Language arts (Elementary)

The present experimental study examined the effects of using a science textbook for
the purpose of teaching reading comprehension skills to a sample of 99 fourth grade
students from four classrooms at Pembroke Pines/Florida State University Charter School
in Broward County, Florida. Ninety-nine students were assessed twice in word
recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic
Assessment of Reading. Approximately half of the students in the sample (n=49) were in
the control group with the remainder (n=50) in the experimental group.
Overall there was no significant difference between the experimental and control
groups based on MANOVA, which tested an optimized composite of dependent
variables. Scores for all subtests for both groups increased from the pretest to the posttest,
and the highest scores were for the oral reading subtest. Upon individual ANOVA,
statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or
interaction was observed.

Reading is an essential skill necessary for academic success. However, many
children experience difficulties in acquirin,g essential reading skills necessary to support
and enhance other areas of learning (Nes, 2003). One major area in which students fail to
attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous
research has demonstrated that repeated reading is an effective intervention for increasing
fluency in elementary age readers (Keehn, 2003; Rashotte & Torgesen, 1985). However,
little research has specifically addressed the impact of repeated readings on first grade
students. In addition, researchers have called for investigations of additional components
(sight words and phonics) on repeated reading interventions (Vaughn et al., 2000).
Therefore, the purpose of this study was to examine the effectiveness of combining sight
words and spelling pattern instruction with timed repeated readings on the word
accuracy, words read correctly per minute and prosody of first grade students who are at
risk for reading failure.
An ANCOVA yielded significant effects on each of the three dependent variables,
and these results demonstrated that the addition of components (sight words and spelling
patterns) to timed repeated readings improved the oral reading fluency of low level
readers, of which students at risk for reading failure are a part. The outcome of this study
also confirmed that first grade students from low socioeconomic backgrounds can
increase their oral reading fluency skills with research-based methods.

Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s

The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.