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Utilizing Text-Generative AI for Creating Oral Reading Fluency Probes
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MacKenzie D. Sidwell; Landon W. Bonner; Kayla Bates-Brantley; Shengtian Wu – Intervention in School and Clinic, 2024
Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative artificial intelligence (AI) like ChatGPT to create oral reading fluency probes. The purpose of this…
Descriptors: Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Oral Reading
Thinking in New Ways and in New Times about Reading
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Leu, Donald J.; Maykel, Cheryl – Literacy Research and Instruction, 2016
Over the years, the annual "What's Hot, What's Not" survey by Jack Cassidy has served as an important indicator for issues in the continuously changing landscape of literacy education within North America. In "Beyond the Common Core," Cassidy, Ortlieb, and GroteGarcia (2016) note the meteoric rise of the Common Core State…
Descriptors: Reading Instruction, Literacy Education, Common Core State Standards, Reading Achievement
Review of "The Effects of Test-Based Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida"
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Robinson-Cimpian, Joseph P. – National Education Policy Center, 2015
A recent NBER [National Bureau of Economic Research] working paper examines Florida's policy to retain many low-scoring third graders. The report concludes that third-grade retention has immediate positive effects on the following year's test results, but these effects fade over the next six years, with no effect on graduation. The regression…
Descriptors: Achievement Tests, Standardized Tests, State Standards, Regression (Statistics)
Critical Research and the Future of Literacy Education
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Morrell, Ernest – Journal of Adolescent & Adult Literacy, 2009
This commentary argues for a specific conception of research, what the author and others call "critical research." The author asserts that critical research can help educators to identify quality teaching in literacy classrooms even as it helps to refine (or even redefine) their notions of curricula, pedagogy, literacy, and achievement. Here, the…
Descriptors: Literacy Education, Literacy, Literary Criticism, Achievement Gap
Literacy on the Edge: How Close Are We to Closing the Literacy Achievement Gap?
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Alvermann, Donna E. – Voices from the Middle, 2005
Alvermann introduces us to a new metaphor for thinking about the ways in which teachers might intervene in their students' reading lives: re/mediation. Ultimately, it involves fixing the conditions in which students learn rather than attempting to fix the students per se (remediation).
Descriptors: Middle School Students, Academic Achievement, Middle School Teachers, Intervention
Perspectives on Dyslexia: Commentary on Educational Concerns.
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Simmons, Deborah C. – Journal of Learning Disabilities, 1992
This response to Bashir and Scavuzzo (EC 602 669) suggests that their view that dyslexia is a chronic, pervasive condition is too limiting. An alternative view of dyslexia as an acute, interactive condition is proposed, and related implications for instructional curricula and reading achievement are offered. (Author/ DB)
Descriptors: Dyslexia, Elementary Secondary Education, Etiology, Interaction
Early Beginnings, Success and Failure in Teaching Young Children to Read: Some Abiding Questions and Intriguing Possibilities.
Smethurst, Wood – 1987
Questions pertaining to beginning reading, success, and failure are addressed. The issues of concern are: (1) When reading begins? (2) What preschool activities seem to help certain children succeed as readers? (3) What characteristics and conditions are associated with reading failure in first grade? (4) What early experiences might help children…
Descriptors: Beginning Reading, Diagnostic Tests, Early Childhood Education, Educational Assessment