Paula G
Paula G. Roselli
ACADEMIC READING SKILLS ESL PROJECT 2003
1. ACCESSION NUMBER: EJ656636
PERSONAL AUTHOR: Horner,-Sherri-L.; Shwery,-Craig-S.
TITLE: Becoming an Engaged, Self-Regulated Reader.
PUBLICATION YEAR: 2002
SOURCE (JOURNAL CITATION): Theory-into-Practice; v41 n2 p102-109 Spr 2002
DOCUMENT TYPE: Journal-Articles (080); Reports-Descriptive (141)
LANGUAGE: English
MAJOR DESCRIPTORS: *Reading-Skills
MINOR DESCRIPTORS: Elementary-Secondary-Education; Learning-Strategies; Reading-Motivation; Reading-Strategies; Self-Evaluation-Individuals
MAJOR IDENTIFIERS: *Self-Regulated-Learning
MINOR IDENTIFIERS: Self-Regulation; Student-Engagement
ABSTRACT: Explains how students self-regulate while reading, describing students' personal beliefs of self-efficacy, task value, and motivation and how these beliefs influence their self- regulated reading; discussing the processes of self-regulated reading (goal setting; selection, use, and monitoring of reading strategies; and self-evaluation); and presenting examples from a summer program for school-aged children where a teacher helped students develop their self-regulated reading. (SM)
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2. ACCESSION NUMBER: EJ656636
PERSONAL AUTHOR: Horner,-Sherri-L.; Shwery,-Craig-S.
TITLE: Becoming an Engaged, Self-Regulated Reader.
PUBLICATION YEAR: 2002
SOURCE (JOURNAL CITATION): Theory-into-Practice; v41 n2 p102-109 Spr 2002
DOCUMENT TYPE: Journal-Articles (080); Reports-Descriptive (141)
LANGUAGE: English
MAJOR DESCRIPTORS: *Reading-Skills
MINOR DESCRIPTORS: Elementary-Secondary-Education; Learning-Strategies; Reading-Motivation; Reading-Strategies; Self-Evaluation-Individuals
MAJOR IDENTIFIERS: *Self-Regulated-Learning
MINOR IDENTIFIERS: Self-Regulation; Student-Engagement
ABSTRACT: Explains how students self-regulate while reading, describing students' personal beliefs of self-efficacy, task value, and motivation and how these beliefs influence their self- regulated reading; discussing the processes of self-regulated reading (goal setting; selection, use, and monitoring of reading strategies; and self-evaluation); and presenting examples from a summer program for school-aged children where a teacher helped students develop their self-regulated reading. (SM)
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3. ACCESSION NUMBER: EJ655719
PERSONAL AUTHOR: Rott,-Susanne
TITLE: The Effect of Exposure Frequency on Intermediate Language Learners' Incidental Vocabulary Acquisition and Retention through Reading.
PUBLICATION YEAR: 1999
SOURCE (JOURNAL CITATION): Studies-in-Second-Language-Acquisition; v21 n4 p589-619 Dec 1999
DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143)
LANGUAGE: English
MAJOR DESCRIPTORS: *Incidental-Learning; *Reading-Skills; *Retention-Psychology; *Vocabulary-Development
MINOR DESCRIPTORS: College-Students; German-; Higher-Education; Second-Language-Instruction; Second-Language-Learning
ABSTRACT: Examined whether intermediate learners of a second language acquire and retain unknown vocabulary as a result of reading. Also assessed the effect of the text variable of exposure frequency. (Author/VWL)
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4. ACCESSION NUMBER: EJ655677
PERSONAL AUTHOR: Yang,-Anson
TITLE: Mysteries for College ESL Students; Why and How.
PUBLICATION YEAR: 2001
SOURCE (JOURNAL CITATION): Hong-Kong-Journal-of-Applied-Linguistics; v6 n2 p44-53 Dec 2001
DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143)
LANGUAGE: English
MAJOR DESCRIPTORS: *English-Second-Language; *Fiction-; *Reading-Skills
MINOR DESCRIPTORS: Case-Studies; College-Students; Discussion-Teaching-Technique; Higher-Education; Language-Proficiency; Second-Language-Instruction; Second-Language-Learning; Skill-Development
ABSTRACT: Presents a case study that used mystery stories to help English-as-a-Second-Language (ESL) students develop their linguistic competence and reading skills. Instruction focuses on the symbolism used in both stories and the characterization of the major protagonists with the view to encourage discussion among students. Results suggest that literary fiction is a ready-made authentic material that helps improve ESL students' language proficiency. (Author/VWL)
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5. ACCESSION NUMBER: EJ655583
PERSONAL AUTHOR: Boyle,-Elizabeth-A.; Washburn,-Shari-Gallin; Rosenberg,-Michael-S.; Connelly,-Vincent-J.; Brinckerhoff,-Loring-C.; Banerjee,-Manju
TITLE: Reading's SLiCK with New Audio Texts and Strategies.
