Created: February 2, 2006
Last Modified: August 19, 2013
John Munro and Brenda Dalheim, Studies in Exceptional Learning and Gifted Education, Melbourne Graduate School of Education
List of projectsThese
Action Research projects have been designed by classroom teachers, and
educators (principals, coordinators) in Catholic schools across Melbourne
and by educators (School Advisers, Reading Recovery Tutors and Speech
Pathologists) from CEOM Action Research projects have been grouped into 17 categories: 1.
Self efficacy Project
1
Explicit teaching effects a student's self-efficacy.
Project 30 Giving explicit praise when students self monitor during prose reading increases self efficacy. (Year 1 students) 2.
Word level strategies Project 3 Training in onset and rime units and phonological awareness improves overall reading accuracy. (Year 4 student) Project 6 Improvement in word recognition skills is linked to comprehension, and reading strategies that use rime unit knowledge can readily be transferred to read unknown words. (Years 2 & 3) Project 9 Explicit teaching in the phonological area of rime and systematic strategy training in reading words of two sound units with three letter rimes improves reading accuracy at both the word level and story phase level. (Year 2 students) Project 10 Developing knowledge of two letter dependable rime units and how to blend and segment these in unfamiliar words, improves word and text reading. (Year 1 students) Project 15 How much phonological awareness is needed to learn to read and how much is acquired as a result of learning to read? (Year 3 & 4 students) Project
18 Explicit
teaching of functional letter clusters such as onset and rimes
to low achieving readers improves prose reading ability. (Year
2 students) Project
22 Explicit teaching
in the phonological awareness area of blending and segmenting a
sequence of sounds improves prose reading. (Year
1 student) Project 26 Explicit instruction, in the phonological area of segmenting and blending a sequence of sounds, increases the student's ability to read unfamiliar words. (Year 3 students) Project 29 Explicit teaching of syllabification strategies in reluctant readers in Grade 4 improves prose reading. (Year 4 student) Project 32 Explicit instruction in the phonological area of segmenting and blending a sequence of sounds increases the student's ability to read unfamiliar words. (Year 2 students) Project 33 Explicit teaching of two letter dependable rime units improves the student's ability to read prose fluently.(Year 1 students) Project 34 Explicit teaching of segmenting and blending through the identification of simple rime units to children with limited consonant and vowel knowledge, increases the success a child has in decoding unknown words within text. (Year 1 students) Project
41 (1) Teaching year 1 students the process of segmenting words into onset
and rime will enable them to decode new words in text using this knowledge.
Project 45 Explicitly teaching grade 4 reading underachievers to automatically recognise functional orthographic units improves their ability to read words in isolation and in prose. Project 47 Explicit teaching of onset and rime patterns in three letter CVC (consonant, vowel, consonant) words improves word and prose reading for beginning readers. (Year 1 students) Project 48 Teaching prep students who have reading difficulties to read high frequency words in isolation will improve their prose reading accuracy. Project 50 Explicit teaching of mapping sounds orally onto letter patterns using a commercial technology program, will improve children's orthographic knowledge, prose reading accuracy and spelling. (Years 1/2/3 students) Project 52 The explicit teaching of onset and rime units to a year 2 student improves the student's ability to recognise and use letter cluster patterns in prose. Project 53 Independent use of a technology program to teach the mapping of letter sounds onto letter cluster patterns, without explicit instruction for the students to verbalise the sound, will improve the children's orthographic knowledge, prose reading accuracy and spelling. (Year 2 students) Project 55 Teaching young children who have reading difficulties by slow and articulate modelling of a word needed by the child, and through the child's vocal and subvocal rehearsal, phonological, tactile and orthographical method of working on the required word, leads to the retrieval of a particular word being remembered and becoming automatic. (Year 2 students) Project 56 Explicit training in phonemic segmentation skills, alongside training in using rime-analogies, will result in improved reading of mono-syllabic words containing the rime units taught. (Year 2 students) Project 58 The explicit teaching of onset and rime units to a group of grade two children improves each child's ability to read unknown words in isolation and in prose. Project 63 Explicitly teaching Grade 2 children who have difficulty with reading to process orthographic information in words by recognizing and phonologically segmenting and blending letter clusters improves their ability to accurately read words in isolation and in prose. Project 64 Teaching stress patterns for two syllable words improves reading accuracy. (Year 3 students) Project 66 Explicitly teaching the use of dependable rime units to a group of grade one children who have reading difficulties, improves their ability to accurately decode words in isolation and in reading prose. Project 67 The explicit teaching of dependable rime units, to a small group of Year 2 children with reading difficulties, improves the ability of the children to read one syllable words which contain those specific letter clusters in prose and word lists. Project 70 Explicit teaching of onset and rime units to a group of Grade 3 children who are having spelling difficulties improves individual word and prose reading ability. Project 74 Teaching specific rime units to grade 5 and 6 children who are having difficulty in spelling and reading improves their spelling ability and reading at the word level. Project 78 The explicit teaching of unknown rime units to a group of year 4 children who have experienced ongoing reading difficulty will improve their ability to read individual words and prose that contain those specific rimes. Project 79 Teaching of onset and rime through analogy to a student in grade 3 will improve reading accuracy and enhance self confidence in reading. Project 81 Explicit teaching of blending and segmenting and onset and rime units with grade two and three children will increase their word and prose reading accuracy. Project 86 The explicit teaching of segmentation / syllabification of two syllable words improves spelling ability. (Year 6 students) Project 90 The explicit teaching of blending and segmenting strategies when reading two letter dependable rime units to grade 1 students improves the student’s ability to read prose. Project 102 Teaching blending and segmenting strategies, through two-letter rime units, to Grade One students experiencing reading difficulties, improves their ability to make plausible attempts at reading unfamiliar words. Project 106 Teaching a current Reading Recovery student explicit phonology, blending and graphophonics improves segmentation of words into meaningful parts, reading accuracy and spelling. (Year 1 students) Project 112 Explicit teaching of high-frequency words in prose to Year One Reading Recovery students will improve reading accuracy. Project 117 Teaching upper primary children to read multisyllabic words will improve their comprehension. Project 126 Teaching dependable rime units reduces the dependence of a Grade Two student on distinctive visual features and improves accuracy and fluency when reading prose. Project 130 Explicit teaching of high frequency words in context to Prep students, will improve their prose reading accuracy and increase their bank of known words. Project 131 Teaching onset and rime units will improve reading self efficacy in year 3 students with special behavioural needs. Project 135 Explicit teaching of high frequency words in context to Prep students, will improve their prose reading accuracy and increase their bank of known words. Project 