ethanporcaro/eric-fulltext-meta huggingface dataset:
Summary of Recommendation 1 from the WWC Practice Guide &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices&quot;
Author: Nebraska Department of Education
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Adolescents,Literacy,Direct Instruction,Vocabulary,Repetition,Discussion (Teaching Technique),Writing (Composition),Reading,Learning Strategies,Elementary Secondary Education

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices,&quot; is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It includes five specific recommendations for educators and the quality of evidence that supports these recommendations. This brief summary report focuses on the first of the five recommendations: Provide explicit vocabulary instruction. Explicit vocabulary instruction should be a part of all content-area classes. This type of instruction teaches students strategies for deciphering the meaning of new words, resulting in stronger independent reading skills due to an improved ability to construct the meaning of a text. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027,&quot; see ED502398.]
Summary of Recommendation 3 from the WWC Practice Guide &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices&quot;
Author: Nebraska Department of Education
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Adolescents,Literacy,Elementary Secondary Education,Discussion (Teaching Technique),Reading Comprehension,Teaching Methods,Questioning Techniques

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices,&quot; is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It includes five specific recommendations for educators and the quality of evidence that supports these recommendations. This brief summary report focuses on the third of the five recommendations: Provide opportunities for extended discussion of text meaning and interpretation. Providing students with the opportunity to participate in effective discussions regarding the significance or meaning of a text in all content areas is a way to improve reading comprehension. Teachers may guide a whole classroom discussion or monitor students as they discuss in small groups. Effective discussions may include constructing comprehension and investigating outcomes both through cognition, relating what one knows, and listening to what others have to say. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027,&quot; see ED502398.]
Summary of Recommendation 4 from the WWC Practice Guide &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices&quot;
Author: Nebraska Department of Education
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Adolescents,Literacy,Elementary Secondary Education,Student Motivation,Learner Engagement,Teaching Methods,Behavioral Objectives,Classroom Environment,Personal Autonomy,Relevance (Education),Reading

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices,&quot; is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It includes five specific recommendations for educators and the quality of evidence that supports these recommendations. This brief summary report focuses on the fourth of the five recommendations: Increase student motivation and engagement in literacy learning. Instructional methods should interest students in reading and encourage them to learn. Teachers need to support students in developing reading comprehension skills, thereby increasing student confidence levels and learning abilities. The classroom environment should encourage students to embrace a growth mindset, independent learning, and a transfer of knowledge between assignments and contents. Literacy experiences should be focused on real-world applications and high-interest topics. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027,&quot; see ED502398.]
Summary of Recommendation 5 from the WWC Practice Guide &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices&quot;
Author: Nebraska Department of Education
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Adolescents,Literacy,Elementary Secondary Education,Individualized Instruction,Reading Difficulties,Intervention,Reading Instruction,Identification,Diagnostic Tests,Reading Comprehension,Reflection

The goal of the What Works Clearinghouse (WWC) Practice Guide, &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices,&quot; is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. It includes five specific recommendations for educators and the quality of evidence that supports these recommendations. This brief summary report focuses on the fifth of the five recommendations: Make available intensive and individualized interventions for struggling readers that can be provided by trained specialists. Students may require more support than they receive through general classroom instruction. Students who cannot meet learning goals often need rigorous and customized interventions provided by trained reading specialists. These interventions aid students in developing reading and writing skills that will help them meet learning goals. Identify struggling readers using an evaluation test or a benchmark score on a reading test in collaboration with an examination that is conducted, graded, and defined by a reading specialist. Each student struggling with literacy may have a different need, so interventions must be individualized. The purpose of the intensive intervention is to accelerate the student's ability to access grade-level materials independently. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027,&quot; see ED502398.]
Summary of Recommendation 1 from the WWC Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot;
Author: Nebraska Department of Education
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Elementary School Students,Screening Tests,Reading Tests,Progress Monitoring,Reading Difficulties,At Risk Students,Decision Making,Data Use,Formative Evaluation,Reading Instruction,Intervention,Benchmarking,Inservice Teacher Education,Elementary School Teachers

The What Works Clearinghouse (WWC) Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot; addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. This document focuses on the first of the five recommendations: Screen for reading problems and monitor progress. This recommendation suggests that districts should administer early reading formative assessments, in English, to English learners, regardless of the learner's English oral proficiency. Assessments should measure phonological processing, letter knowledge, and word and text reading. Districts should use the assessment data to better identify English learners who may require additional support in gaining reading proficiency. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011&quot;, see ED497258.]
Summary of Recommendation 1 from the WWC Practice Guide &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2010-09-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Reading Improvement,Primary Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Instruction,Reading Strategies,Teaching Methods

