From "Learning to Read" to "Reading to Learn": Bridging the Gap.
Working as co-researchers, three academics and 24 teachers from 12 schools worked together over a one-year period to support students in years 2-4 who had not yet acquired sufficient skills to read age-appropriate materials. A range of formal and informal assessments were administered to identify pr...
| Publicado en: | International Journal of the Humanities Vol. 8; no. 6; pp. 115 - 131 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Common Ground Research Networks
2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=65460446&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 65460446 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15IH jtl: International Journal of the Humanities maglogo: N pubinfo: dt: 2010 vid: 8 iid: 6 pid: 22359 pub: Common Ground Research Networks artinfo: ui: 65460446 ppf: 115 ppct: 16 formats: fmt: @attributes: type: P size: 719KB tig: atl: From "Learning to Read" to "Reading to Learn": Bridging the Gap. aug: au: Konza, Deslea Michael, Maureen Fried, Leanne affil: Edith Cowan University, WA, Australia su: Reading ability testing Oral communication Articulation disorders Theory of knowledge Vocabulary Comprehension (Theory of knowledge) Learning sug: subj: Reading ability testing Oral communication Articulation disorders Theory of knowledge Vocabulary Comprehension (Theory of knowledge) Learning keyword: Intervention Junior Primary Reading Difficulties ab: Working as co-researchers, three academics and 24 teachers from 12 schools worked together over a one-year period to support students in years 2-4 who had not yet acquired sufficient skills to read age-appropriate materials. A range of formal and informal assessments were administered to identify precise areas of need and to target intervention. Oral language difficulties, phonological problems, inadequate letter-sound knowledge, vocabulary and comprehension difficulties emerged as issues with the majority of students who were not making progress at the same rate as their peers. Different strategies were implemented according to need. Results of student progress, which varied considerably across the year levels, will be presented. The research also highlighted a number of issues that arise when conducting research in schools, including issues around the administration of standardised assessments, the differing roles of formal assessment and teacher judgments, collecting data in one's own classroom, and student transience. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of the Humanities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of the Humanities holder: Common Ground Research Networks dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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