Downloads & Free Reading Options - Results

One of the most important methods by which human beings learn is by reading, a task that includes integrating what was read with existing, prior knowledge. While in its full generality, the reading task is still too difficult a capability to be implemented in a computer, significant (if partial) approaches to the task are now feasible. Our goal in this project was to study issues and develop solutions for this task by working with a reduced version of the problem, namely working with text written in a simplified version of English (a Controlled Language) rather than full natural language. Our experience and results reveal that even this reduced version of the task is still challenging, and we have uncovered several major insights into this challenge. We describe our work and analysis, present a synthesis and evaluation of our work, and make several recommendations for future work in this area. Our conclusion is that ultimately, to bridge the knowledge gap, a pipelined approach is inappropriate, and that to address the knowledge requirements for good language understanding an iterative (bootstrapped) approach is the most promising way forward.

Approved Fo I 00 /06119 :,C, E 87700286R000100060006-7 Approved For Release 2002/06/19 : CIA-RDP87-00286R000100060006-7 71M 41111111111111111111 WINCHESTER PUBLIC SHOOTING CENTERS have all the equip- ment you need for CLAYBIRD SHOOTING. The three basic parts of a gun are LOCK, There are three kinds of shotguns: SEMI- Shells like guns come in various sizes. In STOCK and the BARREL. AUTOMATIC, PUMP and DOUBLE BARREL. CLAYBIRD SHOOTING the sizes are referred to as gauges. Be sure gun and shells are same gauge. W The shell gauge and the shotgun gauge must When a gun is fired a primer in the case head In order to help control the size of the shot match. The biggest gauge is 12. Other gauges of a shotshell is struck, this ignites the powder cloud there is built into the muzzle of each are 20, 28, and .410 bore. and drives the pellets towards the target. barrel a constriction called a choke, which prevents the shot from scattering too widely before reaching the target. Approved For Release 2002/06/19 : CIA-RDP87-00286R000100060006-7 Approved For Release 2002/06/19 : CIA-RDP87-00286R000100060006-7 - The parts assembly which loads, fires and unloads the gun - Action part drawing shotshell from chamber - The part of ACTION which strikes the primer of the shotshell - Distribution of shot measured at 40 yards within a circle measured 30 inches around LM proved Fors*"*? k FOR RUMP Approved For Release 2002/06/19 : CIA-RDP87-00286R000100060006-7 Approved For Release 2002/06/19 : CIA-RDP87-00286R000100060006-7 TO SHOOT TRAP USE THE TRAP HOUSE AS A GUIDE Remembering your 4 S's, note the following: roved For Release 20d2'b! CIA~87"OWQ01601;-A ii U IL 1 U J~ TRAP SHOOTING is done with a twelve gauge gun. It has a long barrel, usually thirty inches and a full choke, for distance shoot- ing. (a) STATION 1: Point the gun and the left foot one foot to the left of the trap house. Call "PULL" for the target, and swing your (b) STATION 2: Point the gun and the left foot to the left corner of the trap house. gun past the target, see a little light, pull (c) STATION 3: Point the gun and the left foot directly to the center of the trap house. the trigger and follow through. REMEMBER (d) STATIO 4: Point the un and the left foot exactly at the right corner of the trap house. TO KEEP YOUR CHEEK ON THE STOCK, AND (e) STATIO PPR YIP r ftIi RglQASgt2OQ klr9gbtOfA+REMS761OO286R 06CM0060006-7TO FOLLOW THROUGH . . . POWDER YOUR TARGETS. PRACTICE WHAT YOU HAVE LEARNED AT HOME ANO UN THE FILLS li[l UI{L I fit. NtAl a),aurr Approved For Release 2002/06/19 : CIA-RDP87-00286R000100060006-7 -.SERVE SHOOTING RULES OF ETIQUETTE The shooting rules of etiquette are designed to speed up the game, and make it safe fun! 1. TREAT EVERY GUN AS IF LOADED 2. KEEP MUZZLE POINTING SAFELY AT ALL TIMES 3. DO NOT LOAD GUN UNTIL READY TO SHOOT 4. MAKE SURE AMMO IS SAME GAUGE AS GUN 5. KEEP ACTION OF GUN OPEN WHEN NOT SHOOTING wcApproved For 0291 0( 0060P06-7

26 31 35

Literature circles and book clubs have become a popular instructional literacy strategy. In recent years, educators attempt to motivate students to read more in quantity and quality at an early age. A case study design was utilized that required undergraduate education majors to participate in literature circles reading historical fiction and engaging in the literature circle as if they were young children themselves. This engagement included attending weekly meetings with peers, writing in a reflective journal, and partaking in all aspects of a literature circle typically found in intermediate, middle and high school classrooms. A pre and post survey was distributed to one section of an undergraduate course engaged in literature circles, and their journey was documented in a self-reflective journal retained over the semester. Observations were also used to corroborate and triangulate data. Results indicate that literature circles increased university students' engagement with text and commitment to the classroom community. A bibliography is included.