PUBLICATION YEAR: 2002
SOURCE (JOURNAL CITATION): TEACHING-Exceptional-Children; v35 n2 p50-55 Nov-Dec 2002
DOCUMENT TYPE: Information-Analyses-General (070); Journal-Articles (080)
LANGUAGE: English
MAJOR DESCRIPTORS: *Academic-Accommodations-Disabilities; *Audiotape-Recordings; *Audiovisual-Aids; *Audiovisual-Instruction; *Reading-Difficulties; *Textbooks-
MINOR DESCRIPTORS: Classroom-Techniques; Secondary-Education
ABSTRACT: This article discusses challenges for secondary students with disabilities and alternative instructional methods that teachers of students with poor reading skills can use to convey content information effectively and efficiently. The use of audio textbooks on CD-ROMs is emphasized and the SLiCK strategy is explained as a support for the CD-ROM. (Contains references.) (CR)
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6. ACCESSION NUMBER: EJ655543
PERSONAL AUTHOR: Linan-Thompson,-Sylvia; Hickman-Davis,-Peggy
TITLE: Supplemental Reading Instruction for Students at Risk for Reading Disabilities: Improve Reading 30 Minutes at a Time.
PUBLICATION YEAR: 2002
SOURCE (JOURNAL CITATION): Learning-Disabilities:-Research-and-Practice; v17 n4 p242-51 Nov 2002
DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143)
LANGUAGE: English
MAJOR DESCRIPTORS: *Compensatory-Education; *High-Risk-Students; *Limited-English-Speaking; *Reading-Comprehension; *Reading-Difficulties; *Reading-Instruction
MINOR DESCRIPTORS: Economically-Disadvantaged; Instructional-Effectiveness; Phoneme-Grapheme-Correspondence; Primary-Education; Reading-Improvement; Spelling-
ABSTRACT: A study investigated the effectiveness of supplemental reading instruction that included intensive, explicit, and systematic reading instruction in fluency, phonemic awareness, instructional-level reading with an emphasis on comprehension, word analysis, and spelling. The intervention was effective in improving the reading skills of 70 disadvantaged, second-grade English monolingual and English-language learners. (Contains references.) (CR)
7. ACCESSION NUMBER: ED467860
PERSONAL AUTHOR: Caldwell,-JoAnne-Schudt
TITLE: Reading Assessment: A Primer for Teachers and Tutors.
PUBLICATION YEAR: 2002
EDRS DOCUMENT LINK:
DOCUMENT TYPE: Books (010); Guides-Non-classroom (055)
LANGUAGE: English
PAGINATION: 272
MAJOR DESCRIPTORS: *Beginning-Reading; *Performance-Based-Assessment; *Reading-Comprehension; *Reading-Processes; *Reading-Skills; *Teacher-Role
MINOR DESCRIPTORS: Reading-Fluency; Reading-Motivation; Reading-Tests; Research-and-Development; Theory-Practice-Relationship
ABSTRACT: This primer provides the basic information that teachers and tutors need to get started on the complex process of reading assessment. Designed for maximum utility in today's standards-driven classroom, the primer presents simple, practical assessment strategies that are based on theory and research. It takes teachers step by step through learning to recognize "good reader" behaviors, assessing each student's strengths and weaknesses, analyzing the evidence collected, and making instructional decisions. The primer discusses using formal and informal measures for a variety of purposes, including assessment of emergent literacy, word identification, fluency, comprehension, and motivation for reading. It includes concrete examples and sample assessment materials. The primer is divided into the following chapters: (1) Overview of the Reading Process: What Do Good Readers Do, and How Do Teachers and Tutors Assess This?; (2) Assessments as Part of Instruction: How Can We Assess What We Teach?; (3) The Informal Reading Inventory Process: How Does It Address the Three Purposes of Reading Assessment?; (4) Early Literacy: What Do We Need to Know about Beginning Readers?; (5) Word Identification: How Can We Assess a Student's Word Identification Ability?; (6) Reading Fluency: How Can We Assess Reading Fluency?; (7) Comprehension of Narrative and Expository Text: How Can We Address Understanding of Stories and Textbooks?; (8) Motivation: What Makes Students Want to Read, and How Can We Assess This?; and (9) Standardized Tests: What Do They Tell Us about Reading Performance? Concludes with a general summary. Contains 130 references. (NKA)
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8. ACCESSION NUMBER: ED467785
PERSONAL AUTHOR: Rafoth,-Mary-Ann
TITLE: Inspiring Independent Learning: Successful Classroom Strategies. The Inspired Classroom Series.
