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Essay / Research Paper Abstract
This 9 page paper provides an overview of three journal articles that address reading or reading comprehension. The first is a description of an intervention to help students decode and read fluently. Students involved in these individual sessions all have significant reading delays. The second is the experiences of a group of teachers who introduced reciprocal teaching to their students. The third article is a brief synopsis of a study that compared two approaches to reading comprehension. Bibliography lists 3 sources.
Page Count:
9 pages (~225 words per page)
File: MM12_PGrdnar.rtf
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2003). As Vogt and Nagano point out there has been a great deal of literature supporting the importance of phonological skills in reading (Vogt and Nagano, 2003). There has also
been literature supporting a focus on the development of cognitive and metacognitive skills (Vogt and Nagano, 2003). Cognitive skills includes such things as note-taking and self-correcting while metacognitive skills are
about thinking about how one thinks, evaluating, predicting and other types of thinking skills (Vogt and Nagano, 2003). Research has shown that "effective reading intervention may be provided one-on-one
or with small groups" (Vogt and Nagano, 2003, p. 214). Many schools have more students struggling with reading than the reading specialists have time to see in a day (Vogt
and Nagano, 2003). Some schools have no special interventions available (Vogt and Nagano, 2003). Light Bulb Reading was created for these situations but it is a technique any teacher can
learn to use (Vogt and Nagano, 2003). Nagano designed Light Bulb Reading to meet the needs of her students and with this process, Nagano sees 18 students in a day,
individually (Vogt and Nagano, 2003). Each session is 15 minutes long, during which time, the teacher and student sit across from each other at a small table. The student
selects a book, looks at the illustrations, reads a couple of sentences and then, predicts what the story is about (Vogt and Nagano, 2003). The teacher may help with questions
and may even model metacognitive strategies by thinking out loud (Vogt and Nagano, 2003). The Light Bulb Reading intervention comes into play when the child makes a mistake reading the
book aloud (Vogt and Nagano, 2003). At that point, the teacher alerts the child to switch by either moving a card from one side to the other or switching her
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