169 Teaching onset and rime and blending will enhance the prose reading with year one students who are at risk. Project 171 Explicit teaching of onset and rime and blending enhances prose reading for year one at risk. Project 172 Developing phonological awareness through the teaching of common two-letter rime units to at risk Year One students will increase their reading accuracy at word and prose level. Project 173 Explicit teaching of onset and rime will assist grade 1 students to recode letter clusters when reading prose. Project 180 An increased awareness of the dependable rime units, through explicit teaching and play-based learning, to a group of Year 2 students with reading difficulties, will improve their reading accuracy. Project 185 Explicit teaching of onset and rime units and segmenting skills with year two students at risk will increase word accuracy when reading word lists and prose. Project 186 Teaching phonological awareness, that is onset and rime, improves student reading of isolated words or words in context. (Year 1/2) Project 187 Explicitly teaching high frequency words to Year 2/3 students will improve their accuracy in isolation and in prose. Project 207 Explicit teaching of onset and rime to Grade 2/3 students improves accuracy and automaticity in individual word reading and prose reading, as well as in writing. Project 208 Teaching explicit onset and rime units to year 1 students with reading difficulties improves their rime unit knowledge and self efficacy in reading and increases students instructional text level. Project 216 Explicitly instructing Year Three and Four students with reading difficulties to segment and blend words with three to six sounds leads to an improvement in reading words in isolation and in prose. Project 217 Explicitly teaching year one students how to segment words into onset and rime and use analogy will increase students’ ability to decode words and increase text level able to be read. (Year 0ne students) Project 218 Explicit teaching of onset and rime units to a group of beginning readers in Year One improves their word and prose reading accuracy. Project 219 Explicit teaching of two-letter dependable rime units improves the student’s ability to read prose accurately. (Prep students) Project 227 Explicit teaching of two-letter dependable rime units to Year one students improves word and prose reading. Project 228 Explicit teaching of segmenting and blending skills to a group of poor readers in Year 4 will improve their word reading accuracy at prose level. Project 229 Explicit teaching to a group of Grade ones of the phonological area of segmenting and blending phonemes improves prose reading, decoding unknown words and spelling accuracy. Project 231 Teaching two-letter dependable rime units to underachieving Year One students improves word reading accuracy and fluency in prose. Project 232 The ability to read words in isolation and in prose is improved by explicitly teaching of onset and rime units. Project 252 Teaching grade one children who have had difficulty in decoding unfamiliar words the strategy of using onset and rime, will lead to an improvement in their ability to read one syllable words with confidence, accuracy and automaticity. Project 263 Explicitly teaching Year One students onset and rime using the dependable rime units and the strategy of analogy improves word reading accuracy and text reading ability. Project 272 Teaching Prep readers to form connections between the letters and sounds of sight words through prose is associated with improving reading accuracy. Project 273 Explicit teaching of dependable rime units to year 1 and 2 students who are at risk, will concurrently improve word reading, prose reading and spelling. Project 278 Explicit whole class teaching of segmenting into onset and rime improves prose reading and spelling accuracy of Grade 1 and 2 students. Project 279 Explicit teaching of 2-letter dependable rime units to year 1 students improves decoding of unknown words and reading in prose. Project 280 Explicit teaching onset and rime units to year 1 students will increase their reading ability. Project 281 Explicit whole class teaching of onset and rime units with analogy improves text reading and spelling accuracy when writing in Year 1 / 2 students. Project 302 Explicit teaching of segmenting and blending strategies to ESL Prep students will assist word reading accuracy. Project 303 Explicitly teaching prep children how to take words apart, by blending and segmenting, including using onset and rime, will improve word reading accuracy in isolation and in prose reading. Project 309 Explicit instruction in segmenting consonant blends alongside training in using vowel rime units will result in improved reading accuracy of text. Project 311 Explicitly teaching Grade Prep students to orally rhyme, segment and blend will improve their phonological knowledge and word accuracy in prose. Project
312 Explicit teaching of onset and rime will improve word reading accuracy Project 316 Explicit teaching of two-letter dependable rime units to prep students will improve their decoding of words and text level. Project 328 Explicitly teaching at risk year 2 students the strategy of analogy through onset and rime improves word reading accuracy, in isolation and in prose. Project 329 Teaching at risk Year 3 and 4 ESL readers to identify onset and rime units, and to segment and blend using these units while reading, improves their overall reading accuracy. Project 330 Explicit teaching of post ERIK Year 3 students who continue to demonstrate inefficiencies in word reading accuracy, to automatically recognise digraphs containing vowels through a combined phonological, phonemic and orthographic process, improves their ability to independently read words in isolation and in prose. Project 331 Explicitly teaching underachieving Year Prep students to rhyme, segment and blend two-letter dependable rime units improves their phonological knowledge, reading of words in isolation and word accuracy in prose. Project 335 Explicitly teaching analogy through onset and rime improves reading accuracy with both words in isolation and within text to underachieving Grade One students. Project 336 Explicit teaching of onset and rime units to Grade 3 and 4 under performing students improves their isolated word reading and prose reading accuracy. Project 340 Explicitly teaching at risk grade Prep students the link between phonemes and 2-letter dependable rime units improves their phonological knowledge, in particular their phonemic awareness; and their ability to read words in isolation. Project
342 Explicitly teaching segmenting and blending to at risk Year One Project 343 Explicit teaching of sound patterns through rhyme, alliteration and onset and rime activities leads to an improvement in word reading accuracy. Project 344 Explicitly teaching Year One students with reading difficulties the strategy of segmenting and blending one syllable words (onset and rime) leads to an improvement in reading accuracy at both the word and prose level. Project 345 Explicit teaching in phonological knowledge and segmenting and blending into onset and rime using words in context improves word reading accuracy for grade 1 at risk readers. Project 347 Explicit teaching of dependable rime units in single syllable words to Year 1 students who are experiencing reading difficulties improves decoding of words in isolation and prose reading accuracy. 3. Rapid Automatised Naming (RAN) Project 28 Training in Rapid Automatised Naming (RAN) of two and three letter rime units increases student's accuracy in prose reading. (Year 3 student) Project 36 Teaching unknown rime units benefits a Year 4 reader's ability to read words in isolation and this can improve their RAN (Rapid Automatic Naming) skills. Project 73 Increasing a student’s Rapid Automatised Naming ability of high frequency words and dependable rimes leads to their oral reading fluency improving.(Year 2 students ) Project 198 Explicit teaching of Rapid Automatised Naming of high-frequency words to Grade 1 reading underachievers will improve their ability to recognise words quickly, and will subsequently improve their comprehension of reading prose. 4.
