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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 14 of 14 1 Reading Analyses with Chilean Children Cubillos Guzman, Montserrat. - 2021 BASE Show details 2 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 3 Prompting Rural Students' Use of Prior Knowledge and Experience to Support Comprehension of Unfamiliar Content Hattan, Courtney. - 2018 BASE Show details 4 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 5 EIGHTH-GRADERS’ READING COMPREHENSION OF INFORMATIONAL TEXTS AND LITERARY TEXTS IN THE 2009 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS YOU, WEI. - 2016 BASE Show details 6 Strategy and bias in comprehension of multiple texts: How do readers with topic beliefs use strategies when reading controversial documents? Kim, Jong-Yun. - 2014 BASE Show details 7 EXAMINING TRANS-SYMBOLIC AND SYMBOL-SPECIFIC PROCESSES IN POETRY AND PAINTING Loughlin, Sandra. - 2013 BASE Show details 8 INSTRUCTIONAL BEHAVIORS AND STUDENT READING OUTCOMES IN A SCRIPTED TIER 2 INTERVENTION FOR FOURTH GRADE STRUGGLING READERS Montanaro, Elizabeth Ann. - 2012 Abstract: This study examined instructors' spontaneous responses to student errors in a scripted Tier 2 reading intervention and the relationship between tutor responses and student comprehension outcomes. A sequential exploratory mixed-methods design was used to identify the types of behaviors tutors exhibited in response to student errors, using transcripts of lessons. Tutors used four types of off-script behaviors when reacting to students: (a) scaffolding, (b) telling, (c) unclear feedback, and (d) erroneous feedback. Differences in how tutors implemented the standard protocol were analyzed qualitatively and described using frequency counts. Tutors exhibited differences in the frequencies of each of the behaviors, and differed in how closely they adhered to scripted lesson. Although tutors overall exhibited 76.3% fidelity of implementation, certain components of the lessons were frequently omitted -modeling of the strategy, describing the purpose of the strategy, and providing opportunities for practice. These omissions may have influenced overall responsiveness for students receiving intervention. To determine how tutor differences might influence student outcomes, the frequency counts of the four spontaneous tutor behaviors were entered into regression equations to predict posttest scores on three measures of reading comprehension -Maze, Gates MacGinitie, and ASKIT. Findings indicate that scaffolding was related to student growth on one curriculum based measure of reading comprehension. The other three behaviors -telling, unclear feedback, and erroneous feedback -were not significantly related to student outcomes. Limitations, in light of these findings are considered. Implications for planning intervention studies and tutor training, as well as future directions for research, are discussed. Keyword: Fidelity of Implementation; Reading instruction; Reading Intervention; Scaffolding; Special education; Student Achievement; Tutor Behaviors URL: http://hdl.handle.net/1903/13185 BASE Hide details 9 THE RELATIONSHIPS BETWEEN TEACHER VARIABLES AND OUTCOMES FOR LANGUAGE MINORITY LEARNERS IN GRADES 3-5 ON MEASURES OF VOCABULARY KNOWLEDGE AND READING COMPREHENSION Gray, Jennifer Letcher. - 2012 BASE Show details 10 USING BORDERLANDS LITERATURE TO INCREASE INTEREST IN LITERACY IN THE HERITAGE LANGUAGE: TEACHER RESEARCH WITH LATINO/A TEENAGE STUDENTS Cabrero, Magda A.. - 2011 BASE Show details 11 ADOLESCENTS' CONSTRUCTIVELY RESPONSIVE READING STRATEGY USE IN A CRITICAL INTERNET READING TASK Cho, Byeong-Young. - 2011 BASE Show details 12 A Comparison of Two Strategies for Teaching Third Graders to Summarize Information Texts Dromsky, Ann. - 2011 BASE Show details 13 Comprehension and Learning from Social Studies Textbook Passages among Elementary School Children in Korea and the United States Huh, Hyejin. - 2011 BASE Show details 14 Does Discussion Make a Difference in Vocabulary Learning From Expository Text Read Alouds? Zelinke, Sarah. - 2011 BASE Show details

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