ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Reading Rates and Comprehension through Timed Repeated Reading
Author: Chang, Anna C-S.
Date: 2013-10-00
Type: Journal Articles
Subjects: Reading Rate,Reading Improvement,Reading Comprehension,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Instructional Effectiveness,Reading Fluency,Reading Research,Foreign Countries,College Students,Vocabulary,Language Tests,Pretests Posttests

Thirteen English as a foreign language students read 26 passages during a 13-week period. Each passage was read five times, and students answered comprehension questions after the first and the fifth reading. Another 13 students read the same number of passages but without repetition and only answered the comprehension questions once. All students were tested based on two practiced texts and one unpracticed text before and after the intervention. The results of reading rates showed that the repeated reading students increased 47 words and 45 words per minute in the practiced and unpracticed texts respectively, but the non-repeated students increased 13 and 7 words only. The comprehension levels of the repeated reading students improved 19% and 17% for the practiced and unpracticed texts, but this was 5% and 3% for the non-repeated reading students. Possible reasons for the higher gains compared to previous studies are discussed. (Contains 8 tables and 3 notes.)
Factors Underlying Second Language Reading Motivation of Adult EAP Students
Author: Komiyama, Reiko
Date: 2013-10-00
Type: Journal Articles
Subjects: English for Academic Purposes,Second Language Instruction,Second Language Learning,Learning Motivation,Surveys,Factor Analysis,Reading Motivation,Intensive Language Courses,College Students,Factor Structure,Goodness of Fit,Questionnaires

Characteristics of English for Academic Purposes students' second language (L2) motivation were examined by identifying underlying motivational factors. Using the motivation constructs created by first language reading researchers, a survey was developed and administered to 2,018 students from 53 English language programs in the U.S. Survey responses were analyzed through exploratory and confirmatory factor analyses. Results indicate that a five-factor structure was best for interpreting the data, accounting for approximately 44% of the total variance. The identified factors included one intrinsically-oriented factor (Intrinsic Motivation) and four extrinsically-oriented factors (Drive to Excel, Academic Compliance, Test Compliance, Social Sharing). The results support the multidimensional nature of L2 reading motivation and the importance of intrinsic motivation in explaining L2 reading motivation. (Contains 9 tables.)
Reading as a Social Interactive Process: The Impact of Shadow-Reading in L2 Classrooms
Author: Commander, Millie
Date: 2013-10-00
Type: Journal Articles
Subjects: Reading Comprehension,Second Language Learning,College Students,Reading Processes,Peer Relationship,Retention (Psychology),Statistical Analysis,Qualitative Research,Cooperative Learning,Second Language Instruction,Teaching Methods,Story Telling,Word Recognition,Reading Strategies,Sociocultural Patterns,Spanish Speaking,English (Second Language),Inferences,Mixed Methods Research

Unlike research in reading which focuses on data from individuals reading independently, this study identified second language (L2) college students' reading processes that occurred within dyadic peer interactions during shadow-reading, a collaborative procedure based on repetition and summarizing. Also, written retellings (immediate and delayed) were collected to assess the impact of shadow-reading on comprehension and retention. The qualitative analysis of the data was based on the collaborative talk that occurred as partners either attempted to resolve language-related problems in the text or discussed idea-related situations. This analysis revealed comprehension-enabling and comprehension-building processes. The quantitative analysis was based on a numerical assessment of the retellings of the shadow-reading participants and of another group, who read the text individually, without shadow-reading. The shadow-reading group performed significantly better in both conditions, immediate (&quot;p&quot; less than 0.037) and delayed (&quot;p&quot; less than 0.004). The pedagogical implications of the use of shadowing in L2 classrooms are discussed. (Contains 2 tables.)
L2 Extensive Reading and Flow: Clarifying the Relationship
Author: Kirchhoff, Cheryl
Date: 2013-10-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Reading Processes,Reading Motivation,Learning Motivation,Reading Instruction,English (Second Language),Japanese,Native Language,Correlation,Reading Materials,Questionnaires,Learning Theories,Feedback (Response),College Students,Foreign Countries,Student Attitudes

