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Direct linkLopuch, Jeremy Jon – ProQuest LLC, 2016
The purpose of this study was to examine the effects of diagnostic formative assessment feedback on early literacy skills. The participants were 12 first-grade general education teachers and 51 of their students who were assigned to the following treatments, diagnostic feedback and skills feedback (control) which lasted for 10 weeks. During the…
Descriptors: Progress Monitoring, Feedback (Response), Emergent Literacy, Academic Achievement
Lemov, Doug – Jossey-Bass, An Imprint of Wiley, 2010
"Teach Like a Champion" offers effective teaching techniques to help teachers, especially those in their first few years, become champions in the classroom. These powerful techniques are concrete, specific, and are easy to put into action the very next day. Training activities at the end of each chapter help the reader further their…
Descriptors: Teaching Methods, Teacher Expectations of Students, Instructional Development, Academic Achievement
Peer reviewedSimon, C.; Huertas, J. A. – Journal of Visual Impairment & Blindness, 1998
Twenty-six expert adult readers, 13 of whom were blind, were compared for how they perceived and retrieved written information. The study found that braille readers were not limited to the isolated identification of individual braille characters as previously thought, but could integrate greater quantities of written information. Implications for…
Descriptors: Adults, Blindness, Braille, Decoding (Reading)
Download full textNorth Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. – 1998
Published by the state of North Carolina, the purpose of this booklet is to assist teachers as they plan instruction to help students become proficient readers. The booklet contains matrices for comprehension, word identification, and instructional strategies to assist in planning and helping students be successful on the End-of-Grade (EOG) Tests…
Descriptors: Decoding (Reading), Elementary Education, Instructional Development, Matrices
Texas Education Agency, Austin. – 1986
The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…
Descriptors: Basic Skills, Decoding (Reading), Grade 1, Instructional Development
Texas Education Agency, Austin. – 1986
The Texas Educational Assessment of Minimum Skills (TEAMS) was developed by the Texas Education Agency (TEA), in response to Texas House Bill 72 (1984), which mandated a new basic skills assessment program for mathematics, reading, and writing at grades 1, 3, 5, 7, 9 and 11. This is one in a series of Instructional Strategies Guides designed to…
Descriptors: Basic Skills, Behavioral Objectives, Decoding (Reading), Grade 3
