Implemented GLAD Strategies (cooperative strip paragraph and graphic organizer) in a general education classroom for reading improvement.
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Journal of Special Education Technology
This literature review synthesizes the effects of computer-assisted instruction to enhance the reading comprehension of students with disabilities and struggling readers from 1985-2009. First, it addresses research that investigates the impact on comprehension when students are presented with computerized versus printed reading materials. Second, it reviews works using computerized readers to enhance comprehension by compensating for reading difficulties. Finally, it considers research on a variety of tools used to help students gain meaning from the text with which they are engaged, often through Web-linked hypertext. Computer-based tools offer students with learning disabilities and reading difficulties interlinked support for reading. Intervention results are mixed, with many showing positive effects but not consistently so. Future research is needed to gauge the overall effectiveness of hypermedia supports on comprehension.
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Abstract Due to the fact that WWW.Translate.Google.Com is an active translation site, and there may be probable errors in the target text translated by the site, and due to the lack of an appropriate framework for assessing the process of Persian into English texts, It seems Halliday's Systematic Functional Grammar (SFG) provides a suitable framework to assess and predict kinds of errors to be edited here regarding probable errors in the clauses of verbal process. Persian is a non-configurational language and has relatively free word-order structure, but English is more considered as configurational one. Because of these properties along with different constituency parameters of unmarked Persian subject-object-verb and unmarked English subject-verb-object, significant grammatical and semantic errors can be existed there; out of 350 clauses regarding PhD thesis which have been translated by Google Translate, 26 belonged to the verbal process of the experiential metafunctions out of which 16 clauses belonged to transitive (9 unmarked and 7 marked) and 10 to intransitive Persian clauses; here 3 unmarked transitive Persian clauses (SOV), 3 marked transitive Persian clauses (SVO), one pro-drop-marked transitive Persian clause (SOV), and 4 intransitive Persian clauses randomly have been chosen to be studied and edited. These clauses have been classified and edited in constitution classification and edition box, then their probable errors have been evaluated by HAR translation evaluation box designed by the authors in which all its terms are derived from SFG. Google translate had fewer and lighter errors when it translated Persian marked transitive clauses of verbal process with the constituency order of SVO, the same as English unmarked constituency order SVO, and when it translated intransitive Persian clauses of verbal process OV, the same as English intransitive clause constituency order of OV; but it had more and heavier errors when it translated Persian unmarked transitive clauses with the constituency order of SOV, opposite to English SVO.
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This experimental study was set to investigate the effect of combined strategy instruction on improving the reading comprehension of narrative texts by grade 7 and 8 (12-14 and 13-15- year –old) dyslexic learners of English as a foreign language as well as the comprehension of expository texts by their grade 9 and 10 (14-16 and 15-17 –year old) counterparts. In addition, the study looked into the interaction effects of the treatment with combined strategies and the gender of the participants (male versus female) and the school type of the study participants (control versus experimental, using a mixed method factorial design where the variable of the treatment conditions with two levels (control versus experimental) was used as an independent variable, the variables of gender and school were used as moderator variable, and reading comprehension as dependent variable. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in grades 7 and 8 (12-14 and 13-15-year –old). However, the study combined strategy instruction did not include computer exercise for students with dyslexia in grade 9 and 10 (14-16 and 15-17 –year old), and the expository texts and not the narrative ones were used in grades 9 and 10 (14-16 and 15-17 –year old). The study findings were reported and discussed in light of previous research and study context as well as implications for classroom instruction and further research.
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While the majority of English language learners are found in elementary schools, an alarming number of these students are entering secondary schools. These secondary students are long-term English learners, students who have been in U.S. schools for seven years or longer. Long-term English learners struggle with academic success, and educators need to find ways to support them. In this qualitative study, the effects of teaching academic vocabulary and concepts to 10 th grade Hispanic long-term English learners in a language arts class at a large, South Texas high school were explored. The researcher observed students as they were involved in five different pedagogical structures, interviewed the students to determine their perception of how those structures supported their learning, and reviewed student work done while involved in those structures. The data collection included student documents, classroom observations, and interviews. The most successful practices for these students.
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Reading comprehension is an essential skill to gain access to the variety of information. In Vietnam, reading comprehension is often taught in the conventional method in which the focus of learning is giving students a lecture or an article to read and solve standardized questions based upon the information given, so it can be so boring that the method demotivates the students. In the context of the study, the researcher’s classroom size was small as it was a class in an English center in Hanoi. The students’ reading comprehension was quite poor and they were fed up with learning English. Therefore, it was a need for the researcher to find a sufficient approach to teach students reading comprehension instead of the conventional way. The researcher was informed that jigsaw technique and Kagan structures which are popular kinds of cooperative learning techniques have been believed to have good effect on teaching in classroom. Therefore, the researcher decided to adopt Jigsaw technique and Kagan structures to be the solution to the reading comprehension situation in her class. This study was an action research project which was conducted to identify not only how to implement Jigsaw technique and Kagan structures in teaching reading comprehension but also the changes in students’ motivation and attitude toward reading comprehension when the researcher implemented Jigsaw technique and Kagan structures in the students’ reading comprehension task questions. The subjects of the study were 9 students at the elementary level in an English center in Hanoi. Their ages ranged from 11 to 12 years old. The dairy notes and observation sheets were employed to observe the changes in students’ motivation and attitude, and the improvement of students’ reading comprehension. The lessons were also videoed both to be the evidences of the research and to make the observation efficient. The study lasted about 10 weeks with one placement test, nine main lessons and nine extra ones to do reading worksheets with the frequency of a 90- minute lesson on Thursday and an extra 30-minute lesson on Saturday per week. After planning and taking action, the researcher observed to note down the changes in the students and made reflections on how the teaching techniques should be applied in the following week within the cycle. Due to the lack of the time, the researcher conducted only one cycle of the action research.
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Access to higher academia requires entrance exams such as the Accuplacer, ACT, or SAT, and successful completion of these tests, which are designed for native English speakers, demands exhibition of higher order thinking skills in reading and writing. Immigrants must acquire English academic proficiency at a much faster rate than normally takes native speakers 12 years to acquire. Critical literacy, or the ability to exhibit higher order thinking skills is necessary for successful completion of college entrance tests. Consideration of theoretical adult language acquisition and development of critical literacy plus the limited research in this field offers instructional insights. Assisting millions of adults in going to college will help improve countless lives and strengthen the economy. Research involving critical literacy instruction for adult English language learners is minimal. However, existing research mirrors the instructional implications from Cummins, Vygotsky, Chomsky, Marzano and Kendall, and the Declarative/Procedural model from neuroscience. Current instructional indications from the literature include using strategy-based instruction that encourages metacognition and motivation. Scaffolding instruction and including cultural preferences for learning and discussing cultural definitions of critical thinking are indicated as effective instructional strategies. Additional information regarding memory, motivation, and emotion pertaining to learning helps to create powerful instructional practices for critical literacy. A PowerPoint presentation and the metaphorical use of the outline of a tree to guide note taking are used in this Application to share the insights gleaned from the theory and research related to developing critical literacy skills. Many “experts” often seem unapproachable, and possibly rightly so when the task of conveying a large body of information succinctly and meaningfully is daunting. In order to make the presentation, given at the Colorado TESOL (Teaching English to Speakers of Other Languages) conference in November 2010, instructional strategies were offered first, and supporting research and theory last. Attendees were able to walk away from the presentation empowered and ready to investigate the supporting research and theory independently.
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