KNAER | RECRAE

Search Results

Assessing Text Difficulty for StudentsAuthor(s): Sharon Murphy
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

This monograph explores three key kinds of knowledge that may help teachers arrive at more informed and defensible judgments about the likelihood of a text’s readability for children:
1. knowledge about the reader’s characteristics and the reading task
2. knowledge about the surface features of a text
3.knowledge about the deeper features of texts and the modalities represented in the text.

This document has been viewed 1,089 times.
Assistive Technology Tools: Supporting Literacy Learning for all Learners in the Inclusive ClassroomAuthor(s): S. Sider; K. Maich
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

We are particularly interested in considering how assistive technology can be used to support the literacy achievement of all students, an area not frequently examined in the scholarly literature. In this article, we discuss the range of assistive technology tools available to students and teachers from a Universal Design for Learning (UDL) perspective, wherein strategies, resources and tools are incorporated with the needs of all students in mind.

This document has been viewed 1,470 times.
Boys’ Underachievement: Which Boys Are We Talking About?Author(s): Wayne Martino (2008)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Policy and research-based literature identifies boys’ underachievement, and
specifically their engagement with literacy, as both a Canadian and an
international problem. In Organisation for Economic Co-operation and
Development (OECD) countries, boys do not perform as well as girls on the
reading comprehension and writing components of literacy tests. However,
the Program for International Assessment (PISA) 2000 report on reading
performance explicitly states that “students from less favourable socioeconomic
backgrounds are on average less engaged in reading” (p. 8). Not
all boys are underachieving, nor are all girls out-performing boys; educators
and policy makers need to address the question of which boys require help
becoming literate and what kinds of help educators can provide."

This document has been viewed 1,446 times.
Cultivating Student Engagement Through Interactive Art StrategiesAuthor(s): Christine Cho; John Vitale
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

While we know that engaged students are more invested in their learning, the arts remain an underutilized strategy for student engagement. The reality is that many teachers lack confidence teaching both visual arts and music. We feel strongly that the generalist teacher can develop a repertoire of strategies – such as those discussed here – to increase their confidence and provide authentic and sincere arts-based experiences for learners.

This document has been viewed 865 times.
Engaging students through the ArtsAuthor(s): Rena Upitis
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of arts education:

"Student engagement is central to learning. Those students who are fully engaged are ready to learn in every way – physically, socially, emotionally and intellectually. The arts play a vital role in ensuring that students remain
engaged by encouraging them to learn in physical and embodied ways, by inviting them to collaborate with peers, by requiring them to respond emotionally and by calling upon their cognitive capacities as they learn in, through and about the arts."

This document has been viewed 894 times.
Exploring the Use of Literature Across Elementary CurriculumAuthor(s): Sylvia Pantaleo (2002)
This study investigated the use of literature in elementary classrooms across subject areas. The researcher explored teacher and teacher-librarians’ use of different genres of literature including: realistic fiction (stories about everyday life), non-fiction, fantasy (science fiction, quest stories), poetry, traditional literature (myths, legends, folktales), and historical fiction. The researcher investigated the overall use of these genres by teachers and teacher-librarians and also the use of Canadian literature within each genre.

This document has been viewed 1,049 times.
Integrating Aboriginal Teaching and Values into the ClassroomAuthor(s): Pamela Rose Toulouse
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"A new body of research is beginning to demonstrate that Aboriginal students’
self-esteem is a key factor in their school success. An educational environment
that honours the culture, language and world view of the Aboriginal student is
critical. Schools need to meaningfully represent and include Aboriginal people’s
contributions, innovations and inventions. Aboriginal students require a learning environment that honours who they are and where they have come from. These strategies nurture the self-esteem – the positive interconnection between the physical, emotional-mental, intellectual and spiritual realms – of Aboriginal students."

This document has been viewed 2,072 times.
Morphology WorksAuthor(s): Dr. John R. Kirby and Peter N. Bowers
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of expanding students' vocabulary using morphology:

"What can classroom teachers do to develop word knowledge in children who need it most? Morphology describes how words are composed of meaningful parts....it also provides clues about how
words should be written and pronounced."

This document has been viewed 1,236 times.
Poetry: A Powerful Medium for Literacy and Technology DevelopmentAuthor(s): Dr. Janette Hughes
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of poetry and technology:

"Traditional notions of literacy were once related more or less exclusively to competence
in reading and writing. We have expanded these notions to include usage and
comprehension skills in speaking, listening, viewing, and representing – by which we
mean communicating through a variety of media, including visual art, drama, and
multimedia performances. In this context, our definition of literacy extends to
fluency in reading and creating electronic media. In a time when the focus is on
improving literacy, what role might poetry, a genre that is often marginalized in the
English language arts classroom, play in literacy development? How can poetry be
taught in ways that engage students, so that we can tap into its literacy-enhancing
power?"