Analogy Project 217 Explicitly teaching year one students how to segment words into onset and rime and use analogy will increase students’ ability to decode words and increase text level able to be read. Project
245 The hypothesis for this study is that teaching Year One children explicitly to make analogy between known and unknown words through the teaching Project 263 Explicitly teaching Year One students onset and rime using the dependable rime units and the strategy of analogy improves word reading accuracy and text reading ability. Project 271 Teaching year two students who are not at the expected reading level analogy through onset and rime, improves their reading accuracy. Project 281 Explicit whole class teaching of onset and rime units with analogy improves text reading and spelling accuracy when writing in Year 1 and 2 students. Project 315 Explicit teaching of analogy impacts on word acquisition for grade 2 students. Project 328 Explicitly teaching at risk year 2 students the strategy of analogy through onset and rime improves word reading accuracy, in isolation and in prose. Project 330 Explicit teaching of post ERIK Year 3 students who continue to demonstrate inefficiencies in word reading accuracy, to automatically recognise digraphs containing vowels through a combined phonological, phonemic and orthographic process, improves their ability to independently read words in isolation and in prose. Project 335 Explicitly teaching analogy through onset and rime improves reading accuracy with both words in isolation and within text to underachieving Grade One students. 5. Visualising and verbalising (and visual organisers) Project
2 Teaching visualizing strategies when reading improves comprehension of fiction
texts. (Year 2 students) Project 7 Focused instruction in visualizing events in a text and recording these, (using a graphic organizer/an information map), will lead to an increase in comprehension at the whole text level. (Year 3 students) Project 8 Cued use of the R.I.D.E.R. strategy (visual imagery strategy) improves the spontaneous oral retell of narrative texts. (Year 2 students) Project 11 Cued use of the R.I.D.E.R. strategy (visual imagery strategy) improves the spontaneous oral retell for a year two student. Cueing includes the explicit instruction by the teacher. Project 14 Explicit teaching of visual imagery improves recall of information and enhances comprehension. (Year 4 students) Project
16 Cued
use of the R.I.D.E.R. strategy (visual imagery strategy) leads
to an improvement in spontaneous oral retell. Project 20 Having students articulate the outcomes of visualizing while reading improves text comprehension of a short narrative text which has no picture supports. (Year 4 student) Project 25 Having students articulate the outcomes of mind mapping while reading will improve text comprehension. (Year 5 & 6 students) Project 38 Teaching reading underachievers in Grades 5 & 6 the R.I.D.E.R. strategy will improve reading comprehension at a whole text level. Project 46 Explicit training in the use of visualization strategies and paraphrasing will improve students' comprehension skills beyond literal levels in fiction texts. (Year 6 students) Project 51 Use of the R.I.D.E.R. strategy improves the spontaneous and cued retell of Year Three students. Project 59 Teaching visualisation strategies of a narrative using the LIDEL strategy to improve listening comprehension and the oral retelling of a text. (Prep students) Project
68 Explicit
teaching of the visualization strategy Project 88 Explicitly teaching current Year One Reading Recovery students to visualise improves literal listening comprehension. Project 89 Teaching visualising to Prep students improves listening comprehension and oral retelling. Project 95 Teaching 5th and 6th grade, at risk students, visualizing strategies when reading, will improve their comprehension levels in information texts. Project 97 Teaching the RIDDER strategy to improve listening comprehension and the oral retelling of a text. (Year 0ne students) Project 107 Explicit teaching of mental imagery using the senses improves listening comprehension and oral retell of Grade 1 students. Project 108 Developing meaning at the sentence level through the explicit teaching of the RIDER strategy will improve reading comprehension for Year Five and Six students. Project 109 Explicit teaching of visualization using the RIDER strategy improves literal and inferential comprehension. (Year 3 students) Project 111 Teaching prep students visualization strategies will improve students oral retell of short fiction texts. Project 122 Teaching Year 2 students the strategy of R.I.D.E.R improves their literal and inferential comprehension. Project 124 Teaching Year 4 Students to use synonyms and visualisation during reading will increase comprehension of Non Fiction Texts. Project 128 Explicit teaching and cued use of the R.I.D.E.R strategy improves the comprehension level of average readers in Year 3. Project 129 Teaching visualization, through the use of the RIDER method to at risk Year 2 students increases literal comprehension levels. Project 141 Explicit instruction in visualization strategies improves the comprehension of Year 3 and 4 students. Project 142 Explicit teaching of the visualizing strategy R.I.D.E.R improves reading comprehension of Year 3 and Year 4 students with low comprehension. Project 145 Teaching a year 5 & 6 class visualisation strategies using the R.I.D.E.R method increases reading comprehension in students with low comprehension. Project 170 Teaching Year Prep students to visualise while engaged in text enhances their listening comprehension. Project 174 Explicit teaching of visualization will improve both the comprehension of text and the oral language of grade two students that are experiencing comprehension difficulties. Project 177 Explicit teaching of a visualisation strategy to eight year three and four students over ten lessons will impact on their comprehension of both fiction and non-fiction texts. Project 184 Cueing the visualization strategy of R.I.D.E.R. will improve the comprehension of narrative and factual texts in Grade 2 children. Project 191 Cued use of the RIDER visual imagery strategy improves the text engagement and comprehension levels of below average Year 2 students. Project 202 Teaching Year 5 and 6 students, who have comprehension difficulties, visualizing strategies when reading, will improve their level of comprehension. Project 203 Explicitly teaching children to visualise through using the visualising wheel, in order to describe their mind pictures will improve comprehension. (Years 3 & 4) Project 204 Explicitly teaching and practising visualization strategies can improve comprehension levels in children who have reading difficulties. Project 220 Explicit teaching of the RIDER (Read, Imagine, Describe/Draw, Evaluate, Read On) strategy, to a small group, will improve visualization skills and the ability to comprehend text. Project