Among foreign language educators interest in extensive reading is growing along with questions about learner motivation to read. Maintaining learner motivation over long periods of time is influenced by many variables suggesting that multiple means of stimulating motivation is needed. The psychological theory of flow has been suggested to influence motivation and engagement in reading. This study examined Japanese learners of English in extensive reading classes to see if they perceived to experiencing flow, the conditions that enabled flow, and if experiencing flow influenced their motivation to spend more time reading. The findings showed that these learners often perceived to experiencing flow while reading graded readers, however, greater frequency of flow-like experiences did not correlate with greater amounts of time spent reading. (Contains 4 tables and 3 figures.)
A Case Study of Extensive Reading with an Unmotivated L2 Reader
Author: Ro, Eunseok
Date: 2013-10-00
Type: Journal Articles
Subjects: Case Studies,Reading Motivation,English (Second Language),Second Language Instruction,Second Language Learning,Linguistic Input,Anxiety,Questionnaires,Interviews,Audio Equipment,Content Analysis,Teaching Methods,Korean,Native Language,Qualitative Research,Foreign Countries

Extensive reading is gaining credibility as an effective way of boosting students' affect especially in an English as a Foreign Language (EFL) context where access to a second language (L2) input is minimal. This study uses a pattern-matching, single case study research design to examine an adult reader's motivation and anxiety shifts towards second language reading. Motivation and anxiety were measured through three self-reported questionnaires, three interviews, and observations in 24 extensive reading sessions over an 8-week period. A total of 174 minutes of interviews were audio-taped, transcribed, and analyzed through content analysis. Results suggest that pleasure reading lowered the participant's fears while increasing motivation towards second language reading. Moreover, the contributing factors for anxiety reduction (confidence, comfort or ease, and enjoyment) and motivation enhancement (convenience or accessibility, satisfaction, comfort or ease, enjoyment, and usefulness) as well as the pedagogical implications for teaching unmotivated readers are discussed. (Contains 3 tables and 2 figures.)
Learning to Look for the Standards for Mathematical Practice
Author: Graybeal, Christy D.
Date: 2013-00-00
Type: Journal Articles
Subjects: State Standards,Mathematical Applications,Mathematics Education,Educational Practices,Technology Uses in Education,Handheld Devices,Preservice Teacher Education,Preschool Teachers,Educational Needs,Skill Analysis,Special Education Teachers,Elementary School Teachers,Knowledge Base for Teaching,Familiarity,Program Effectiveness

This article describes how the Common Core Look-fors application for the iPad was used to help preservice early childhood education and elementary/special education teachers learn to look for and recognize student enactment of the Common Core State Standards in Mathematics&apos; Standards for Mathematical Practice. After using the iPad application for one semester in their college course and in their internships, the pre-service teachers reported that the application helped them to understand and identify the Standards for Mathematical Practice. (Contains 2 figures.)
Effective Extensive Reading outside the Classroom: A Large-Scale Experiment
Author: Robb, Thomas
Date: 2013-10-00
Type: Journal Articles
Subjects: Recreational Reading,Foreign Countries,Pretests Posttests,College Students,Achievement Gains,Reading Achievement,Comparative Analysis,Management Systems,Accountability,Homework,English (Second Language),Second Language Instruction,Second Language Learning,Language Tests,Scores,Teaching Methods,Majors (Students),College Faculty

