Comedy Hour: Using Audio Files of Joke Recitations to Improve Elementary Students’ Fluency by Emily Mitchell, Kristin T. Rearden, and Dawn Stacy
This article explores the influences of teacher modeling, self-rehearsal, and audiotape analysis to measure the changes in fluency of three struggling students. This intervention was implemented to improve oral fluency and reading skills. The three second grade students were pulled aside for four weeks, ten minutes four days. Fluency is vital for success in core instructional content. This study was implemented to determine the effects of repeated joke recitations on the students’ automaticity. The study determined that this intervention caused a decrease in reading fluency or time durations. This indicates an increase in automaticity and accuracy, and a decrease in pausing techniques.
Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students’ Academic Achievement by Sung won Kim and Nancy E. Hill
This article discusses the research conducted on the correlation between parent involvement and student achievement; specifically the difference between the involvement of fathers and mothers. It is evident through the research that parent involvement is positively associated with student achievement. The mothers mean levels if involvement were consistently higher than fathers. This article investigates the relative strength of the association between parent involvements in education for fathers versus mothers. There is a positive relation between parental involvement in education and achievement for both fathers and mothers. The article states that the difference between father and mother involvement and student achievement is not significant.
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction by John T. Guthrie, Allan Wigfield, Pedro Barbosa, Kathleen C. Perencevich, Ana Taboada, Marcia H. Davis, Nicole T. Scafiddi, and Stephen Tonks
This article is based on an engagement perspective of reading development. The authors investigated how motivational support and strategy instruction influence reading outcomes. Concept-Oriented Reading Instruction – CORI contains five motivational practices and six cognitive strategies for reading comprehension. CORI is an instructional program that merges reading strategy instruction, conceptual knowledge in science, and support for student motivation. There were two studies conducted to measure the process of concept-oriented reading instruction and student comprehension. The first study emphasized Strategy Instruction (SI) and did not include motivational support, while the second study compared CORI to SI and to a traditional instruction group (TI).
.
References:
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., & ... Tonks, S. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal Of Educational Psychology, 96(3), 403-423. doi:10.1037/0022-0663.96.3.403
Kim, S. w., & Hill, N. E. (2015). Including Fathers in the Picture: A Meta-Analysis of Parental Involvement and Students' Academic Achievement. Journal Of Educational Psychology, 107(4), 919-934.
Mitchell, E. e., Rearden, K. k., & Stacy, D. d. (2011). Comedy Hour: Using Audio Files of Joke Recitations to Improve Elementary Students' Fluency. Current Issues In Education, 14(2), 1-8.