Improving Reading Comprehension Of Self Chosen Books Through Computer Assessment And Feedback
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Improving Reading Comprehension of Self-Chosen Books Through Computer Assessment and Feedback
Author: Keith James Topping
language: en
Publisher: Taylor & Francis
Release Date: 2022-07-12
Schools around the world use online programs like Accelerated Reader and Reading Counts to improve students’ reading comprehension of real books, but how can such software be used most effectively? In this unique resource, researcher Keith Topping analyzes independent research studies and brings you best practices on quality implementation to enhance effectiveness. He explains the evidence base for the programs in a comprehensible way and addresses many common questions, such as "Does it work?," "How should it be implemented to make it work?," and "Is it cheaper and more efficient in teacher time than what we were doing before?" He also discusses best practices for using the assessment data, for tailoring implementation in elementary vs. high schools, and for working with disadvantaged students. Appropriate for teachers, literacy coaches, curriculum leaders, and other stakeholders, the book will provide you with a strong research foundation and easily accessible information to help you fine-tune your understanding of the reading programs and implement them more successfully in your schools and classrooms.
Improving Thinking in the Classroom
Programs like philosophy for children, reciprocal teaching, problem based learning and computerized games can help students’ critical and creative thinking skills, but which are most effective? This research-to-practice book showcases how you can improve the thinking (cognition) of your students, across the curriculum and beyond. Each chapter focuses on a particular program, describes the method and background research, offers examples and explains key processes in implementation. You'll learn about thinking programs within a subject, across the curriculum, outside the curriculum and those which can be either within or outside the curriculum, so you can choose a program which suits your context. You’ll also find out what to consider when evaluating a thinking skills program. And finally, you’ll discover shared features of the methods – such as peer interaction, discourse, argumentation, scaffolding and transfer – so you can see the commonalities of the programs and think about designing your own approaches. Whether you’re a classroom teacher, department head, or other key stakeholder, this powerful resource will help you determine what really works for teaching thinking, so your students can apply such skills and thrive long after they’ve left school. Note: This book is part of a set; a companion book focuses on programs for teaching metacognition, or thinking about thinking.
Improving Thinking About Thinking in the Classroom
What are the best ways to enhance metacognition in the course of classroom teaching? This research-to-practice book shows how to go beyond simple student reflection to use any of 19 different practical strategies. Each chapter describes a different method, gives the research evidence to support the effectiveness of the method and then provides guidelines for implementation. You will learn about programs within traditional curriculum subjects, programs across the traditional curriculum, programs focusing especially on self-regulation, programs for disabled and special needs students, and programs embedded in a digital environment. You will also discover common features of the methods, so you can see the similarities across the methods and ultimately devise your own ways to develop metacognition and self-regulated learning. With the powerful practices in this book, students will develop a refined ability to think about how they think and learn, preparing them for their futures beyond school.