242 Teaching the strategy of visualizing will alter and support students’ Project 243 Explicit teaching of visualisation strategies improves listening comprehension and oral retell of Prep students. Project 253 The explicit teaching of visualization strategies to develop one event sentences will improve retell of narrative text by Grade Prep students. Project 261 Explicitly teaching visualisation strategies to Grade Preps will improve their oral comprehension and recall. Project 262 Explicit teaching of the visualisation strategy R.I.D.E.R to Year 2 students will improve reading comprehension of narrative texts. Project 264 Explicitly teaching Year 2 students to visualise a text, using the R.I.D.E.R. procedure (Read, Image, Describe, Evaluate and Repeat the steps) during and after reading will lead to an improved ability to comprehend a fiction text. Project 269 Cued use of the R.I.D.E.R strategy improves the listening comprehension of Year One students. Project 270 The explicit teaching of visualisation strategies to grade 5/6 students will increase their comprehension skills when reading factual texts. Project 275 Explicitly teaching listening strategies and visualization techniques to Prep students can improve comprehension and oral retelling of text. Project 282 Explicit teaching of visualising using the R.I.D.E.R. strategy to Grade 2 students will improve reading comprehension. Project 283 Explicitly teaching visualising using the R.I.D.E.R. strategy, to a whole class will improve the comprehension of Grade 4 students. Project 284 Explicitly teaching visualizing using the RIDER strategy will improve the overall comprehension retell in underachieving Yr 3 students. Project 285 Explicitly teaching visualising to a whole class of Prep students will improve listening comprehension and oral retell. Project 286 Explicitly teaching visualising across Prep classes (by multiple teachers) will improve verbalizing and listening comprehension and demonstrate that the results can be replicated. Project 287 Explicit teaching of visualisation to a whole class of Prep will improve listening comprehension in students with low records of oral language. Project 288 Explicitly teaching visualisation strategies to Year Six students in a whole class environment will improve their reading comprehension. Project 300 The explicit teaching of visualising to a whole Grade 2 class using the R.I.D.E.R strategy will improve their reading comprehension of fiction texts. Project 304 Explicit teaching of visualisation through the R.I.D.E.R. strategy to Year 5/6 students will improve comprehension results of fiction texts. Project 310 Teaching visualisation through R.I.D.E.R to year five students who have difficulty interpreting the text will improve their reading comprehension. Project 313 Using visualizing as a strategy for reading comprehension will enhance the way in which a group of low achieving Grade One children understand the words, sentences, concepts, topics and dispositions when reading continuous text. Visualizing encompasses two strategies –visual imagery and self questioning. Project 325 Explicit teaching of visualisation using the R.I.D.E.R strategy to Grade Prep students will improve comprehension and oral retell. Project 326 Teaching year 2 students the strategy of visualisation through the use of R.I.D.E.R improves comprehension of fictional texts. Project 327 Explicit teaching of Year 2 children to use visualisation through the RIDER strategy improves reading comprehension Project 334 The explicit teaching of visualisation to Year 2 underachieving students, using the R.I.D.E.R strategy, improves oral retell and reading comprehension of fiction text. Project 338 Explicitly teaching visualising through the R.I.D.E.R strategy to Year 4 students who can accurately decode text but experience difficulties with comprehension, improves their oral retell and reading comprehension of fiction text. Project 346 Teaching post reading recovery students who are accurate decoders, the R.I.D.E.R. strategy, enables them to scaffold their own learning and increase their reading comprehension. 6. Paraphrasing / Paraphrasing & Synonyms Project 37 Teaching students who have difficulty in comprehending written text to paraphrase enables them to gain a deeper understanding of what they are reading. Literal comprehension improves as does inferential. (Year 3 & 4 students) Project 39 Learning to paraphrase and generate questions from factual texts will improve a middle years student's reading comprehension of exposition texts. Project
42 Developing
meaning at the sentence level through the explicit teaching of paraphrasing
will improve comprehension. Project 43 Learning how to use paraphrasing strategies while reading non-fiction text will enhance literal comprehension at sentence level for a student in Year 5. Project 75 Teaching Year Six students who are accurate text decoders but have difficulties in comprehension, to use synonyms and paraphrase text increases their comprehension ability. Project 76 Teaching Grade 3 children who are accurate decoders, but who have reading comprehension difficulties to paraphrase, increases their reading comprehension. Project 77 Teaching synonyms develops a strong vocabulary, which supports the understanding of grammatical structure. These elements combined strengthen the oral language abilities of Year 1 children. Project 87 Learning how to use paraphrasing strategies in both fiction and non-fiction texts increases the reading comprehension accuracy of year 3 and 4 students. Project 92 Explicitly teaching current Year One Reading Recovery students to paraphrase improves literal listening comprehension. Project 94 Teaching Grade 5 children paraphrasing improves comprehension in fiction texts. Project 96 Teaching the strategy of paraphrasing to Grade 6 children will improve their literal comprehension. Project 98 Teaching the paraphrasing strategy to year two students, will improve their reading comprehension. Project 99 Teaching year 2 students to paraphrase and use synonyms improves literal comprehension. Project
101 Teaching
the process of paraphrasing improves Project 103 Explicitly teaching Year Two children to paraphrase will lead to improvement in comprehension. Project 104 Teaching Year 3 students to paraphrase at sentences level improves their comprehension. Project 105 Learning how to use paraphrasing strategies, while reading, improves comprehension for students in grade four. Project 110 Teaching students who have difficulty comprehending written text synonyms and to paraphrase, will assist them to comprehend what they are reading and enable them to successfully retell a given text. (year 4 students) Project 113 The explicit teaching of synonyms and then paraphrasing will improve the literal comprehension of Year 2 students. Project 114 Explicit teaching in vocabulary development using synonyms, to year two students, increases comprehension and reading accuracy at the whole text level. Project 116 Teaching Year 5/6 students to use synonyms whilst paraphrasing improves comprehension. Project 118 Explicit teaching of word meanings and synonyms to year three students will improve their literal reading comprehension. (Year 3 students) Project 119 Developing meaning through the explicit teaching of paraphrasing will improve the reading comprehension and oral retell of students. (Year 2 students) Project
120 Teaching
