The simple view of reading in elementary school : a systematic review

Resumen basado en la publicaci??n

The relationship of hearing-impaired children's scores on the Beery Visual-Motor Integration Test and the reading subtests of the American School Achievement Test

This paper discusses visual-motor tests and reading tests for hearing impaired children.

Average annual reading growth rate progress of children who are deaf, use a cochlear implant and attend an auditory-oral school

Reading growth rate averages were established for children who are deaf, have a unilateral cochlear implant and attend an auditory-oral school.

The practice of reading aloud in the high school: a preliminary investigation

The paper considers students’ views of why reading aloud takes place and what are its effects.The results of two small focus-group discussions are presented, in which high school students were given the opportunity to express their responses to the practice of reading aloud in the classroom. Their responses are considered in the context of theoretical perspectives: pedagogical, reader-response and social/vocational. Analysis of responses reveals acknowledgement that reading aloud is not only a useful skill but also that it is a site of anxiety and even conflict.

School-based materials for critical reading in English

This research aims to examine Thai students' critical thinking ability in reading English by using materials developed by a research team using a collaborative action research methodology. Initially, a survey of self-percpetions of Thai secondary students on their critical thinking ability was conducted. Then, two Thai teachers were interviewed about their materials and methodology in teaching students to read critically. Lastly, a literature of critical literacy was reviewed to introduce the notions to Thai teachers and Thai students.

Reading comprehension in primary school: textbooks, curriculum and assessment

This study describes the reading comprehension processes present in the most widely sold textbooks at the fourth grade level in Portugal and discusses how they compare to international assessments of reading literacy. We adopted the Progress of International Reading Literacy Study framework to categorize the questions in the textbooks. Our analyses revealed that they focus heavily on the retrieval of explicitly stated information to the detriment of higher level comprehension skills. Portuguese fourth grade textbooks rarely challenge students to make connections between their knowledge and the ideas in the texts and to adopt a critical and evaluative reading stance. This is in sharp contrast to what students are asked to do in the Progress of International Reading Literacy Study, conducted every five years since 2001, and it may help explain the poor results Portuguese students have in national assessment and in PISA. The findings are discussed in light of the curriculum frameworks currently adopted in Portugal and suggestions are made as to how we can improve reading literacy achievement.

Construction and validation of an instrument to assess the reading comprehension of students from the third to the fifth grades of elementary school

Objetivo:Este estudo teve como objetivo construir e validar um instrumento de avaliação da compreensão de leitura a fim de caracterizar o perfil de leitura e detectar dificuldades de compreensão em escolares do terceiro ao quinto ano do Ensino Fundamental.Métodos:Participaram 378 escolares divididos em trés grupos para avaliação da compreensão de proposições literais e inferenciais de micro e macroestruturas de dois textos expositivos e dois textos narrativos por meio de questões de múltipla escolha.Resultados:Os dados analisados estatisticamente indicaram valores do teste alfa de Cronbach apresentando consisténcia interna nos quatros textos aplicados para os trés grupos.Conclusão:Foi possível constatar que os escolares apresentaram menor número de erros com o aumento da escolarização e que cada tipo de texto apresentou uma dificuldade específica para os escolares.

Reading Readings: An Approach to the Relationship between Television and Literature at School

The main problem addressed by this research was that of what are the relations between TV viewing at home and studying literature at school, and how an adequate position on this can be reached. As well as the theoretical background, it involved an experimental study with classes of second and sixth grade students, discussing and observing their reactions to and interpretations of a number of animated cartoons. The work is divided into four parts - Is there a Class in this Text?, Stories of Reading, Narratives of Animation and Animation of Narratives, and The (Three) Unrepeatable (Pigs). Beginning, Middle End - which examine the tensions between the "undiscriminating sequence" of the televisual flow and a way of "thinking", "making" and "doing" education that presupposes a fundamental belief in possible re-productions, copies unescaping, following the original, or competing. The work focuses on animated cartoons, seeing them not merely as a part of the flow of television, but as an allegory of reading this flow, of the flow within the flow itself. What they question - "identity", "end", "followability" - is what is most important to teaching. Thus the interest in the metamorphoses of animated films is an interest in the tensions which their "strange law/flow" introduces into the field of teaching - this totally forbidden place of saying everything.