PUBLICATION YEAR: 1999
EDRS DOCUMENT LINK:
DOCUMENT TYPE: Books (010); Guides-Non-classroom (055)
LANGUAGE: English
PAGINATION: 142
MAJOR DESCRIPTORS: *Independent-Study; *Study-Skills
MINOR DESCRIPTORS: Critical-Thinking; Elementary-Secondary-Education; Memory-; Metacognition-; Peer-Influence; Peer-Teaching; Portfolio-Assessment; Problem-Solving; Reading-Comprehension; Student-Evaluation; Teacher-Role
ABSTRACT: This book provides examples of embedded learning and study strategies, all of which represent success stories used by teachers and support teams in real classrooms. Seven chapters focus on: (1) "Overview: The Teacher's Role in Inspiring Independent Learning"; (2) "Primary Grades: Building a Strong Foundation" (e.g., simple memory strategies, following directions, and comprehension strategies); (3) "Intermediate Grades: Increasing the Role of Peers" (e.g., elaborative memory strategies, organizational skills, reading comprehension, and problem solving); (4) "Middle and High School: Developing Lifelong Habits" (e.g.; two approaches to independent learning, critical thinking and problem solving, and making the most of study skills classes); (5) "Assessing Metacognitive and Study Skills" (two interviews, working with individual students, and working with an entire class); (6) "Peer Tutoring and Independent Learning" (e.g., training tutors, encouraging tutors to be study skills coaches, and results of the program); and (7) "Assessing Independent Learning Skills" (student portfolios). Three appendixes present the metacognitive interview, the study skills interview, and a peer tutoring manual for the Share the Secret program. (Contains 25 bibliographic references.) (SM)
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9. ACCESSION NUMBER: ED467738
PERSONAL AUTHOR: Gonzalez-Jensen,-Margarita; Beckett,-E.-Carol
TITLE: How Teachers Assess ESL Reading: Implications for Change.
PUBLICATION YEAR: 2002
EDRS DOCUMENT LINK:
DOCUMENT TYPE: Reports-Research (143)
LANGUAGE: English
PAGINATION: 17
MAJOR DESCRIPTORS: *English-Second-Language; *Reading-Skills; *Student-Evaluation
MINOR DESCRIPTORS: Elementary-Education; Evaluation-Methods; Language-Teachers; Second-Language-Instruction; Teaching-Methods
MINOR IDENTIFIERS: Arizona-
ABSTRACT: Development of reading skills for all second language learners is of utmost importance for success in all academic areas. Reading skills assessment must guide instructional planning for English language learners. This manuscript examines the reading assessment practices used by 50 inservice K-8 elementary English as a Second Language (ESL) teachers in a large metropolitan area in the southwest United States. The findings indicated that many teachers did not differentiate between formal and informal assessment practices in their classrooms, did not regularly assess the English language learners' (ELLs') reading growth, and did not differentiate reading assessment practices for fluent English speakers and ELLs. Conclusions from this study include the need for effective preservice and inservice opportunities to increase awareness of the effectiveness of reading assessment in planning instruction. Colleges of education need to consider ways to improve ESL teachers' basic conceptual understanding of assessment and provide them opportunities to refine practices of administering the appropriate reading assessments. (Contains 18 references.) (Author/SM)
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10. ACCESSION NUMBER: ED467696
PERSONAL AUTHOR: Ediger,-Marlow
TITLE: Reading in the Content Areas.
