Janell P. Klesius

Effects of Repeated Readings and Nonrepetitive Strategies on Students' Fluency and Comprehension

Abstract This study examines the effects of repeated reading and assisted nonrepetitive strategies such as echo reading, cloze reading, and unison reading on reading rate, error rate, and comprehension. There are many repeated-reading studies with results demonstrating unproved fluency; however, the current study investigated the transfer effects of the previously mentioned procedures on both comprehension and fluency with sixth-grade Chapter I students. Results indicated equivalent benefits for repetitive and nonrepetitive methods, with significant comprehension improvement in a 7-week period.

A whole language and traditional instruction comparison: Overall effectiveness and development of the alphabetic principle

Abstract The purpose of this study was to examine the effectiveness of whole language instruction in first‐grade classrooms. Three whole language classrooms were compared with three traditional classrooms. Data were collected for end‐of‐the‐year achievement in reading comprehension, vocabulary, phonemic awareness, decoding, spelling, and writing. There were no significant differences between the two instructional programs on any of the variables. The study also examined whether there would be differences between whole language and traditional instruction in end‐of‐the‐year reading, writing, and spelling achievement for children with varying levels of incoming phonemic awareness, reading, and writing ability. Results suggested that neither program was more likely to close gaps between children high and low in these incoming abilities.

The Effect of Phonemic Awareness on the Literacy Development of First Grade Children in a Traditional or a Whole Language Classroom

Abstract This study examined the acquisition of decoding and spelling skills and writing fluency of children with various levels of beginning-of-the-year phonemic awareness. First grade children who began school high and low in phonemic awareness received either whole language or traditional basal instruction. The whole language curriculum included the shared-book experience and extensive writing activities; the traditional basal curriculum included explicit phonics instruction, but very little writing. Beginning-of-the-year level of phonemic awareness was more important than method of instruction in literacy acquisition. High phonemic awareness children outperformed low phonemic awareness children on all of the literacy measures. The role that writing using invented spelling may play in helping low phonemic awareness children understand the alphabetic principle is discussed.

A Validity and Reliability Update on the Informal Reading Inventory with Suggestions for Improvement

The informal reading inventory is a diagnostic instrument used by learning disability specialists, reading teachers, and classroom teachers to identify an appropriate reading grade level placement for students, and to identify strengths and weaknesses in word recognition and comprehension. In recent years, a number of studies have examined its validity and reliability. This article gives a comprehensive review of this research. Based on the findings of this review, suggestions of ways the teacher can improve the validity and reliability of existing informal reading inventories are provided, along with suggestions for evaluating reliability and validity of newly published IRIs.

A SURVEY OF WRITING INSTRUCTION IN ELEMENTARY LANGUAGE ARTS CLASSROOMS

Abstract The purpose of the study was (1) to determine to what extent children, in a large southern state, are given opportunities to engage in process writing, and (2) to determine whether teachers have incorporated activities and strategies supported by current research findings on process writing into their language arts programs. A survey of teachers in randomly selected counties was conducted to determine and analyze the following information: 1. sources of content and instructional materials used in the language arts curriculum. 2. organizational patterns used in language arts instruction. 3. time spent in various types of writing. 4. time spent in each of the stages of process writing. Data collected from the surveys indicated a textbook orientation to language instruction, small amounts of time spent in prewriting or writing activities, and a preference for teacher-controlled writing processes, such as teacher selection of writing topics and teacher editing of student writing. Factors that mitigat...

99 Multiple Meaning Words for Primary Students and Ways to Teach Them.

The cumulative first grade word lists from three widely‐used basal series were combined and alphabetized through the use of a computer program. Of the 255 words common to all three lists, 228 (almost 90%) had multiple meanings. From these a basic list of 99 multiple meaning words was selected by applying three criteria: (a) all or most definitions of the word could be related to primary grade childrens experiences; (b) the word was used as more than one part of speech; and (c) the word had four or more different definitions. Activities to develop childrens knowledge of the multiple meanings of words are suggested through the use of pictures and objects, picture dictionaires and concept books, semantic mapping, and sentence context.

A Comparison of Two Methods of Direct Instruction of Preservice Teachers.

Two methods of delivering direct instruction were compared. Thirty-seven randomly selected juniors enrolled in a reading methods course were trained to use the Directed Reading Activity (DRA) delivered by lecture and discussion and were compared with 37 juniors instructed with videotape and simulation on their classroom teaching performance measured by a systematic observation in strument. Although there were no short-term differences in the performance of the two instruc tional groups, those instructed with videotape and simulation retained and used the information better over a longer period.

Humorous Literature: Motivation for Reluctant Readers.

Abstract The purpose of this article is to examine the use of humorous literature with children who are reluctant readers. A rationale for using humorous literature as an aid in developing word recognition and reading fluency is presented, followed by descriptions of various types of humor found in childrens tradebooks and suggestions for ways to motivate children to participate in repeated readings. An extensive bibliography of books in each of the categories of humor described in the article is included.