paraphrasing improves reading comprehension Project 121 Teaching Year 5 children with reading difficulties, synonyms and discussing word meanings will improve their comprehension. Project 136 Teaching Year 8 students with Learning Difficulties to use paraphrasing strategies improves reading comprehension. Project 137 Teaching an effective self instruction strategy (paraphrasing) enhances reading comprehension ability of Year 8 boys with learning difficulties. Project 138 Teaching paraphrasing to year three (3) and four (4) students exhibiting reading difficulties will lead to increased reading comprehension Project 139 Teaching Grade 3 students how to paraphrase factual and nonfactual texts will improve their literal and inferential comprehension. Project 140 Explicit teaching of paraphrasing strategies in a whole class setting to students in upper primary school, will improve students’ comprehension when reading factual texts. Project 146 Explicitly teaching the use of synonyms and paraphrasing to year two students who are below average readers will improve their comprehension. Project 148 Teaching Year 2 students, who are accurate decoders but have difficulties in comprehension, to paraphrase text, will increase their reading comprehension. Project 152 Teaching grade 1/2 students who have reading comprehension difficulties to paraphrase will increase their literal comprehension. Project 153 Teaching of paraphrasing will improve student's comprehension skills. (Year 3 & 4 students) Project 155 Explicit teaching of paraphrasing to students in Year One and Two will lead to an increase in reading comprehension. Project 159 Teaching grade three students paraphrasing skills improves their comprehension of non fiction texts. Project 160 Teaching Year 1 and 2 students who are accurate text decoders but have comprehension difficulties to paraphrase increases their literal comprehension. Project 162 The explicit teaching of a paraphrasing strategy to year three and four students who have comprehension difficulties, will improve in their overall literal and inferential comprehension. Project 163 The explicit teaching of the paraphrasing strategy to students in Years 3 and 4, with low comprehension skills, will improve comprehension skills and self efficacy. Project 165 Explicitly teaching the instructional strategy of paraphrasing to Year One and Two students will improve comprehension and self efficacy. Project 168 Teaching Grade Four students that have reading comprehension difficulties with non-fiction texts to paraphrase, increases their reading comprehension. Project 181 Teaching children in Year One word meanings through pictures, improves their ability to retell at a sentence level. (Including synonyms and retell.) Project 183 Explicitly teaching Prep students’ vocabulary building skills (synonyms) and sequencing through oral re-tell improves listening comprehension. Project 192 Explicit teaching of paraphrasing improves comprehension for accurate text decoders when reading factual texts. Project 194 teaching synonyms and paraphrasing to grade two at risk students will improve their reading comprehension. Project 196 Explicitly teaching Year 2 students to paraphrase will improve their reading comprehension. Project 205 Explicit teaching of the paraphrasing strategy, to a small group of year three students who demonstrated a significant delay in reading acquisition, improves literal comprehension. Project 206 Teaching of paraphrasing, with a focus on synonyms, will improve comprehension at the sentence level in non fiction texts. (Year 5/6) Project 212 Explicit teaching of the use of synonyms and paraphrasing to grade 3/4 students who display reading difficulties will improve their comprehension. Project 215 Explicit teaching of synonyms and paraphrasing will improve the reading comprehension ability of middle primary students. Project 221 Teaching Year Three / Four students to use synonyms as part of paraphrasing, improves their reading comprehension level. Project 222 Teaching Grade 3 students to paraphrase whilst reading narrative texts will improve literal comprehension (sentence level) of narrative texts. Project 223 Teaching synonyms and paraphrasing to year 5 /6 students will improve comprehension. Project 224 Teaching Year Four students with learning difficulties the Paraphrasing Strategy, with the explicit teaching in the use of synonyms improves reading comprehension. Project 225 Teaching paraphrasing to grade 3 / 4 students with explicit instruction in the use of synonyms improves reading comprehension. Project 230 Teaching synonyms and paraphrasing to a small group of Yr 7 students with reading comprehension difficulties enhances their comprehension of fictional text. Project 234 Explicit teaching of paraphrasing using synonyms to Year 6 students improves their comprehension skills, their ability to paraphrase and their knowledge of synonyms. Project 235 Explicit teaching of paraphrasing skills will assist Year 3 children’s reading comprehension. Project 236 Teaching Year 3 students the paraphrasing strategy through narrative text with a focus on synonyms will improve reading comprehension. Project 237 Explicit teaching of synonym use and paraphrasing skills will lead to improved reading comprehension in a group of Year 7 boys. Project 238 Explicitly teaching strategies, such as paraphrasing through use of synonyms, will improve comprehension for 7-8 year old students of like decoding ability. Project 240 Explicit teaching of paraphrasing strategies to Year 3 students improves their reading comprehension of narrative texts. Project 244 Explicit instruction, in a regular classroom context, in paraphrasing using a combination of reading, writing, discussion, repetition and reflection will improve comprehension. (Year 6 students) Project 247 Teaching year three and four students synonyms and paraphrasing is associated with improving reading comprehension of fictional texts. Project 248 Explicitly teaching paraphrasing of fiction sentences in a whole class setting will improve the literal comprehension of students in a Year 1/2 class. Project 254 Explicit teaching of paraphrasing strategies to a whole class will improve students’ comprehension when reading. (Year 5 students) Project 255 Explicit teaching of paraphrasing improves comprehension when reading texts. (Year 5 students) Project 257 Explicit instruction of paraphrasing as a comprehension strategy to upper primary school students will improve their overall reading comprehension achievement. (Year 5/6 students) Project 260 Explicitly teaching a whole 3/4 class paraphrasing will improve all students’ comprehension, whilst catering for the ‘at risk’ students within an authentic classroom setting. Project 265 Explicitly teaching a group of “at risk” Year 5/6 students to paraphrase will improve their overall comprehension of non fiction texts. Project 266 Teaching paraphrasing and synonyms to a group of grade five students will improve their comprehension of written texts. Project 267 Teaching 'at risk' students in year 5/6, who have low accuracy levels but even lower comprehension levels to use synonyms and to paraphrase improves their level of comprehension. Project 