1,720,961 research outputs found
Matching Interventions to Reading Needs: A Case for Differentiation
No full textAuthor's final draft after peer reviewThe purpose of this article is to highlight the importance of providing reading
interventions that are differentiated and aligned with an individual student’s most foundational
reading need. The authors present profiles of different readers and suggest three principal areas
for support: decoding words, reading at an appropriate rate, and comprehending text. In addition
to describing differentiated interventions, related classroom instructional techniques are also
recommended.University of Delaware. School of Education
The Push for More Challenging Texts: An Analysis of Early Readers’ Rate, Accuracy, and Comprehension
No full textPublisher's PDF.The purpose of the study was to examine the relationship between the challenge
level of text and early readers’ reading comprehension. This relationship was also
examined with consideration to students’ word recognition accuracy and read-
ing rate. Participants included 636 students, in Grades 1–3, in a southeastern
state. Results suggest that students reading texts well above their actual grade
levels, even with sufficient accuracy scores, scored significantly lower on com-
prehension than students reading texts at their actual grade level. This result
also held regardless of students’ reading rates. Findings signal the importance of
considering text level during instruction and suggest some caution is warranted
when pushing students into texts well above their grade levels.University of Delaware. School of Education
Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners
No full textAuthor's manuscriptThe purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a
professional development program and early reading intervention delivered via webcam
technology could support English learners’ early reading progress. Participants for the current
study were drawn from a larger three-year randomized controlled trial and included 108 English
learners (ELs) from 47 classrooms randomly assigned to treatment and control conditions.
Teachers in treatment classrooms used the TRI in one-on-one sessions in the regular classroom
for approximately 15 minutes per day. Weekly, and later, biweekly webcam coaching sessions
between the TRI coach and each classroom teacher allowed the coach to interact with both the
teacher and student in real time, and allowed classroom teachers to receive real-time feedback
from the coach. Two-level hierarchical linear models suggested that ELs struggling with learning
to read in intervention classrooms significantly outperformed their peers in control classrooms on
word-level measures of early reading with effect sizes of .43 and .45, but not on text-level
measures. Results also suggested that ELs struggling with learning to read were gaining at the
same rate as their non-struggling peers, but they were not able to catch up within the study yearUniversity of Delaware. School of Education
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Federal Funding Matters: Does Type of Reading Excellence Act Initiative and School Effectiveness Predict Kindergarten Through Second-Grade Students' Two-Year Reading Growth?
Full text linkThe research questions were: (a) Is there a relationship between Type of Reading Excellence Act (REA) Initiative and kindergarten through second-grade students' two-year reading growth; (b) Is there a relationship between School Effectiveness and kindergarten through second-grade students' two-year reading growth; and (c) Is there a combined effect of Type of REA Initiative and School Effectiveness on kindergarten through second-grade students' two-year reading growth? Type of REA Initiative was conceptualized by two dimensions--degree of initiative structure and degree of support for teachers' learning of the initiative. Using a two-year longitudinal design, data were collected at 16 REA schools in seven different districts. Children who began school in kindergarten, first, or second grade were followed into first, second, or third grade. Four child reading assessments were administered to students at the beginning, middle, and end of each of the two years. Questionnaires were completed by principals at the end of each of the two years. Site-based literacy facilitators maintained REA Staff Development Logs which they turned in at the end of Year 1 and end of Year 2. A series of hierarchical linear models was conducted in stages, first examining effects in relation to Instructional Reading Level growth, and then in relation to selected reading subprocess growth. Main conclusions were the following: (a) Degree of REA initiative structure and extent of school effectiveness had a combined affect on the amount of Instructional Reading Level growth students made. Students who made the most Instructional Reading Level growth were from schools with REA initiatives with low structure and high degrees of school effectiveness. (b) Degree of support for teachers' learning and extent of school effectiveness had a combined affect on the amount of Instructional Reading Level growth students made. Students who made the most Instructional Reading Level growth were from schools with high degrees of support for teachers' learning and low degrees of school effectiveness. (c) Neither type of REA initiative (degree of structure or degree of support) nor how effective a school was significantly related to growth in the reading subprocess outcomes, except for Phonics Knowledge.Doctor of Philosoph
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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