We report on a large-scale implementation of extensive reading (ER) in a university setting in Japan where all students were required to read outside class time as part of their course requirement. A pre/posttest comparison between the 2009 cohort of students who read outside of class and the 2008 cohort who did no outside reading shows that the implementation of ER resulted in highly significant gains. A plug-in module for Moodle called &quot;MoodleReader&quot; was used to hold the students accountable for their reading. A new distinction between &quot;replacement&quot; ER and &quot;additive&quot; ER is introduced. (Contains 5 tables and 4 figures.)
Men Missing from the PK-12 Classroom--A Discussion of Research-Based Explanations
Author: Medford, Lienne
Date: 2013-00-00
Type: Journal Articles
Subjects: Males,Gender Differences,Elementary Secondary Education,Disproportionate Representation,Etiology,Educational Sociology,Career Guidance,Teacher Educators,Teacher Persistence,Vocational Interests,Teaching (Occupation),Career Choice

Both academic studies and the popular press have reported the lack of male teachers in the K-12 teaching force, both in the United States and in much of the world. The number of male teachers in the United States has declined precipitously since the early 20th century. This underrepresentation is particularly highest among primary school teachers and more so among African-American males. This article discusses some of the reasons for this circumstance and describes programs and proposals designed to rectify the situation. (Contains 1 figure.)
Effects of Extensive Reading on Reading Attitudes in a Foreign Language
Author: Yamashita, Junko
Date: 2013-10-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Attitudes,Likert Scales,Questionnaires,Anxiety,Foreign Countries,Second Language Instruction,Undergraduate Students,Student Attitudes,Teaching Methods,Asians,Pretests Posttests

Extensive reading (ER) is an instructional option steadily gaining support and recognition in second language (L2) reading pedagogy. Even though many attempts have been made to unravel the impact of ER on L2 development, there is a paucity of investigation into the affective domains of reading. The current study helps fill this gap by examining the effect of ER on L2 reading attitude. Participants were 61 undergraduates learning English as a foreign language at a Japanese university. Five attitudinal variables were measured using a 22-item questionnaire scored on a Likert scale in the categories of Comfort, Anxiety, Intellectual Value, Practical Value, and Linguistic Value. After the removal of Linguistic Value because of a ceiling effect, the result showed increases in Comfort and Intellectual Value and a decrease in Anxiety, with no effect on Practical Value. Implications for research and pedagogy are discussed. (Contains 1 table and 1 note.)
Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching
Author: Juntunen, Marianne
Date: 2013-06-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Environmental Education,Sustainability,Teaching Methods,Inquiry,Scientific Concepts,Inservice Teacher Education,Science Teachers,Elementary School Science,Secondary School Science,Teacher Collaboration,Design,Foreign Countries,Sustainable Development

The purpose of this design research is to improve the quality of environmental literacy and sustainability education in chemistry teaching through combining a socio-scientific issue, life-cycle analysis (LCA), with inquiry-based learning (IBL). This first phase of the cyclic design research involved 20 inservice trained chemistry teachers from elementary to high school level and two researchers. The aim was to collaboratively develop and test teaching concepts that the teachers had created within in-service training courses over a period of two years. The research questions were: (i) How to develop concepts of chemistry teaching that combine IBL with LCA? and (ii) What kind of teaching concepts related to LCA do chemistry teachers develop in their own practice? The study presents a framework for the development process of new practices in chemistry teaching. The findings reveal that teachers can combine LCA with IBL on all school levels in several different ways. The most popular approach was a project-based student-centered inquiry concept, which combined social and personal teaching strategies. The study suggests that LCA-IBL approaches should be implemented into chemistry education at all school levels. The opportunities to foster several modern educational goals, including scientific literacy and sustainability competence, are also discussed. (Contains 3 figures and 1 table.)
The Reader-Text-Writer Interaction: L2 Japanese Learners' Response toward Graded Readers
Author: Tabata-Sandom, Mitsue
Date: 2013-10-00
Type: Journal Articles
Subjects: Task Analysis,Second Language Learning,Japanese,Second Language Instruction,Reader Text Relationship,Linguistic Input,Teaching Methods,Reading Fluency,Focus Groups,Writing (Composition),Reading Materials,Student Attitudes,Protocol Analysis,Instructional Effectiveness,Foreign Countries,College Students,Questionnaires,Interviews

