ◽  
Group Reading ◽  
Instruction And Curriculum ◽  
Small Group Reading

scholarly journals The Development of a Community-Based Drug Intervention for Filipino Drug Users

2018 ◽  
Vol 12 ◽  
Author(s):  
Ma. Regina M. Hechanova ◽  
Arsenio S. Alianan ◽  
Mendiola T. Calleja ◽  
Isabel E. Melgar ◽  
Avegale Acosta ◽  
...  
Keyword(s):  
Small Groups ◽  
Drug Users ◽  
Developing Economies ◽  
Evidence Based ◽  
Adaptation Process ◽  
Community Based ◽  
Drug Intervention ◽  
Relational Values ◽  
Community Stakeholders ◽  
Self Construal

This article documents the development of a community-based drug intervention for low- to mild-risk drug users who surrendered as part of the Philippine government's anti-drug campaign. It highlights the importance of developing evidence-informed drug recovery interventions that are appropriate to the Asian culture and to developing economies. Interviews and consultations with users and community stakeholders reveal the need for an intervention that would improve the drug recovery skills and life skills of users. Evidence-based interventions were adapted using McKleroy and colleagues’ (2006) Map of Adaptation Process (MAP) framework. The resulting intervention reflected the country's collectivist culture, relational values, propensity for indirect and non-verbal communication, and interdependent self-construal. The use of small groups, interactive and creative methodologies, and the incorporation of music and prayer also recognised the importance of these in the Philippine culture.

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