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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
1991
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| Accès en ligne: | https://eric.ed.gov/?id=ED341034 |
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| _version_ | 1867181884155363328 |
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| author | Constantino, Caroline |
| author_facet | Constantino, Caroline Constantino, Caroline |
| collection | Education Resources Information Center |
| contents | A Learning Activity for At-Risk First Grade Students in the Decoding of the Consonants B, D, T, and S. Constantino, Caroline Class Activities Decoding (Reading) Emergent Literacy Grade 1 High Risk Students Instructional Effectiveness Primary Education Reading Readiness Reading Research Remedial Instruction An instructional program, based on the instructional systems design model, was developed to assist at-risk students at a New York State elementary school in decoding the consonants b, d, t, and s. Eight first-grade students who displayed difficulty in decoding words participated in the program which took place in a "reading corner" set up within the regular classroom setting. Within the reading corner, many big books, stuffed animals, alphabet cards, pictures, and printed materials were exhibited. Students verbalized the names of the animals and characters that were presented to them. Pretests, performance checklists, posttests, and follow-up activities were created. As a result of one-on-one evaluation and small group evaluation, revisions were made in the delivery of the instruction to accommodate individual learners and to improve the quality of instruction. Results indicated that: (1) the learners enjoyed the use of familiar objects, joining together in small groups, and participating in the reading corner; (2) the students displayed enthusiasm, with several students creating their own story books to donate to the school library; and (3) while many students had not passed the pretest, all passed the posttest. As a result of the success of the learning program, other classrooms incorporated a reading readiness corner within their classrooms. (Eight tables of data are included; a questionnaire, task analysis, charts, instructional tasks and objectives, interview results, the pretest and the posttest, performance checklists, lesson plans, a home checklist, a performance rating chart, a letter reversal worksheet, student survey, and a 21-item bibliography are attached.) (RS) |
| format | Recurso educativo Open Access |
| id | eric_ED341034 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1991 |
| record_format | eric |
| spellingShingle | A Learning Activity for At-Risk First Grade Students in the Decoding of the Consonants B, D, T, and S. Constantino, Caroline Class Activities Decoding (Reading) Emergent Literacy Grade 1 High Risk Students Instructional Effectiveness Primary Education Reading Readiness Reading Research Remedial Instruction A Learning Activity for At-Risk First Grade Students in the Decoding of the Consonants B, D, T, and S. Constantino, Caroline Class Activities Decoding (Reading) Emergent Literacy Grade 1 High Risk Students Instructional Effectiveness Primary Education Reading Readiness Reading Research Remedial Instruction An instructional program, based on the instructional systems design model, was developed to assist at-risk students at a New York State elementary school in decoding the consonants b, d, t, and s. Eight first-grade students who displayed difficulty in decoding words participated in the program which took place in a "reading corner" set up within the regular classroom setting. Within the reading corner, many big books, stuffed animals, alphabet cards, pictures, and printed materials were exhibited. Students verbalized the names of the animals and characters that were presented to them. Pretests, performance checklists, posttests, and follow-up activities were created. As a result of one-on-one evaluation and small group evaluation, revisions were made in the delivery of the instruction to accommodate individual learners and to improve the quality of instruction. Results indicated that: (1) the learners enjoyed the use of familiar objects, joining together in small groups, and participating in the reading corner; (2) the students displayed enthusiasm, with several students creating their own story books to donate to the school library; and (3) while many students had not passed the pretest, all passed the posttest. As a result of the success of the learning program, other classrooms incorporated a reading readiness corner within their classrooms. (Eight tables of data are included; a questionnaire, task analysis, charts, instructional tasks and objectives, interview results, the pretest and the posttest, performance checklists, lesson plans, a home checklist, a performance rating chart, a letter reversal worksheet, student survey, and a 21-item bibliography are attached.) (RS) |
| title | A Learning Activity for At-Risk First Grade Students in the Decoding of the Consonants B, D, T, and S. |
| topic | Class Activities Decoding (Reading) Emergent Literacy Grade 1 High Risk Students Instructional Effectiveness Primary Education Reading Readiness Reading Research Remedial Instruction |
| url | https://eric.ed.gov/?id=ED341034 |