2006

A study introduced elementary school students to concept maps--visual representations of a learner's thought processes. Nine teachers with two classes each (kindergarten through fourth grades represented) were taught the terminology of the concept map and were asked to initiate a number of activities in generating concept maps with their children. The children's concept maps provided excellent opportunities for further direct instruction, were developmental, and appeared to be a viable heuristic even for young learners. Teachers reported better test scores, improved understanding of conceptual relations and patterns, and more cooperative class discussions--especially in the peer group mapping events. Children's concept maps became increasingly detailed and complex across grade levels. Second graders seemed to appreciate most fully the need for lists prior to mapping. Both second and third graders initiated concept mapping with the stories and nonfiction writing in which they were engaged, while fourth graders seemed less interested in the experiment though the maps seemed to help their general learning. Concept mapping better prepared the teachers to organize and present their subject matter and to see tangible improvement in children's learning and sharing of ideas in the classroom. (Samples of children's maps are included.) (JD)

Lacombe, Albert: 1827-1916. Born at St Sulpice, Quebec; became Oblate and ordained priest, 1849; studied Cree at Pembina, North Dakota, 1849-1851; curate in Montreal until offered his services to Mgr Alexandre Taché and went to Edmonton, 1852; to Lac Sainte Anne, 1853; founded Saint-Joachim mission at Fort Edmonton, 1858; founded mission at St Albert, 1863; appointed to parish of Fort Garry and responsibility for colonization in Manitoba, 1872; sent to eastern Canada to promote colonization, 1875; appointed Vicar General of Saint Boniface, 1879; chaplain to CPR workers, 1880-1882; first parish priest in Calgary, 1880; notable influence on Blackfoot during Riel Rebellion, 1885; influential in development of education in Alberta; moved to Pincher Creek, 1904; died at Midnapore, Alberta. // In Roman characters. Contains a vocabulary in French, English, and Cree in parallel columns. Also published with Peel 1622.

How to teach reading with phonics - 8_12 - Long E Sound - Learn English Phonics!

This paper discusses the concept of "study reading" as used at a learning disabilities clinic at the University of Southampton, England. Study reading is defined as attentive reading to learn and remember, as different from reading that is performed simply to follow a narrative or browsing for one's own, self-set purposes. Results obtained with learning disabled students and their teachers are examined, such as accident black spots. The students are first offered a general attack plan for approaching new reading assignments. Next, the focus is on the connection between what they are reading and how they will use this new information. This task analysis gives them a clearer idea of what they are reading; it is accompanied by highlighting and note-taking. Teachers who work with these students often feel inadequate to this helping task, but it is often just a matter of working with knowledge they already have, but do not recognize. A list of teacher-helpful texts for teachers and students is appended. (Contains references.) (NAV)

Learn To Read Spell And Pronounce English INSTANTLY With Frederick Reading App - Launch Trailer 1

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www.frenchpdf.com www.facebook.com/frenchpdf

www.frenchpdf.com www.facebook.com/frenchpdf

www.frenchpdf.com www.facebook.com/frenchpdf

xx, 444 pages : 24 cm

xx, 444 pages : 24 cm

This packet of materials addresses teacher and parent strategies for teaching reading to children with learning disabilities. A brochure addresses the importance of reading and the widespread phenomenon of reading difficulties and offers a list of additional resources. Five pamphlets include: (1) "Principles for Learning To Read: Essential Skills for Children with Learning Disabilities," which describes 10 skills needed for reading; (2) "Reading: The First Chapter in Education," which describes the challenges of illiteracy and lack of phonemic awareness and proposes solutions for the classroom; (3) "Tips for Parents," which outlines what parents can do to improve their child's reading; (4) "Tips for Teachers: Teaching Reading to Children with Learning Disabilities"; and (5)"Researchers as Resources," which describes the Researchers as Resources on Reading Network and lists affiliated researchers. Reprints of the following articles on reading are included: "Shakespeare and Beginning Reading: 'The Readiness Is All'" (Edward J. Kameenui) and "Learning To Read: Schooling's First Mission" (Elizabeth McPike). Also provided are a resource guide for 1996-1997, which includes information on reading instruction, and a professional development calendar. Contains 26 references. (RC)

Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, we know little about the role of motivation in online reading, a new and increasingly important context for reading. This is largely because we lack valid and reliable instruments to estimate a student's motivation for online reading. This study reports on the development of a Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh grade students in two states. Results from confirmatory factor analysis revealed a three factor solution for the MORQ: curiosity/value, self-efficacy, and self-improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. [This paper will be published in "Reading Research Quarterly."]

Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, we know little about the role of motivation in online reading, a new and increasingly important context for reading. This is largely because we lack valid and reliable instruments to estimate a student's motivation for online reading. This study reports on the development of a Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh grade students in two states. Results from confirmatory factor analysis revealed a three factor solution for the MORQ: curiosity/value, self-efficacy, and self-improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. [This paper will be published in "Reading Research Quarterly."]

How to teach reading with phonics - 2_12 - CVCs (3 Letter Words) - Learn English Phonics!

How to teach reading with phonics - 7_12 - Long A Sound - Learn English Phonics!

"Designed by experts in elementary education, this valuable resource covers a full school year in six curriculum areas--everything you need to teach your child at home."

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Sanitized Copy Approved for Release 2010/08/20 :CIA-RDP90-008068000100110050-3 5AN JOSE I~TEtiVS (CA) 16 April 1980 t~ llNIIRAL. Stansfield ~Turner..direc- . it ~ anri ~?r .,~?o~~:,..; ..,._____, ~~-=- '. - - -- ---?-____?_~___y-~~--~s:G~t-~-'-- seem rrom any tack of patriotism, as you t~>yy-'astounded the American ~ su e t gg . - _ s Society of Newspaper Editors last week --~- ~ - ~ ~ ~- with the statement that he sees nothing Just as intelligence agents have their wro-rg with the CIA's. hiring journalists as special role in serving our country,. so do secret agents.. ~--^-----.._:. _ journalists. And our. job is not to become Three:. of our? .own .editors, were among ` Part. of government; but to stand:outside the ASNE members present, and we can .' it'and- tell the people;~as well and as hon- ~report'frorn first-hand observation that it , -estly.as we can; what it's doing_~That's was one of .those :rare and. disconcerting . ;''why -the Constitution protects our? busi- moments when an.audience~can hardly Hess as it does no other -because we' believe what It has "u;t~heard ::~ = represent the people s right to know. ~", ~-: In this instance, the speaker was equal ' ' We compromise and violate~'that inde- ly nonplassad by the reaction of ,his ~audi- .Pendent-.status as soon as we become co- ence. 'T'urner accused the editors of being opted by the CIA or any other,pubiic or "naive" -and,. he im~hed;; unpatriotic as Private_entity. ? -, - ::: -_. well.. - ~. .,. - ,- { :~ 'Abe Rosenthal;-~executrve editor~of? the Mosty-if' not `all,:of- the editors` had'~tieen r 1Yew York? Times, spoke far all of us, Ad- under-~the impression that~.the~.CIA was - miral, when he -told you at last week's still sticking by ~a- policy laid down by meeting: in ~~ashington that "you have Turner's predecessor, 'George Bush, in .Put into question the .real -purpose of 1976. The policy was clear and simple: American foreign correspondents, and ? "The CIA -will not enter into- any paid or you have cast doubt on the ethical posi- contractual relationship with any full- Lion of every American correspondent time or part-time news correspondent ac= abroad." - - -. credited by any U.S.? news service, "news- ~~- The Problem is that if the CIA -can hire paper,. periodical, radio or television. net- even one journalist,. then all journalists work or station." ~ - - are suspect: It's-not. that. we don't consid- Turner, however, said he changed I that er the CIA's job ~ important, .Admiral. Bnt policy in 1977. Since .then, he has .regard- ..'__our. job is at least as essential. -and ed it ' as acceptable..for: the CIA to=:hire ~ there s no way for us to help you?with America li ~ " n journa sts on a covert basis -= - so long as .the move;has his personals.-. knowledge and`approvaT: He has given such approval thr-ee times; he said, and cou r se t a position such: as although those plans- never. materialized, .~ourS without at least an elementary. un- he'd see nothing wrong with doing so ersCatiding-_oiR the role of the press in a - - ~' tree ~ ociet D y. t on. t~*they teach the? U S. ~'Vell, Admirals we see a lot wrong with "onstitut2on at Annapo~is~ ~. '~ ~' ;: your intelligence gathering without-im- pairing_our. own news gathering - _ _ `We're- dismayed, Admiral-Turner, that, a man ld i o Sanitized Copy Approved for Release 2010/08/20 :CIA-RDP90-008068000100110050-3