This document has been viewed 1,052 times.
Promoting Curriculum Access in Children and Youth with Reading DisabiliitesAuthor(s): R. Martinussen
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This document has been viewed 756 times.
Public Perceptions of Inclusive Education and Students with Intellectual DisabilitiesAuthor(s): Philip Burge; Hélène Ouellette-Kuntz; Nancy Hutchinson; Hugh Box (2008)
This study investigated public perceptions of the best education practices for students with intellectual disabilities. The potential obstacles and impacts of including students with intellectual disabilities in regular classrooms were also investigated.

This document has been viewed 992 times.
Single-Sex ClassroomsAuthor(s): Serge Demers; Carole Bennett
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"We hear more and more about single-sex classrooms. Traditionally, this mode of teaching was exclusively found in private schools; today, more and more single-sex classes are found in publicly funded schools in Canada and the United States. In the 1980s, single-sex classrooms were introduced in some Ontario schools to address perceived gaps in achievement of girls in mathematics. According to a recent Quebec study, in 2003–04 there were over 250 intervention projects to
improve boys’ learning. By far, the most common of these interventions was the single-sex classroom."

This document has been viewed 1,141 times.
Storytelling and Story WritingAuthor(s): Terry Campbell; Michelle Husek
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This snapshot summarizes research in the area of storytelling and story writing:

"By analyzing the written and spoken words of students in a Grade 4/5
class over a period of two months, we were able to explore the connections
between oral rehearsal – including storytelling – and story writing. We found
that the use of storytelling and peer talk stimulated significantly more writing
and higher-quality writing."

This document has been viewed 1,222 times.
Student Interaction in the Math Classroom: Stealing Ideas or Building UnderstandingAuthor(s): Catherine D. Bruce (2007)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Research tells us that student interaction – through classroom discussion and other forms of interactive participation – is foundational to deep understanding and related student achievement. But implementing discussion in the mathematics classroom has been found to be challenging."

This document has been viewed 2,023 times.
Technology in the Mathematics ClassroomAuthor(s): Catherine Bruce (2012)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of interactive whiteboards:

"Interactive whiteboards (IWBs) are a relatively new learning tool. While some early studies suggest that they may only be a “slick presentation tool” used to enhance teacher-directed lessons, others have identified a greater potential. Research on use in mathematics classrooms suggests that when we combine thoughtful professional learning with implementation, we enable teachers to maximize the use of IWBs to enhance student learning through multi-modal representations and inquiry approaches."

This document has been viewed 2,035 times.
The Student FilmmakerAuthor(s): Dr. David Hutchison
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of digital video production:

"Increasingly, teachers are being asked to address an ever-broader notion
of literacy – one that includes new forms of digital literacy, related to the
multimedia technologies students routinely interact with (e.g., blogs, wikis
and social networking websites). Yet how can teachers integrate digital literacy
with the Ontario curriculum which underscores the importance of traditional
forms of print and oral literacy? Student-created videos are one possibility
that affords an opportunity to integrate print, oral, and digital literacies
into a compelling curriculum unit."

This document has been viewed 1,174 times.
Using Digital Technologies to Support Literacy Instruction Across the CurriculumAuthor(s): C. Brett
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This document has been viewed 587 times.
Using Digital Technology to Support Word Study InstructionAuthor(s): Ruth McQuirter Scott
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html.

Students encounter a wide range of vocabulary as they search multiple websites, listen to video and audio files, and engage in social media. Digital technologies can present an alternative way of teaching word study, while still addressing many concerns of traditional paper-and-pencil resources.

This document has been viewed 1,027 times.
Using Multilevel TextsAuthor(s): Catherine Cornford
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
and can be accessed, along with other What Works summaries, on their website at:
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

This summary provides an overview of research in the area of literacy and inclusive classrooms:

"There are multiple reasons for students’ lack of engagement with text, but one of the primary reasons is that the text is either too easy or too difficult....Multilevel texts allow students at all ability levels to engage in reading together. The use of multilevel texts accompanied by the differentiation of instruction and assessment promotes higher-level thinking through focused, whole-class discussions in which all students can participate"

This document has been viewed 1,091 times.