Book•
Preventing reading difficulties in young children
01 Jan 1998-
TL;DR: This chapter discusses strategies for helping children with Reading Difficulties in Grades 1 to 3, as well as recommendations for practice and research.
Abstract: 1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index
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16 May 2003TL;DR: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines as mentioned in this paper.
Abstract: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.
7,211 citations
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19 Nov 2008TL;DR: This meta-analyses presents a meta-analysis of the contributions from the home, the school, and the curricula to create a picture of visible teaching and visible learning in the post-modern world.
Abstract: Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References
6,776 citations
01 Jan 2000
TL;DR: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction Table of Table 1.1 as discussed by the authors, and Table 2.1...
Abstract: TEACHING CHILDREN TO READ: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Table of
5,111 citations
TL;DR: A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills, while measures of socioemotional behaviors were generally insignificant predictors of later academic performance.
Abstract: Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds
4,384 citations
Cites background or methods or result from "Preventing reading difficulties in ..."
...Achievement in the middle- and high-school years involves increasingly complex reading and mathematical tasks, and it may be that general cognitive skills, particularly oral language and conceptual abilities, are crucial for comprehension and advanced problem solving (Baroody, 2003; Ferrari & Sternberg, 1998; Hiebert & Wearne, 1996; NICHD Early Child Care Research Network, 2005b; Scarborough, 2001; Snow et al., 1998; Storch & Whitehurst, 2002; Whitehurst & Lonigan, 1998)....
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...Young Children, 50, 30–39....
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...Basic oral language skills become critical for understanding texts as the level of difficulty of reading passages increases (NICHD Early Child Care Research Network, 2005b; Scarborough, 2001; Snow et al, 1998; Storch & Whitehurst, 2002; Whitehurst & Lonigan, 1998)....
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...…are consistent with the recommendations endorsed by the National Association for the Education of Young Children and the National Council of Teachers of Mathematics (2002) and the National Research Council’s Committee on the Prevention of Reading Difficulties in Young Children (Snow et al., 1998)....
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...The National Research Council’s Committee on the Prevention of Reading Difficulties in Young Children recommends providing environments that promote preliteracy skills for all preschool children (Snow, Burns, & Griffin, 1998)....
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01 Jan 2004
TL;DR: Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society.
Abstract: To maintain their own health and the health of their families and communities, consumers rely heavily on the health information that is available to them. This information is at the core of the partnerships that patients and their families forge with today?s complex modern health systems. This information may be provided in a variety of forms ? ranging from a discussion between a patient and a health care provider to a health promotion advertisement, a consent form, or one of many other forms of health communication common in our society. Yet millions of Americans cannot understand or act upon this information. To address this problem, the field of health literacy brings together research and practice from diverse fields including education, health services, and social and cultural sciences, and the many organizations whose actions can improve or impede health literacy. Health Literacy: Prescription to End Confusion examines the body of knowledge that applies to the field of health literacy, and recommends actions to promote a health literate society. By examining the extent of limited health literacy and the ways to improve it, we can improve the health of individuals and populations.
4,107 citations
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TL;DR: Marilyn Adams proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction.
Abstract: "Beginning to Read reconciles the debate that has divided theorists for decades over what is the "right" way to help children learn to read Drawing on a rich array of research on the nature and development of reading proficiency, Marilyn Adams shows educators that they need not remain trapped in the phonics versus teaching-formeaning dilemma and offers instructional alternatives She proposes that phonies can work together with the "whole language" approach to teaching reading and provides an integrated treatment of the knowledge and processes involved in skillful reading, the issues surrounding their acquisition, and the implications for reading instruction Broad in scope and clearly written, "Beginning to Read provides fresh insights into the relationship between thinking and learning Developing the new connectionist theory as it relates to reading and its acquisition, Adams underscores the automatic nature of print perception in skillful readers while contrasting it with the attentive thought required for conceptual learning and understanding Adams reviews the history of debate over approaches to reading instruction as well as the research on their effectiveness, She consistently integrates instructional concerns with meticulous attention to research and theory from education, developmental and cognitive psychology, and linguistics Throughout, she emphasizes the interdependence of meaning appreciation and orthographic facility in both fluent reading and its acquisition Relevant learning theory is presented along with discussion of the roles of experience, practice, direct instruction, rules, thinking and understanding Adams stresses the importance of preschool language andliteracy experiences and includes descriptions of those that will best prepare children for reading instruction Marilyn Jager Adams is a Senior Scientist at Bolt Beranek and Newman Inc She was Principal Author and Curriculum Coordinator/Editor for the five volume classroom instruction series, "Odyssey: A Curriculum for Thinking Beginning to Read was developed in conjunction with the Reading Research and Education Center at the University of Illinois at Urbana-Champaign Learning, Development, and Conceptual Change series
5,342 citations
TL;DR: A model of information processing in reading is described in which visual information is transformed through a series of processing stages involving visual, phonological and episodic memory systems until it is finally comprehended in the semantic system.
3,825 citations
TL;DR: A parallel distributed processing model of visual word recognition and pronunciation is described, which consists of sets of orthographic and phonological units and an interlevel of hidden units and which early in the learning phase corresponds to that of children acquiring word recognition skills.
Abstract: A parallel distributed processing model of visual word recognition and pronunciation is described. The model consists of sets of orthographic and phonological units and an interlevel of hidden units. Weights on connections between units were modified during a training phase using the back-propagation learning algorithm. The model simulates many aspects of human performance, including (a) differences between words in terms of processing difficulty, (b) pronunciation of novel items, (c) differences between readers in terms of word recognition skill, (d) transitions from beginning to skilled reading, and (e) differences in performance on lexical decision and naming tasks. The model's behavior early in the learning phase corresponds to that of children acquiring word recognition skills. Training with a smaller number of hidden units produces output characteristic of many dyslexic readers. Naming is simulated without pronunciation rules, and lexical decisions are simulated without accessing word-level representations. The performance of the model is largely determined by three factors: the nature of the input, a significant fragment of written English; the learning rule, which encodes the implicit structure of the orthography in the weights on connections; and the architecture of the system, which influences the scope of what can be learned.
3,642 citations
Book•
01 Jan 1991
3,217 citations
"Preventing reading difficulties in ..." refers background in this paper
...It is regrettable that schools with these detrimental characteristics continue to exist anywhere in the United States; since these schools often exist in low-income areas, where resources for children's out-of-school learning are limited, the effects can be very detrimental to students' probabilities of becoming skilled readers (Kozol, 1991; Puma et al., 1997; Natriello et al., 1990)....
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