Middle school reading teachers in a south Texas school district were surveyed to obtain a clearer understanding of one-to-one mobile device usage in the middle school reading classroom specifically regarding collaborative and active learning environments. The theoretical framework reviewed emerging learning theories that have steered effective…

How can busy teachers successfully manage the complex task of assessing their students' reading comprehension? This invaluable book--the first stand-alone guide on the topic--presents reliable, research-supported guidelines and procedures for K-6 teachers to use in the classroom. Through practical tips and realistic examples, the book demonstrates…

A problem solving procedure known as the Tab Item was used with 21 undergraduate education majors who minored in reading to give the students an opportunity to apply their knowledge in a nonthreatening environment. The problem solving activity centered on a hypothetical fourth grade teaching position that opened at midyear. The students were told…

This manual is intended as a handbook for reading teachers and others who are serving as presenters in workshops designed to help classroom teachers solve student reading-related problems. Following a depiction of the Independent Classroom Problem-Solving Model, the basis of the workshops, the manual outlines each step of the model by giving…

The traditional practice of having students read or respond to questions in turn is questioned. Research suggests that teacher effectiveness improves when teachers clearly explain the task at hand before children respond. (PP)

In this article, findings from case study research of two effective literacy teachers are presented in order to describe in rich detail the nature of effective scaffolding. The teachers worked one-to-one with first-grade students who were experiencing extreme difficulty in learning to read. The complexity of scaffolding is described in terms of…

Cognitive apprenticeships have three essential characteristics: (1) they make use of the learner's prior knowledge; (2) they allow that learned procedures for solving problems may be modified in new situations; and (3) they acknowledge that individuals generate their own solution paths, often through a collaborative process. Preservice elementary…