268 Teaching Year One and Two students how to use synonyms and paraphrase text will lead to an increase in reading comprehension. Project 276 Teaching Year 3 & 4 students to use synonyms and to paraphrase text improves their reading comprehension. Project 289 Explicitly teaching paraphrasing to grade five students in a whole-class setting is more effective in improving the comprehension of underachieving readers than teaching an isolated small group of underachieving readers. Project 290 Explicit teaching of paraphrasing incorporating synonyms in the whole class setting to a Year Four mixed ability group will improve reading comprehension. Project 291 Teaching the paraphrasing strategy explicitly in a whole class setting to Year 3/4 students with an emphasis on increasing student’s vocabulary knowledge through suggesting synonyms for key words will improve reading comprehension. Project 292 Explicit teaching of synonyms and paraphrasing will improve students reading comprehension in Year 3 students. Project 293 Explicitly teaching Grade 5/6 students how to independently use synonyms and paraphrasing while reading a fiction or non-fiction text will lead to improved comprehension. Project 294 Explicit teaching of synonyms and paraphrasing will improve the reading comprehension of Grade Two students. Project 301 Teaching middle years students to paraphrase, use synonyms and generate questions from factual texts will improve the student’s reading comprehension of exposition texts. Project 305 Explicit teaching of paraphrasing and use of synonyms to Grade Three students will improve comprehension at the whole text level. Project 307 Explicitly teaching the paraphrasing strategy along with synonyms to Grade Five/Six students will improve their reading comprehension of fiction texts. Project 308 Explicit teaching of paraphrasing and synonyms will improve comprehension skills of students in years 2/3. Project 314 Teaching year one and two students, who are text decoders but have difficulties in comprehension, to use synonyms and paraphrase text increases their reading comprehension. Project 318 Explicitly teaching a cognitive paraphrasing strategy to year 8 boys, in a whole class context, will increase their reading comprehension. Project 319 Teaching four Year 2 students who have struggled with reading comprehension to paraphrase through the RAP strategy and to use synonyms will improve their reading comprehension. Project 322 Explicit teaching of synonyms and paraphrasing to students in Grades Five and Six students will lead to an increase in their reading comprehension. Project 324 Teaching Year 4 boys from an ESL background to use synonyms and paraphrase improves their comprehension of non-fiction texts Project 332 Explicit strategic instruction in paraphrasing with a particular focus on the use of synonyms will improve comprehension. Project 337 Building vocabulary knowledge by teaching paraphrasing with the use of synonyms improves comprehension for Year Six ESL students. Project 339 Teaching year two students with English as a second language the strategy of paraphrasing improves their comprehension of fiction texts. Project 341 Explicitly teaching synonyms and paraphrasing to grade 2 students improves reading comprehension. Project 5 Predicting and viewing the text before reading makes a significant difference to the student's comprehension. It also allows the student to link the text to own life experience and improves confidence as a reader. (Year 3 students) Project 12 Teaching students to identify and verbalise strategies of predicting and visualising, will improve their comprehension and fluency of read texts. (Year 5 & 6 students) Project 91 Teaching middle year students, who experience comprehension difficulties, the strategy of predicting before, during and after reading, leads to an improvement in comprehension skills. Project 100 Teaching Year Three students to predict before reading will improve comprehension of a text. Project 175 Teaching prediction strategies to low achieving Year Two students, with reading difficulties, before reading a text, improves literal comprehension. Project 44 Explicitly teaching year 5/6 students who have reading comprehension difficulties, to ask questions about text, and to think out loud and carry on an internal conversation based on these questions while interacting with text, will improve their level of reading comprehension. Project 72 The explicit teaching of grade two children who have difficulty with the writing process using SAID framework using the questions of who, where, when, what and why together with stimulus pictures will increase the quantity and quality and their writing output. Project 93 Teaching questioning strategies to year 4 students to develop their active participation in the process improves deepen their comprehension of Reading. Project 115 The explicit teaching of ‘what questions to ask’ (self questioning strategies) before reading fictional text, improves the oral reading comprehension and reading accuracy for Grade 3 students. Project 154 Teaching Year Four students who are independent text decoders but who have difficulties with comprehension, to conduct a conversation with the text and develop the strategy of thoughtful questioning will increase their reading comprehension of factual text. Project 179 Teaching Year 3 students to conduct an inner conversation with the text, by using a questioning strategy before, during and after reading, frames the thinking that improves comprehension. Project 189 Explicitly teaching grade one students to ask questions - before, during and after - 'read aloud experiences' will enhance inferetial comprehension. Project 301 Teaching middle years students to paraphrase, use synonyms and generate questions from factual texts will improve the student’s reading comprehension of exposition texts. Project 333 Teaching Year Five students to ask questions, clarify meaning and generate more questions as they are reading will improve the students’ reading comprehension especially of non-fiction texts. 9. Self management & metacognition Project 4 Improvement in self-management strategies, particularly re-reading strategies, will help students to attend to the letter clusters and words they know. (Year 2 students) Project 13 Teaching the reader strategies of self-talk, to reread for meaning, improves independent reading accuracy and comprehension. (Year 4 student) Project
17 Teaching
re-reading and reading-on strategies helps children to read for