The WWC practice guide &quot;Improving Reading Comprehension in Kindergarten Through 3rd Grade&quot; developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the summary of Recommendation one of the five: &quot;Teach students how to use reading comprehension strategies.&quot; The recommendation suggests that comprehension strategies help readers build understanding, overcome difficulties in comprehending a text, and compensate for weak or imperfect knowledge related to the text. These strategies can be taught one by one or in combination, as both approaches have been shown to improve reading comprehension. Teachers should choose the approach they are most comfortable with in the classroom. Teachers should also gradually release responsibility to help students learn to use comprehension strategies independently. Yet teachers should keep in mind that students will differ in the extent of modeling or support they need in order to use strategies effectively. This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038,&quot; see ED512029.]
Summary of Recommendation 2 from the WWC Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot;
Author: Nebraska Department of Education
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Elementary School Students,Reading Difficulties,Reading Instruction,Small Group Instruction,Intervention,At Risk Students,Direct Instruction,Training,Elementary School Teachers,School Personnel,Program Implementation

The What Works Clearinghouse (WWC) Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot; addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. This document focuses on Recommendation 2: Provide intensive small-group reading interventions. This recommendation suggests that English learners who are at risk for reading problems should receive focused and intensive small-group instruction. Placements in groups should be determined by reading assessment data. The primary focus should be explicit vocabulary and comprehension instruction. In addition, the five core reading elements of phonological awareness, phonics, reading fluency, vocabulary, and comprehension should also be addressed. Teachers and specialists need extensive training and must work together to coordinate services for English learners. This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011,&quot; see ED497258.]
Summary of Recommendation 3 from the WWC Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot;
Author: Nebraska Department of Education
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Elementary School Students,Vocabulary,Evidence Based Practice,Word Lists

The What Works Clearinghouse (WWC) Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades,&quot; addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. This document focuses on Recommendation 3: Provide extensive and varied vocabulary instruction. The recommendation suggests that in order to be considered high quality, vocabulary instruction for English learners should be provided consistently and though all content areas. Students should receive in-depth instruction on essential content words as well as on the meaning of common words and phrases not yet learned. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011,&quot; see ED497258.]
Summary of Recommendation 4 from the WWC Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot;
Author: Nebraska Department of Education
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Elementary School Students,Academic Language,Integrated Curriculum,Core Curriculum,Faculty Development,Elementary School Teachers,Block Scheduling

The What Works Clearinghouse (WWC) Practice Guide, &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot; addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. This document provides a summary of Recommendation 4: Develop academic English. The recommendation suggests that beginning in the primary grades, the development of academic English should be a main instructional goal for English learners. To support this goal, teachers need access to curricula resources in addition to relevant training and professional development opportunities. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011,&quot; see ED497258.]
Summary of Recommendation 5 from the WWC Practice Guide &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot;
Author: Nebraska Department of Education
Date: 2007-07-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Instruction,Literacy,Elementary School Students,Peer Teaching,Scheduling,Reading Instruction,Language Arts

The What Works Clearinghouse (WWC) Practice Guide, &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades&quot; addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. This document provides a summary of Recommendation 5: Schedule regular peer-assisted learning opportunities. The recommendation suggests that English learners should be provided with 90 minutes a week to participate in peer learning. Pairs should include students who have different English proficiencies or ability levels. Peer learning should provide time for English learners to practice and extend their learning. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011,&quot; see ED497258.]
Summary of Recommendation 2 from the WWC Practice Guide &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade&quot;
Author: Nebraska Department of Education
Date: 2010-09-00
Type: Guides - Classroom - Teacher
Subjects: Reading Comprehension,Reading Improvement,Primary Education,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Reading Instruction,Teaching Methods,Text Structure,Expository Writing

The WWC practice guide &quot;Improving Reading Comprehension in Kindergarten Through 3rd Grade&quot; presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This document focuses on a summary of Recommendation 2: &quot;Teach students to identify and use the text's organizational structure to comprehend, learn, and remember content.&quot; The brief summary suggests that teaching students to recognize the structure of a text aids in comprehension and recall of content. Providing this type of instruction can help students extract and construct meaning while they are reading. Students can begin to develop a sense of the structure of text as early as kindergarten, and, although instruction in kindergarten is typically based on narrative text, students in the early grades should also be exposed to informational text because its structure can build their understanding and recall of key points. Teachers should guide learning in recognizing text structure by gradually releasing responsibility, keeping the goal of independent reading in mind. This involves guiding students to draw on what they know about structure to help them understand more complex texts. This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For &quot;Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038,&quot; see ED512029.]
Impact of the Use of Laboratories on EFL Teaching in Primary School
Author: Reyes, Venecia Tejada
Date: 2019-07-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Laboratories,Teaching Methods,Academic Achievement,Student Participation,Educational Environment,Language Usage,Elementary School Students,Learning Motivation,Community Centers,Foreign Countries,History

The purpose of this research was to analyze Impact of the Use of Laboratories on EFL Teaching in Primary School. The motivation of the student is one of the fundamental pillars to achieve academic success in the teaching of any subject and fundamentally in that of a second language. Implementing a language laboratory in your school creates a learning environment much more effective than traditional classroom teaching. In addition to enhancing the abilities of students, allows a high degree of immersion and attention to diversity. A language laboratory, or classroom network, encourages student participation and the integration of different exercises in the language. So the results showed that the most effective way to learn a language is to practice it. Concluding that in a certain way learning languages, it is comparable with learning to swim. Since theoretical knowledge is important but without practice, it will not help. and that is why, the use of the language laboratory is the best solution to be able to learn languages successfully.