2. Menu Slide The Effects of a Voluntary Summer Reading Intervention on Reading Activities and Reading Achievement. Slides 3,4,5 Teacher Read Alouds at second grade with and without student companion texts: Unexpected Findings. Slides 6,7,8 Curriculum materials for elementray reading shackles and scaffolds for four beginning teachers. Slides 9,10,11
3. Summary 331 Random children were picked from grades 1-5. They took standardized testing in spring on the elementrary reading attitude survey and a reading prevance survey. Characteristics of the Children (N 331) at the Beginning of the Study Student characteristic % Female 50 White 42 Receives free lunch 23 Primary language is English 68 Primary language is Spanish 23
4. Summary Students were placed in a classroom and told to read ten books that matched their reading levels. In september children were readminstered the reading test and completed the survey over their summer readings There were no significant difference
5. Personal reflection I believe children are born with different abilities regarding intelligence. Some kids are better at spelling or reading or math. I believe that this project did not make much sense to me.
6. Summary Project on the effects of teacher read alouds when students did and did not have access to textbooks. Theory- studetns with textbooks would outperform just the listening group on the three examined variables.1. reading achievement gains 2. vocabulary scores 3. comprehension scores. There were 20 students involved IRI was used as a pre and post test to measure reading achievement gains during intervention.
7. Summary Teacher also made a comprehension test and vocabulary Students listened to the teacher read alouds for 15min a day three times a week for 12 weeks Students in the listen only group had a greater reading achievement than the studetns in the companion text group Comprehension and vocab scores did not change
8. Personal Reflection Unlike the first project I believe this project was more effective. It showed that students listen more when they don’t have a book infront of them.
9. Summary Purpose of this study was to learn how begginningelementrary teachers understand and used the curriculum materials for teaching They followed four teachers from different schools Provided a variety of curriculum materials ranging from scripted reading programs to supplemental materials without teaching guides Data was gathered by classroom observations, interviews, and curriculum artifacts over the teachers first three years of teaching
10. Summary Teachers with stronger knowledge access to multiple materials and support for classroom making regarding materials and instructional strategies learned the most and were most able to adapt instruction Found that teachers with weak knowledge or more restrictive materials and enviroment learned the least and were least able to adapt instruction to meet the needs of their students
11. Personal Reflection This was interesting project, but I think you cannot study a teacher that has never taught before and judge her because everyone says that you as the teacher still learn and figure out what methods work and which ones don’t.
12. Citations Journal of Educational Psychology. Vol 99(3) U.S.: American Psychological Association pp.505-515 Kaplan, J., & Tracey, D. (2008). Teacher Read-Alouds at second grade, with and without Student Companion Texts: Unexpected Findings.”Online Submission ERIC EBSCOhost(accessed April 12, 2010) Valencia, S., Place, N., Martin, S., & Grossman, P. (2006). Curriculum Materials for Elementrary Reading: Shackles and Scaffolds for four beginning Teachers . Elementrary School journal 107,no. 1:93-121 ERIC, EBSCOhost (accessed April 12, 2010).
