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For a long time educators have asked questions about what makes a text difficult. Why is it harder for students to read some books than others? How are we to help students select texts that will promote their reading while not frustrating them? What type of texts will increase reading achievement most effectively? What texts will motivate students to read… (More)
The speech which parents and peers direct to toddlers was examined for differences as a function of sex of parent, parent/peer status, sex of child, and age of child. Mothers, fathers, and peers of 18 parent dyads were individually audio- and videotaped in a natural play setting with their children (nine boys and nine girls) when the children were 2 years… (More)
Reading fluency has been identified as a key component in effective literacy instruction (National Reading Panel, 2000). Instruction in reading fluency has been shown to lead to improvements in reading achievement. Reading fluency instruction is most commonly associated with guided repeated oral reading instruction. In the present retrospective study we… (More)
Literacy leaders come together in this important and timely volume-destined to become a vital part of every schools PD library-to give expert advice about silent reading instruction and how to make it work in your...
An important understanding for teachers is that the Common Core State Standards (2010) document explicitly states that it does not address the needs of either students who fall below the assumed grade levels or students who have already achieved grade level expectations. This has profound implications for teachers in classrooms where there are struggling… (More)
For a long time, educators have asked questions about what makes a text complex. Why is it harder for students to read some books than others? How are we to help students select texts that will challenge them without frustrating them? What type of texts will increase their reading achievement most effectively? By adding text complexity as a dimension of… (More)