Sanitized Copy Approved for Release 2010/08/20 :CIA-RDP90-008068000100110050-3 5AN JOSE I~TEtiVS (CA) 16 April 1980 t~ llNIIRAL. Stansfield ~Turner..direc- . it ~ anri ~?r .,~?o~~:,..; ..,._____, ~~-=- '. - - -- ---?-____?_~___y-~~--~s:G~t-~-'-- seem rrom any tack of patriotism, as you t~>yy-'astounded the American ~ su e t gg . - _ s Society of Newspaper Editors last week --~- ~ - ~ ~ ~- with the statement that he sees nothing Just as intelligence agents have their wro-rg with the CIA's. hiring journalists as special role in serving our country,. so do secret agents.. ~--^-----.._:. _ journalists. And our. job is not to become Three:. of our? .own .editors, were among ` Part. of government; but to stand:outside the ASNE members present, and we can .' it'and- tell the people;~as well and as hon- ~report'frorn first-hand observation that it , -estly.as we can; what it's doing_~That's was one of .those :rare and. disconcerting . ;''why -the Constitution protects our? busi- moments when an.audience~can hardly Hess as it does no other -because we' believe what It has "u;t~heard ::~ = represent the people s right to know. ~", ~-: In this instance, the speaker was equal ' ' We compromise and violate~'that inde- ly nonplassad by the reaction of ,his ~audi- .Pendent-.status as soon as we become co- ence. 'T'urner accused the editors of being opted by the CIA or any other,pubiic or "naive" -and,. he im~hed;; unpatriotic as Private_entity. ? -, - ::: -_. well.. - ~. .,. - ,- { :~ 'Abe Rosenthal;-~executrve editor~of? the Mosty-if' not `all,:of- the editors` had'~tieen r 1Yew York? Times, spoke far all of us, Ad- under-~the impression that~.the~.CIA was - miral, when he -told you at last week's still sticking by ~a- policy laid down by meeting: in ~~ashington that "you have Turner's predecessor, 'George Bush, in .Put into question the .real -purpose of 1976. The policy was clear and simple: American foreign correspondents, and ? "The CIA -will not enter into- any paid or you have cast doubt on the ethical posi- contractual relationship with any full- Lion of every American correspondent time or part-time news correspondent ac= abroad." - - -. credited by any U.S.? news service, "news- ~~- The Problem is that if the CIA -can hire paper,. periodical, radio or television. net- even one journalist,. then all journalists work or station." ~ - - are suspect: It's-not. that. we don't consid- Turner, however, said he changed I that er the CIA's job ~ important, .Admiral. Bnt policy in 1977. Since .then, he has .regard- ..'__our. job is at least as essential. -and ed it ' as acceptable..for: the CIA to=:hire ~ there s no way for us to help you?with America li ~ " n journa sts on a covert basis -= - so long as .the move;has his personals.-. knowledge and`approvaT: He has given such approval thr-ee times; he said, and cou r se t a position such: as although those plans- never. materialized, .~ourS without at least an elementary. un- he'd see nothing wrong with doing so ersCatiding-_oiR the role of the press in a - - ~' tree ~ ociet D y. t on. t~*they teach the? U S. ~'Vell, Admirals we see a lot wrong with "onstitut2on at Annapo~is~ ~. '~ ~' ;: your intelligence gathering without-im- pairing_our. own news gathering - _ _ `We're- dismayed, Admiral-Turner, that, a man ld i o Sanitized Copy Approved for Release 2010/08/20 :CIA-RDP90-008068000100110050-3

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings. [This article was published in "Beyond Behavior" (EJ1246079).]

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings. [This article was published in "Beyond Behavior" (EJ1246079).]