meaning and improves children's reading accuracy. Project 27 Explicit teaching of prompts and verbalisation (self-talk) strategies to a student discontinued from reading recovery will lead to an improvement in self-efficacy and in prose reading. (Year 2 student) Project 31 Teaching of positive self talk to passive, reluctant readers in years 3-6 leads to an improvement in their self efficacy to manage themselves as readers. Project 49 Explicit teaching of self-talk to Year 2 students, before reading, that targets personal reading strengths improves their self-efficacy as readers. Project 60 Explicitly teaching Year 4 children to write well structured meaningful sentences about a topic and to use self -scripts enables students to effectively use meaning cues when reading texts and increases their self-efficacy as readers. Project 61 Explicit teaching of self-talk/self scripts and the use of guided imagery will improve the reading self-efficacy of Yr 2 students. Project 62 Explicit teaching of self-scripts to cue strategy use to grade two students with reading difficulties (reading at a level lower than grade level expectations) and low self-efficacy improves reading accuracy and self-efficacy for reading. (Year 2 students) Project 65 Explicit teaching during individual or group sessions of self-management and control strategies improves prose reading accuracy and self-efficacy in year 1 and 2 students with reading difficulties. Project 69 Focused instruction in using self-management strategies together with the revision of word reading strategies with struggling readers in Year Six improves self-efficacy as a reader. Project 71 Teaching strategies in self talk to Grade 1 and Grade 2 children who are experiencing difficulties participating in class discussion will improve their confidence when speaking in front of a group of peers. Project 125 Explicit teaching of children in Lower Primary School who are experiencing reading difficulties, to develop self-scripts, improves their self-efficacy. Project 151 Explicitly teaching Grade 5/6 students who have reading comprehension difficulties to formulate questions, create self talk and speculate relevant answers before, whilst and after reading increases their level of comprehension of factual texts. Project 156 Teaching Year 3 & 4 students, who are accurate decoders to comprehend and contextualise unfamiliar words through the use of a 5-step strategy incorporating synonyms, will increase their reading comprehension. Project 157 Explicitly teaching students in grade 2 to use synonyms and to reading on as a strategy to search for contextual clues will increase vocabulary knowledge and reading comprehension. Project 166 Teaching students in years 3 and 4 to use synonyms and read on to search for contextual clues will increase vocabulary knowledge and reading comprehension. Project 199 Providing daily peer tutoring in the re-reading strategy enhances the comprehension of Year 1 and 2 readers at risk. Project 209 Reading aloud to year three and four students, reading aloud in pairs and discussing the text improves comprehension and self-efficacy. Project 239 Explicitly teaching the metacognitive strategies, before, during and after reading, to Year 3 ‘at risk' students, frames their thinking and improves reading comprehension and self-efficacy. Project 258 Teaching self scripts and positively encouraging grade 1/2 students with low self-efficacy to use them before, during and after reading will improve their personal self-efficacy. Project
259 Explicit teaching of metacognitive skills to underachieving readers in Project 306 Explicit teaching of metacognitive strategies impacts on the reading- self-efficacy of upper primary students. Project
321 Explicit teaching of metacognitive strategies before, during and after reading improves students reading comprehension Project 323 Improving a group of Year 1 children’s self-management strategies will increase their self-efficacy, and in turn, their reading accuracy on texts. 10. Vocabulary Building / word meanings / synonyms (without paraphrasing) Project 54 Teaching vocabulary building strategies to Year 1 children with poor comprehension, improves their oral retelling of prose. Project 77 Teaching synonyms develops a strong vocabulary, which supports the understanding of grammatical structure. These elements combined strengthen the oral language abilities of Year 1 children. Project 114 Explicit teaching in vocabulary development using synonyms, to year two students, increases comprehension and reading accuracy at the whole text level. Project 118 Explicit teaching of word meanings and synonyms to year three students will improve their literal reading comprehension. (Year 3 students) Project 121 Teaching year 5 children with reading difficulties, synonyms and discussing word meanings will improve their comprehension. Project 132 Explicitly teaching prep students vocabulary development through big books and role play improves listening comprehension. Project 133 Explicit teaching of sentence structure and vocabulary improves listening comprehension. (Grade 1 students) Project 143 The explicit teaching of vocabulary and sentence structure improves listening comprehension. (Prep students) Project 144 The improvement in the vocabulary and oral retell performance of Year One students due to explicit teaching of visualization strategies. Project 149 Teaching students in the middle years of primary schooling, who are experiencing difficulties with reading comprehension to use synonyms and understanding unfamiliar vocabulary will increase their reading comprehension. Project
150 Explicitly teaching synonyms to Year 2 students will foster the development of vocabulary knowledge and reading comprehension. Project 156 Teaching Year 3 & 4 students, who are accurate decoders to comprehend and contextualise unfamiliar words through the use of a 5-step strategy incorporating synonyms, will increase their reading comprehension. Project 157 Explicitly teaching students in grade 2 to use synonyms and to reading on as a strategy to search for contextual clues will increase vocabulary knowledge and reading comprehension. Project 166 Teaching students in years 3 and 4 to use synonyms and read on to search for contextual clues will increase vocabulary knowledge and reading comprehension. Project 167 Teaching grade three and four students who are accurate decoders but poor comprehenders, strategies for determining and deepening meaning of familiar and unfamiliar words by: utilising the context of the text; generating synonyms; and using words expressively, will both improve vocabulary knowledge in breadth and depth and comprehension. Project 182 Teaching vocabulary while reading to students in Years 3 and 4 improves comprehension. Project 188 Explicit teaching in vocabulary development using synonyms to Year 2 and 4 students assists in developing comprehension at the whole text level. Project 190 Teaching students in year five/six to use contextual clues, as well as what they know about words (i.e.: the meaning), when faced with unknown words in a text, improves vocabulary knowledge and comprehension. Project 193 Teaching students in Year 3 to follow a sequence (cued in with ‘Triple M’- meaning making motor) for learning word meanings through oral language increases their ability to generate synonyms and improves their reading comprehension. Project 195 Focusing on explicit vocabulary instruction when using read-alouds to year two students improves their comprehension Project 211 Explicit teaching of vocabulary using a strategy (SALSAR) to groups of children in the middle primary years of schooling, of mixed ability and from a low SES background will improve reading comprehension. Project 213 Explicit teaching of synonyms to competent year 3 and 4 readers will increase their vocabulary and in turn will improve their ability to make meaning from unfamiliar texts. Project 214 Explicit teaching of one and two event sentences and exploring vocabulary improves oral retell (listening comprehension). Project 256 Explicit teaching of the language of position vocabulary and sentence structure will improve listening comprehension in Prep children. Project 295 The explicit teaching of synonyms to Year Two students will improve reading comprehension. Project 296 Explicitly teaching year 5/6 students to expand their vocabulary will improve their comprehension of fiction and non fiction text. Project 297 Increasing vocabulary knowledge of students from and E.S.L. background, experiencing difficulty with oral language, will improve their listening comprehension. Project 298 Explicit teaching of synonyms and word meanings will increase the vocabulary and reading comprehension of Year Two students. Project 317 Explicit teaching of vocabulary and one and two event sentences to prep children, who have received low Record of Oral language (ROL) scores will increase their listening comprehension. 