PUBLICATION YEAR: 2002
EDRS DOCUMENT LINK:
DOCUMENT TYPE: Opinion-Papers (120)
LANGUAGE: English
PAGINATION: 9
MAJOR DESCRIPTORS: *Content-Area-Reading; *Individualized-Instruction; *Measurement-Objectives; *Problem-Solving; *Reading-Skills
MINOR DESCRIPTORS: Classics-Literature; Elementary-Secondary-Education; Student-Educational-Objectives
MAJOR IDENTIFIERS: *Perennialism-
MINOR IDENTIFIERS: Mandated-Tests
ABSTRACT: Reading in the content areas is a basic in the curriculum. The ability to read well involves a plethora of knowledge, skills, and attitudes. Measurement of instruction involves the use of highly specific objectives in reading instruction. With a measurement philosophy of instruction, the following are important to consider: whatever exists, exists in some amount, and this amount can then be measured; achievement in student learning can be measured to determine what has been learned; the standard error of measurement may be determined of the state mandated test; and validity of the states' mandated test may be ascertained with students' results being correlated with results from the National Assessment of Educational Progress (NAEP). In problem-solving activities deliberation is involved, and reading is one avenue of securing information to solve the problem. The content chosen from reading must relate directly as a solution to the problem. Individualized procedures of reading instruction emphasize the student as the major person in developing the curriculum. The teacher stimulates and assists in student learning and achievement. Individualizing the reading curriculum is open ended and is quite the opposite of the measurement movement. Perennialism emphasizes students reading the classics to achieve knowledge, skills, and attitudinal objectives of instruction. Reading and reflecting Socratically upon the classics provides students with what will remain in time and space. Reading in the content areas then emphasizes that which is vital and relevant subject matter. (NKA)
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11. ACCESSION NUMBER: ED467498
PERSONAL AUTHOR: Adams,-Rebecca; Burt,-Miriam
TITLE: Research on Reading Development of Adult English Learners: An Annotated Bibliography.
PUBLICATION YEAR: 2002
EDRS DOCUMENT LINK:
DOCUMENT TYPE: Guides-Non-classroom (055); Reference-Materials-Bibliographies (131)
LANGUAGE: English
PAGINATION: 16
MAJOR DESCRIPTORS: *Annotated-Bibliographies; *English-Second-Language; *Literacy-Education; *Reading-Research; *Reading-Skills; *Second-Language-Learning
MINOR DESCRIPTORS: Adult-Literacy; Second-Language-Instruction
ABSTRACT: This annotated bibliography was developed to present a comprehensive view of the research conducted on reading development among adult English language learners in the United States in the past 20 years. Articles included were selected through searches of the Educational Resources Information Center (ERIC, U.S. Department of Education), Modern Language Association, and Linguistics and Language Behavior Abstracts databases, as well as through source lists from other relevant research. The searches included research published from 1980-2001. The bibliography includes the following sections: research consulted, criteria for inclusion of research, learner population and instructional settings, terms used to describe reading, types of research studies, keywords, how to use the bibliography, acknowledgements, and request for input. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (SM)
12. ACCESSION NUMBER: ED467287
PERSONAL AUTHOR: Mayfield,-Tina; Poulter,-Steve
TITLE: On the Road to Success: Assuring Students Can Read and Write by the Eighth Grade.
PUBLICATION YEAR: 2002
EDRS DOCUMENT LINK:
DOCUMENT TYPE: Opinion-Papers (120)
LANGUAGE: English
PAGINATION: 12
MAJOR DESCRIPTORS: *Grade-8; *Reading-Skills; *Student-Needs; *Teacher-Role; *Writing-Skills
MINOR DESCRIPTORS: Elementary-Secondary-Education; Junior-High-Schools; Success-
MINOR IDENTIFIERS: Teaching-Perspectives
ABSTRACT: Theoretically, reading and writing skills should be taught beginning in elementary school. As early as kindergarten teachers should be emphasizing reading and writing, teaching children how to read using phonics, and how to write things as simple as one-line sentences. This paper discusses the things that teachers can do to make sure that all eighth graders can read and write. The paper states that the first step is to give a standardized test to all eighth graders during the first weeks of school so that they can be placed in an English class suitable to their level. It notes that many children may not have parents who read to them when they were young, or because of lack of time or because of lack of education. The paper clarifies what is meant by "teaching reading" and "teaching writing." It proposes that all teachers and schools, elementary through high school, rearrange their teaching schedules so English is given 10-15 minutes more per day. It suggests that, with this extra time for English, students will go on to high school with the proper skills to pass English and their other classes without a struggle to read the textbook or write a basic assignment. The paper argues that, when students make it to high school without the proper skills to read and write correctly, it is the high school teachers' job to teach these students to read and write, not just to pass them on because they do not want to "mess with them." It concludes that the notion that teaching reading and writing correctly is for elementary teachers, rather than teachers at any level, may be why so many students make it to high school without these skills. (NKA)
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