Approved For Release 2007/06/15: CIA-RDP99-00498R000100200098-5 SAN JOSE NEWS (CA) 16 April 1980 A tor for of the . Central 4 r Q tigenEe..- stem from?any lack of patriotism, as you-: astounded the American' suggest Society of Newspaper Editors last week with the statement that he-sees-nothing Just as intelligence agents have theta wro-sn with the CICIA's hiring journalists as special role in serving our country;, so do secret agents.. . irin journalists. And our job is not to become Three .of our.own part. of government, but to stand; outside editors.-,.were, ^among it'and tell the people?as well and as hon- the ASNE members. present, and-we can report frorn first-hand observation that it estly"as we can, what it's doing. That's was one of:those:rare, ;and, disconcerting. z.why the Constitution protects our bus.i- s g secs it d ' oe t believe what it has dust; heard. In this instance, the speaker way P-ni- the-people's right to know. We compromise. and violate:that inde pendent- status as soon as we become co.; ence. Turner accused the editors of being opted by the CIA or any other,publie or we Abe Rosenthal, executive editor of the P/Iost, if.notall,_of the editors had- been New York"Times, spoke for all of us, Ad- - under the impression that:-the-.CIA was still sticking by..a? policy laid down by Turner's. predecessor, George Bush, in 1976. The policy was clear and simple: "The CIA will note enter into, any paid or contractual relationship with any full- time or part-time news correspondent ac- credited by any U.S.` news service, news- paper, periodical, radio or television net- work or station." Turner, however, said he changed that policy in 1977. Since then, he-has regard- ed it as acceptable., for; the CIA to=hire so long as. the move: has his personal; knowledge and" approval:''He has-given- such approval three times. he said, and moral, when he told you at last. week's meeting in Washington that- "you have put into question the real purpose of American foreign correspondents, and you have cast doubt on the ethical posi= tion of every' American correspondent, abroad." The problem is that if the CIA can hire even one journalist, then all journalists are suspect.- It's-not that. we don't consid- er the CIA's job important,. Admiral. But our job is - at least as essential. and there's no way for us to help you with your intelligence gathering without . im- pairingour own news gathering We're dismayed, Admiral .Turner, that an o d t _. . u~ rise o a position such as although those plans- never materialized, yours without at least an elementary un- he'd see nothing- wrong with doing so erstanding of the role of the press in a. again '!rap soc et D ' ;.F,.. i y o t.they teach the: U .S. Well, Admirals we see a lot wrong with onstitution at: Annapolis? .xM ,. . . , ee t i . ~ .. ... '~1 .n5= . -..ham ... ~ .. : 3..:... L ....: ;~.n. _ .. _ Approved For Release 2007/06/15: CIA-RDP99-00498R000100200098-5

Perma.cc archive of https://medium.com/geekculture/reading-xml-files-in-r-3122c3a2a8d9 created on 2022-09-06 06:43:12.465780+00:00.

Teacher Preparation Programs must work towards not only preparing preservice teachers to have knowledge of classroom pedagogy but also must expand preservice teachers understanding of content knowledge as well as to develop higher-order thinking which includes thinking critically. This mixed methods study examined how writing shapes thinking and how writing in the content areas can be a tool to promote both critical thinking and learning new content material. This study focused on preservice teachers and utilized structured writing assignment tasks including surveys and rubrics to assess and measure progress throughout the semester. Research questions addressed in this study: 1) Does writing in the content area help preservice teachers learn new material? 2) Does writing in the content area translate to critical thinking for preservice teachers? and 3) If writing shapes thinking, to what degree does it shape critical thinking for preservice teachers? Overall, findings indicate positive correlations between writing to learn and progress towards critical thinking.

Do you own pets? Be sure to read this new report by Sergeant Prepper's Survival Club, which teaches you how to keep animals safe in the aftermath of a calamity. Learn more by visiting https://sergeantprepperssurvivalclub.com/help-your-pet-through-a-disaster (https://sergeantprepperssurvivalclub.com/help-your-pet-through-a-disaster)

Alphablocks - Happy Reading Month! | Learn to Read | Phonics for Kids | Learning Blocks

Alphablocks - Happy Reading Month! | Learn to Read | Phonics for Kids | Learning Blocks