11. Sentence Structure / grammar / syntax / phrasing / intonation / punctuation Project 133 Explicit teaching of sentence structure and vocabulary improves listening comprehension. (Year 1 students) Project 134 Explicit teaching of sentence structure to grade 1 students improves listening comprehension. Project 143 The explicit teaching of vocabulary and sentence structure improves listening comprehension. (Prep students) Project 226 Explicit teaching of prosodic features such as phrasing, intonation, punctuation and pace, for emerging and early readers, will develop prosodic sensitivity in text reading. Project 256 Explicit teaching of the language of position vocabulary and sentence structure will improve listening comprehension in Prep children. Project 317 Explicit teaching of vocabulary and one and two event sentences to prep children, who have received low Record of Oral language (ROL) scores will increase their listening comprehension. Project 57 Repeated Reading, together with instruction in correcting accuracy, punctuation, pausing and expression, will improve reading fluency benefiting both comprehension, and self-efficacy as a reader. (Year 3 students) Project 80 Using repeated reading to improve word accuracy and prose reading in students with reading difficulties and functional auditory processing difficulties. (Year 5 students) Project 127 Teaching children in Year 4 repeated reading of the same texts in a whole class situation will improve their reading fluency and comprehension skills. Project 176 Teaching Grade Two students who are accurate text decoders but have difficulties in comprehension, to use ‘repeated reading' to increase their fluency and comprehension. Project 178 Teaching year 3 students, who are accurate decoders but have difficulties in comprehension, to use the strategy of ‘Repeated Reading’, will improve their fluency and comprehension. Project 200 Explicitly teaching the Repeated Reading strategy to Year 3 students will improve fluency and comprehension of prose. Project 210 Explicitly teaching a repeated reading strategy improves comprehension and self-efficacy for Grade One students. Project 250 Explicitly teaching Repeated Reading as a strategy for correcting accuracy, expression, phrasing and fluency improves reading accuracy and comprehension. Project 320 Teaching re-reading to Year 6 students from non-English speaking backgrounds (NESB) in a small group setting will improve their reading fluency, and their reading comprehension. Project 348 Teaching story grammar as a self script to a small group of year one students improves the students’ literal comprehension. Project 147 Developing the use and understanding of verb tenses, using visual prompts, in year 2 students with language difficulties enhances their oral language abilities and reading comprehension at the sentence level. Project 158 Explicitly teaching students one and two-event sentences through oral language, will improve children’s listening comprehension. (Prep students) Project 160 Developing the use and understanding of verb tenses, using visual prompts, in year 2 students with language difficulties enhances their oral language abilities and reading comprehension at the sentence level. Project 164 Developing the use and understanding of verb tenses, using visual prompts, in year 2 students with language difficulties enhances their oral language abilities and reading comprehension at the sentence level. Project 246 Explicitly teaching aspects of oral language, such as using synonyms and paraphrasing in one and two event sentences, improves listening comprehension. (Year 2 students) Project 249 Explicitly teaching Prep children with oral language difficulties to use synonyms will improve vocabulary knowledge and oral retelling of a text. Project 251 Explicitly teaching Prep children synonyms through authentic language experience improves oral language. Project 274 Teaching the students one event and two event sentences will assist them to focus on listening and retelling events in a text through the use of grammatically correct sentences. Project 277 Explicitly teaching vocabulary and one event sentences improves listening comprehension in Grade Prep students. Project 299 Teaching grade prep students one and two event sentences and exploring aspects of oral language will improve listening comprehension. 15. Activating Prior Knowledge Project 241 Explicit teaching of specific reading strategies, using text illustrations as one source of information, activates prior knowledge in year one students and improves accuracy. (Year 1) 16. Parent Training and Assessment (Speech Pathology) Project 82 Individual training sessions for parents which teach skills and provide information regarding the therapeutic process, enabling them to become agents of therapy, is an effective way to facilitate the development of a child’s language skills ( such as phonological awareness), thus resulting in positive outcomes for the child. Project
83 1. Students
improve their phonological awareness skills following
implementation of the program by agents who have attended Agent
Training Courses. Project 84 Development of the Manipulating Sentences Test: Forms A & B for Students in the Middle Years (Ages 9;0 – 12;11). Project 85 Narrative assessment reflects growth in oral language development, differentiates between children with High Oral Language (HOL) and Low Oral Language (LOL) skills and can be a useful tool to support teaching in the classroom. Project 123 Retesting oral language skills using identical or adapted versions of the clinical evaluation of language fundamentals-third edition (CELF-3). (Year 1 stuents) Project 197 Action research undertaken to establish whether teaching grade prep students Cued Articulation in conjunction with explicit teaching of graphophonic relationships improves their knowledge of grapheme-phoneme correspondences. 17. Program / Resource / Test reviews Project
40 A
review of the THRASS program: Many students in the junior school have
difficulty reading, due to poor phonemic/graphemic awareness of
the English Language. Watch this space, more projects will be added. |