This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed ...middle‐grade through high school readers (grades 4–12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three projects arrived at common themes and features of productive instruction for reading for understanding with adolescent readers. These common themes are elaborated with instructional examples and include the following: (a) Students purposefully engage with multiple forms of texts and actively process them, (b) instructional routines incorporate social support for reading through a variety of participation structures, and (c) instruction supports new content learning by leveraging prior knowledge and emphasizing key constructs and vocabulary.
Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, ...creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.
Decades of research offer important understandings about the nature of comprehension and its development. Drawing on both classic and contemporary research, in this article, we identify some key ...understandings about reading comprehension processes and instruction, including these: Comprehension instruction should begin early, teaching word‐reading and bridging skills (including graphophonological semantic cognitive flexibility, morphological awareness, and reading fluency) supports reading comprehension development, reading comprehension is not automatic even when fluency is strong, teaching text structures and features fosters reading comprehension development, comprehension processes vary by what and why we are reading, comprehension strategy instruction improves comprehension, vocabulary and knowledge building support reading comprehension development, supporting engagement with text (volume reading, discussion and analysis of text, and writing) fosters comprehension development, and instructional practices that kindle reading motivation improve comprehension. We present a visual depiction of this model, emphasizing the layered nature of impactful comprehension instruction.
Young people in literacy classes sometimes think their teachers are not listening to them. The practitioners featured in this column listen to questions posed by their students and respond to them, ...with the goal of enhancing English language arts instruction for a range of young people and educators.
Adaptive Networks Sayed, Ali H.
Proceedings of the IEEE,
04/2014, Letnik:
102, Številka:
4
Journal Article
Recenzirano
This paper surveys recent advances related to adaptation, learning, and optimization over networks. Various distributed strategies are discussed that enable a collection of networked agents to ...interact locally in response to streaming data and to continually learn and adapt to track drifts in the data and models. Under reasonable technical conditions on the data, the adaptive networks are shown to be mean square stable in the slow adaptation regime, and their mean square error performance and convergence rate are characterized in terms of the network topology and data statistical moments. Classical results for single-agent adaptation and learning are recovered as special cases. The performance results presented in this work are useful in comparing network topologies against each other, and in comparing adaptive networks against centralized or batch implementations. The presentation is complemented with various examples linking together results from various domains.
This department focuses on literacy leaders, including school and instructional leaders, teachers, and external partners, who are working to improve outcomes for adolescent and adult learners in a ...wide range of education settings. Columns investigate the challenges and complexities inherent in such work and share lessons learned, impactful strategies and approaches, and promising pathways forward.
We Listened to Each Other Venegas, Elena M.
The Reading teacher,
September/October 2019, Letnik:
73, Številka:
2
Journal Article
Recenzirano
Literature circles undoubtedly foster literacy, but successful participation in literature circles requires students’ social and emotional competence. The author presents findings from a study of a ...fifth-grade student who demonstrated socioemotional growth while participating in literature circles. Specifically, growth in intrapersonal and interpersonal skills such as self-management, social awareness, social metacognition, and empathy were evident. These findings suggest that literature circles foster not only literacy but also socioemotional learning.
The purpose of this article is to highlight the importance of providing reading interventions that are differentiated and aligned with an individual student's most foundational reading skill need. ...The authors present profiles of different readers and suggest three principal areas for support: decoding words, reading at an appropriate rate, and comprehending text. Differentiated interventions are described and related classroom instructional techniques are recommended.
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG ...Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being relatively poor at reading. The students were divided into three groups. Two of the groups played one of the games as a supplement to normal classroom literacy instruction for five sessions per week for a period of 12 weeks. The third group formed an untreated control. Both games led to gains in reading, spelling, and phonological skills in comparison with the untreated control group. The two interventions also had some differential effects. The intervention gains were maintained at a four-month follow-up.
Since the 1960s, a group of educators and researchers have championed the idea that learning coding and learning to read and write are, in some sense, part of the same skill set, but the grounds for ...asserting that similarity have continually shifted. Some have argued that as texts increasingly integrate digital components, expertise in coding will become a central part of reading in the 21st century. Others seem to use the word literacy simply to mean an important skill, without necessarily asserting a deeper similarity. In this study of novice writers and programmers in a second‐grade classroom, the authors explored a third hypothesis: that there is a fundamental relation between the activities involved in creating a written story and in creating a computer program. The findings of this research suggest that teachers can use a combination of coding and writing to reinforce students’ acquisition of the writing process.
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