Includes index

Noting that metacognition plays a vital role in reading, this report summarizes research dealing with the development of metacognition in an especially important type of reading--reading to learn. The report is organized around four categories of metacognitive knowledge and control: (1) the text, (2) the task to be performed by the learner as evidence of learning, (3) the learner's strategies, and (4) the learner's characteristics. Among the conclusions presented are that the development of knowledge appears to precede the development of control, younger and poorer readers tend to be deficient in both knowledge and control of the four variables, and instruction in metacognitive skills can have a positive effect on learning outcomes. (FL)

Noting that metacognition plays a vital role in reading, this report summarizes research dealing with the development of metacognition in an especially important type of reading--reading to learn. The report is organized around four categories of metacognitive knowledge and control: (1) the text, (2) the task to be performed by the learner as evidence of learning, (3) the learner's strategies, and (4) the learner's characteristics. Among the conclusions presented are that the development of knowledge appears to precede the development of control, younger and poorer readers tend to be deficient in both knowledge and control of the four variables, and instruction in metacognitive skills can have a positive effect on learning outcomes. (FL)

Noting that metacognition plays a vital role in reading, this report summarizes research dealing with the development of metacognition in an especially important type of reading--reading to learn. The report is organized around four categories of metacognitive knowledge and control: (1) the text, (2) the task to be performed by the learner as evidence of learning, (3) the learner's strategies, and (4) the learner's characteristics. Among the conclusions presented are that the development of knowledge appears to precede the development of control, younger and poorer readers tend to be deficient in both knowledge and control of the four variables, and instruction in metacognitive skills can have a positive effect on learning outcomes. (FL)

Noting that metacognition plays a vital role in reading, this report summarizes research dealing with the development of metacognition in an especially important type of reading--reading to learn. The report is organized around four categories of metacognitive knowledge and control: (1) the text, (2) the task to be performed by the learner as evidence of learning, (3) the learner's strategies, and (4) the learner's characteristics. Among the conclusions presented are that the development of knowledge appears to precede the development of control, younger and poorer readers tend to be deficient in both knowledge and control of the four variables, and instruction in metacognitive skills can have a positive effect on learning outcomes. (FL)

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How to teach reading with phonics - 4_12 - 2 & 3 Letter Consonant Digraphs - Learn English Phonics!

How to teach reading with phonics - 4_12 - 2 & 3 Letter Consonant Digraphs - Learn English Phonics!

"Designed by experts in elementary education, this valuable resource covers a full school year in six curriculum areas--everything you need to teach your child at home."

"Designed by experts in elementary education, this valuable resource covers a full school year in six curriculum areas--everything you need to teach your child at home."

Evidence from a nine-month longitudinal study of deaf children's early attempts at learning to read provides the construct for an instructional model that stresses that even though the children may have, at the least, a meager expressive sign language vocabulary, they can be lead successfully through the holophrastic or one-word stage of reading development by matching signs and meaning to print. In addition, the evidence identifies three levels of change in this word-reading development. At the first level, the child knows about printed word symbols, can handle a book properly, and begins to attend to stories and label pictures with manual signs. At the next level, the child can: recognize words on food labels, cereal boxes, and road signs in picture contexts; recognize the alphabet using finger spelling; read and print a first name; and attempt to sequence and recall stories. During the third level, the child rapidly increases a sight-word vocabulary, spelling and printing knowledge, and story reciting and sequencing abilities. Two classroom experiments and parent interviews provide additional evidence to support this instructional model. The findings of these efforts suggest that children's communicative interactions about reading related activities using finger spelling and manual signs with parents, teachers, or peers act as precursors to and possibly shape the reading acquisition process that follows. (HOD)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

How to teach reading with phonics - 1_12 - The Alphabet & Letter Sounds - Learn English Phonics!

How to teach reading with phonics - 1_12 - The Alphabet & Letter Sounds - Learn English Phonics!

The Virginia Reading to Learn Project is a state-wide project designed to help content area teachers at the middle school and secondary school levels teach their students how to comprehend their content area textbooks. Teachers learn instructional strategies and techniques within the framework of the total reading process incorporating reading, writing, and oral communication skills. In turn, the teachers show their students how to apply these strategies and techniques in order to monitor their reading and learning. The project consists of three components: (1) a pre-institute session held one afternoon in May which focuses on course requirements and an overview of the structure of the summer institute; (2) an 8-day summer institute; and (3) a one-hour follow-up course in the fall. (Extensive appendixes--90% of the document--include the program for the summer institute, a collection of favorite lesson plans developed by the participants, and additional resources.) (RS)