Sophies daily routine reading comprehension exercises

2008

The purpose of this qualitative case study was to gain a better understanding of daily routines in a prekindergarten setting. The study was conducted in a Tennessee prekindergarten in a pod-style classroom. Participants were nine adults (teachers and paraprofessionals) and 47 preschool children. Naturalistic qualitative methods of observation and participant interviews provided the data for interpretative analysis (Hatch, 2002). Knowledge of activities and participant perspectives was gained that was instrumental to understanding the more generic case of daily routines in early childhood settings. Factors found to be influential to routine design and enactment were the setting, teacher power and philosophical stance, and children's developing memory for routine events. I would like to thank my doctoral committee for their guidance and encouragement, both in classes and during the research process. Their model sets the bar for university instructors and mentors. Thank you to Dr. Barclay-McLaughlin for challenging me to widen my cultural lens. Thank you to Dr. Knight for teaching me that language is central to all learning. Thank you to Dr. Blanton, whose blend of scholarship and caring makes the study of families so compelling. Finally, I especially thank Dr. Hatch, whose guidance through both master's and doctoral studies has been invaluable. Ten years ago he said about a paper of mine, "With a little work this could be publishable." Well, here it is, Amos. Thank you. To my husband, Tom, I say thanks for signing on for this, and for being my partner each step of the way. Thanks to my children and extended family, too, for allowing me the space and time during these years when my attention was divided from you. To my colleagues and mentors at Pellissippi State Technical Community College. I owe a debt of gratitude for your encouragement and support for the last three years. And, finally, I thank the many colleagues and hundreds of children that I have known over my career who added to my understanding of daily routines in preschool. v Table of Contents Chapter

This paper describes Champion Reading, a supplementary reading progrflntme for primary children, pablished in 1996, The paper consists of three parts. The lirst part explains why the project was lqunched, wkat, the reading programme aims to do, and how it is designed to be administered. The second part gives an account of the problems the project team of whom I was one had to contend u'ith and the issues we had'to.negotiate in the course of our producing the programme. The concluding part explains why the programme failed to catch on. Dear little child, this little book Is less a primer than a key To sunder gates where wonder waits Your "Open Sesame"! Rupert Hughes Reading is an open sesame indeed : it opens the door to meaning, thinking and reasoning. It serves as a foundation for all learning and is the basis for the study of every academic subject. In many cases, academic failure can be traced to reading failure.

Children's Reading: Comprehension and Assessment emerged from the presentations in a conference held to promote lively exchanges of ideas on reading comprehension and assessment in the early stages of development. Some distinctive features of this volume include linking past, present, and future of reading comprehension research; balancing theory, practice, and policy; linking assessment and instruction; and other influential factors of pre-schoolers' reading comprehension. Each section is comprised of four chapters, beginning with an original study, continuing with discussions and recommendations, and ending with several potential research areas. The last chapter of each section offers commentary by an expert which links the previous three chapters together, reviews key points, criticizes the controversial issues, and concludes with practical suggestions. The first section provides " Historical and Theoretical Foundations " of assessing reading comprehension. Accordingly, Chapter One by Sweet represents a range of methodological perspectives in the field of reading, pointing out the inadequacies of the existing comprehension assessment. In Chapter Two, Pearson and Hamm provide extensive information regarding the present status of assessing reading comprehension through historical accounts, and they raise relevant questions for further research. Kintsch and Kintsch, in Chapter Three, put forward a model of reading comprehension, and identify the factors that make reading comprehension difficult; they write: " Comprehension is not a single unitary process. It requires the delicate interaction of several component processes " (p. 71). They also specify three levels of the comprehension process in reading through examples and figures. Being in agreement with Sweet, Kintsch and Kintsch also claim that current comprehension tests, despite their user-friendly nature, do not measure the whole understanding of the comprehension process. The last chapter of this section, " Comprehension as a Nonunitary Construct, " emphasizes the importance of the theory in developing comprehension assessments. In this chapter, Duke reviews the previous studies and concludes that the comprehension process involves a number of sub-skills that vary by type, topic of the text, and the purpose of the reader. The second section examines the " Developmental and Motivational Factors in Reading Comprehension. " In Chapter Five, Broek et al. illustrate the improvement of reading comprehension and basic literacy skills in preschool and early elementary school children, believing that the two skills develop side by side. The researchers describe ways to develop a

""What counts as achievement in literacy classrooms is often a print-based story of literacy skill mastery that reads the same despite diverse classrooms, children, teachers, and texts. A substantial body of critical literacy research questions unproblematic readings of stigmatizing texts that privilege a narrow definition of literacy Lewison, Leland, and Harste advocate critical literacy practices that “encourage students to use language to question the everyday world, to interrogate the relationship between language and power, to analyze popular culture and media to understand how power relationships are socially constructed, and to consider actions that can be taken to promote social justice” (2008, p. 3). From this perspective, achievement includes critical readings of the world, readings that don’t necessarily start with a problematic text and preset outcome. Alternate stories of achievement emerge through critical literacy practices, often revealed when we pay attention to the procedural texts that organize our lives. In this article, we examine three elementary classroom stories through the lens of nexus of practice to see how we pay attention, interrogate routines, and critically read the world.""

is the William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina at Greensboro. Dr. Duffy spent 25 years teaching teachers how to teach reading and conducting research on classroom reading instruction at Michigan State University, where he was a Senior Researcher in the Institute for Research on Teaching and where he holds the rank of Professor Emeritus. He is also a former elementary and middle school teacher. A past President of the National Reading Conference and a member of the Reading Hall of Fame, Dr. Duffy has worked with teachers and children across the United States and overseas, has written and edited several books on reading instruction, and has published over 150 articles and research studies, with an emphasis on explicit teaching and teacher development.

The Reading Teacher, 2014

2018

holds a Doctorate degree in Education (Ed.D.) and a Master's Degree in Communication Arts-English. She also finished Bachelor of Laws (L.l.B.

Journal of Literacy and Technology, 2019

This case study examines the presence of digital tools and the inclusion of digital activities in a grade two classroom for one unit of study on the countries of the world. The researcher sought to: identify the range of web literacy activities and digital skills; describe the ways in which the teacher and students balanced analog and digital texts; and, present the features of the tools and texts used in literacy instruction in the classroom. Data were collected across six hours of classroom observation time spanning three days of instruction. Field notes, photographic stills, and audio-recorded and transcribed teacher interviews served as data sources for the study. 100 randomly selected entries in the field notes and the remaining data from the stills and interviews were coded using a constant comparative method for a range of variables related to the users, tools, texts, modes of meaning in the texts, curricular places, and web and digital skills and competencies. Results indicate 1) there were limited opportunities for children to participate in web literacies, despite the many opportunities to write/compose and read/consume digital media; 2) there is a balance between printed and analog text, and students move fluidly between the paper and the screen; 3) more modes of meaning are utilized in reading/consuming texts than in writing/composing them. A blend of digital and analog text types are present in the room. Miss Littlefield is conducting fluency checks with a small group of children at the guided reading table. Children here are reading a pictureless PDF of a grade-level text on one device and Miss Littlefield is recording running records through an app called Timed Reading . After the fluency checks, the group rehearses for a readers' theatre performance, with scripts printed on paper.

วารสาร วิจัย และ พัฒนา ม จ ธ., 2011