This paper reports on two projects which investigated graded readers (GRs) as meaningful input for learners of Japanese as a foreign language (JFL). Project One examined the intentions of six writers of Japanese GRs. A focus group interview demonstrated that the writers had a genuine communicative intent in the writing process. Project Two investigated how fourteen learners of JFL responded to the GRs produced by these writers. Most participants welcomed lexical simplification in the GRs and their think-aloud protocols indicated that they experienced an effortless reading process with the GRs. This implies that GRs can be productive reading materials for JFL reading fluency development. In the affective domain, the less proficient participants tended to react favourably to the writers' communicative intent, whereas advanced participants demonstrated negative perceptions toward reading the GRs. The paper argues that the potential of GRs as meaningful input for learners of JFL is maximized when their efficacy is explicitly taught. (Contains 2 tables, 1 figure, and 3 notes.)
Readings on L2 Reading: Publications in Other Venues 2012-2013
Author: Brantmeier, Cindy, Ed.
Date: 2013-10-00
Type: Journal Articles
Subjects: Second Language Instruction,Second Language Learning,Reading Processes,Reading Research,Annotated Bibliographies

This feature offers an archive of articles and books published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It deals with any topic within the scope of &quot;RFL&quot; and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
Problem-Based Learning for the Pre-Service Teacher
Author: Barron, Lisa
Date: 2013-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Preservice Teachers,Preservice Teacher Education,Foundations of Education,Education Courses,Educational Strategies,Skill Development,Teaching Skills,Teamwork,Instructional Development,Teaching Methods

As a part of the Ready2Teach teacher education redesign of the Tennessee Board of Regents, Problem-Based Learning (PBL) has been implemented in the Foundations of Education courses of some universities. PBLs require teacher candidates to work in groups to research best practices and strategies that they would use to deal with real-world situations as beginning teachers. This paper describes how a PBL was successfully utilized in a course, as well as guidelines for use, suggestions for implementation, and the challenges of group work. PBLs are presented as a viable method to help teacher candidates develop skills they will need to enter the teaching profession. (Contains 1 table.)
Teacher Efficacy and Practice in Meeting the Needs of Diverse Learners: How Do Partnerships Support Teachers?
Author: Beasley, Jennifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Self Efficacy,Educational Practices,Teaching Styles,Beliefs,Student Needs,Elementary School Teachers,Teacher Surveys,Likert Scales,Educational Strategies,Individualized Instruction,Student Participation,College School Cooperation,Student Diversity

This study examined elementary teacher beliefs and reported practices in meeting the needs of diverse  learners in one school district served by university partnerships. Elementary classroom teachers surveyed  (139) reported (a) how their practice is shaped by student needs, (b) use of instructional strategies with  diverse students, (c) feelings of self-efficacy when meeting needs of students, and (d) beliefs about  differentiating instruction. Results indicated that teachers impacted directly by partnerships beginning in  pre-service years were more likely to take the needs of students into account when planning instruction,  use a variety of strategies to differentiate instruction, and feel that they influenced their students' learning. (Contains 2 figures.)
Usage, Barriers, and Training of Web 2.0 Technology Applications
Author: Pritchett, Christopher G.
Date: 2013-00-00
Type: Journal Articles
Subjects: Barriers,Web 2.0 Technologies,Educational Technology,Technology Uses in Education,Technology Education,Technological Literacy,Inservice Teacher Education,Teacher Surveys,Change Strategies,Technology Integration,Teacher Certification,Teacher Attitudes,Use Studies

This research study was designed to determine the degree of use of Web 2.0 technology applications by certified education professionals and examine differences among various groups as well as reasons for these differences. A quantitative survey instrument was developed to gather demographic information and data. Participants reported they would be more likely to use technology with training/professional development. The highest reported barriers preventing the use of Web 2.0 technology applications were a lack of time, lack of necessary knowledge and skills, and budget constraints. Professional development is needed for certified educators; it should address how to use and implement technology. (Contains 3 tables.)
Beyond Graduation: The Sustainability of New Pedagogy and Other Lessons Learned during a Short-Term Student Teaching Abroad
Author: Lupi, Marsha H.
Date: 2013-00-00
Type: Journal Articles
Subjects: Sustainability,Teaching Experience,Student Teaching,International Educational Exchange,Pedagogical Content Knowledge,Teaching Skills,Alumni,Reflection,Graduate Surveys,Overseas Employment,Program Effectiveness,Student Surveys,Foreign Countries,Personal Narratives,Mixed Methods Research,Internship Programs

The purpose of this study was to determine the continued impact of a short-term international student teaching experience on participants during the first five years following graduation from their teacher preparation program. We investigated the sustainability of pedagogical skills and personal growth through a comparison of alumni initial reflections two weeks after returning from student teaching abroad with reflections while in actual practice as teachers. The study revealed the experience did make a difference and continued to be important to alumni pedagogy, cultural understanding, global awareness, and personal growth post-graduation. (Contains 3 tables.)
Families Speak to Early Childhood Teachers: Impressions and Expectations
Author: Thomas, Suzanne B.
Date: 2013-00-00
Type: Journal Articles
Subjects: Family School Relationship,Parent Teacher Cooperation,Special Needs Students,Accessibility (for Disabled),Expectation,Interviews,Family Attitudes,Teacher Characteristics,Teacher Competencies,Racial Differences,Gender Differences,Attitudes toward Disabilities,Qualitative Research,Early Childhood Education,Children

Investigators interviewed 54 families of children with disabilities ages seven through nine to examine the expectations that families of young children hold for their child's teacher. Responses themes were examined to determine if a pattern existed between families of different groups of children. Results reveal many families expressed true gratitude for the support provided to both the family and the child by their teacher. Nonetheless, regardless of the child's gender, ethnicity or disabling conditions, families valued teachers who had open communication and who demonstrated respect, patience and caring for their child and the family. (Contains 3 tables and 2 figures.)
Another Philadelphia Story: Mobilizing Resistance and Widening the Educational Imagination in the Midst of Corporate Assault on the Public Sphere
Author: Fine, Michelle
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational History,Activism,Minority Groups,Equal Education,Success,Meetings,Social Problems,Action Research,Disadvantaged,Corporations,Public Policy,Academic Aspiration,Political Attitudes,Racial Bias,Educational Change,Urban Education,Innovation

Information about the MIT Media Lab PLATFORM, a Summit of Innovators, is presented. This Summit was comprised of engineers, computer scientists, coders, activists, designers, and technology wizards, a gathering of people of color who have been remarkably successful, provocative, and creative against the odds. The event enabled the author and other Summit participants to address the long recognized history of struggle for educational justice in Philadelphia. It also enabled them to look into the social condition of the city, as well as the condition of the education system. At the Summit, the author presented the work of the Public Science Project at the Graduate Center, CUNY, where researchers, activists, and everyday youth undertake critical participatory action research for and with those who have experienced the sharp racialized edge of policy-based dispossession. She explained that for 30 years she has been conducting research on youth in Philadelphia, New York, Newark, and in California, whose things--dreams, lives, institutions, and communities--had indeed been broken by drive-by &quot;innovators&quot; who may have thought they had a good idea, or simply sought to profit, but carried no sense of respect for the people who had to live through their experiments. She concludes by stating that throughout the U.S. and globally, communities of color, poverty and disenfranchisement are contending with well-financed corporate circuits of dispossession, implemented through technologies of government and public policy. Resisting together, educators, parents, community activists, students, universities, artists, and independent media must link arms within their cities, across lines of struggle, and also across cities to struggle together against corporate takeover, while nurturing the popular imagination for what could be.