WorldCat Identities

Center for the Improvement of Early Reading Achievement

Overview
Works: 36 works in 44 publications in 1 language and 1,223 library holdings
Genres: Case studies  Periodicals  Bibliography 
Publication Timeline
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Most widely held works about Center for the Improvement of Early Reading Achievement
 
Most widely held works by Center for the Improvement of Early Reading Achievement
Teaching reading : effective schools, accomplished teachers by Barbara M Taylor( )

4 editions published in 2002 in English and held by 1,037 WorldCat member libraries worldwide

This work looks at large scale studies that have recently examined characteristics of effective schools and teachers, and provides case studies of five schools in which children are achieving at high levels in reading. It also deals with case studies of effective teachers of reading
Improving comprehension : 10 research-based principles : work from the Center for the Improvement of Early Reading Achievement( Book )

1 edition published in 2003 in English and held by 113 WorldCat member libraries worldwide

Every child a reader : [applying reading research in the classroom] by Elfrieda H Hiebert( Book )

1 edition published in 1998 in English and held by 10 WorldCat member libraries worldwide

Extensive research over the past 30 years has established the classroom and home experiences that support independent reading by the end of third grade. This set of eight six-page pamphlets draws on this research in providing teachers with practical suggestions on improving children's reading achievement. It includes practices easily incorporated in any classroom, along with references to help teachers learn more. Along with a comprehensive Overview, eight topic areas that are fundamental to children's reading success are covered: (1) Oral Language and Reading; (2) Concepts of Print, Letter Naming, and Phonemic Awareness; (3) Phonics and Word Recognition Accuracy; (4) High-Frequency Words and Fluency; (5) Strategic Comprehension; (6) Writing and Reading; (7) Engagement and Interest in Reading; and (8) School-Wide Reading Programs. (RS)
Every child a reader. selections from the International Reading Association publication The reading teacher( Book )

1 edition published in 1998 in English and held by 7 WorldCat member libraries worldwide

Put reading first : the research building blocks for teaching children to read by Bonnie B Armbruster( Book )

1 edition published in 2008 in English and held by 7 WorldCat member libraries worldwide

The understanding of "what works" in reading is dynamic and fluid, subject to ongoing review and assessment through serious research. While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show people the skills children must learn in order to read well. This guide, designed by teachers for teachers, begins the process of compiling the findings from scientifically based research in reading instruction, a body of knowledge that will continue to grow over time. The guide, designed by teachers for teachers, summarizes what researchers have discovered about how to successfully teach children to read. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Each section of the guide defines the skill; reviews the evidence from research; suggests implications for classroom instruction; describes proven strategies for teaching reading skills; and addresses frequently raised questions. (Nka)
On reading books to children : parents and teachers by Anne Van Kleeck( Book )

2 editions published between 2003 and 2009 in English and held by 6 WorldCat member libraries worldwide

Publisher's description: On Reading Books to Children: Parents and Teachers brings together in one volume current research on adult book reading to children. The authors, drawn from around the world, are key researchers and eminent scholars from the fields of reading and literacy, child language, speech pathology, and psychology, representing multiple perspectives within these disciplines. Chapters on the effects and limitations of book sharing are integrated with chapters discussing promising programs on storybook research. The reality of reading to children is more complex than it appears on the surface. The authors discuss some effects of and suggestions for reading to children that have emerged from the research. The ideas set forth in this volume will stimulate new lines of research on the effects of storybook reading, as well as refinements of current methods, yielding findings that enrich our understanding of this important arena of literacy development
Text matters in learning to read by Elfrieda H Hiebert( Book )

2 editions published in 1998 in English and held by 4 WorldCat member libraries worldwide

A study examined the opportunities provided by several types of text for beginning readers to learn about three aspects of written English: (1) consistent, common letter-sound patterns; (2) the most frequent words; and (3) the contexts of sentences and texts. Results indicate that texts based on high-frequency words give beginning readers ample opportunity to learn highly frequent words but may impede use of letter-sound knowledge because of the irregular patterns of many of these words. While phonetically regular texts compensate for this problem, occasions for developing fluency with high-frequency words may be few. Texts chosen for literary merit or predictable sentence and text patterns compensate for these problems by providing natural language, a close picture-text match, and predictable text structure, but the variety of different high-frequency and phonetically regular words in literature and little books make these texts demanding for beginning readers. Results also indicated that beginning readers require texts that allow them to become proficient with all three aspects of written English. Findings suggest that such experiences can be provided in two ways: all three of the "single-criterion" texts can be used in first-grade programs, or multiple-criteria texts modeled after some of Dr. Seuss's books can be developed. Contains 53 references and 2 tables and a figure of data. (Rs)
Ready reference for reading excellence : a research collection( Book )

2 editions published in 1999 in English and held by 4 WorldCat member libraries worldwide

A presentation of 23 articles on topics related to research in reading improvement
Orchestrating the thought and learning of struggling writers by Mark Gover( Book )

2 editions published in 1998 in English and held by 4 WorldCat member libraries worldwide

It is viable to argue that literacy can be construed as a set of culturally-based discursive practices rather than as merely a set of cognitive skills. This idea has special relevance for students with learning disabilities, who often struggle with more traditional, individually-based curricular approaches. This study explored the ways in which an experienced second-grade teacher engaged students formally assessed as "learning disabled" in the collaborative editing of a written text. Analyses suggest that one group of teacher utterances served to orchestrate students' participation in the repair of the text while a second group of utterances seemed to guide the level at which students were considering the text. Regarding the latter, the teacher's comments seemed intended to push students toward either one of two ways of thinking. Some comments encouraged them to clarify the conceptual meaning of the text (E.G., "What does that mean?"), while others asked them to consider the grammatical/syntactic structure of the text itself (E.G., "So, how should we say it?"). As a group, collaborative editing appears to have allowed these students to perform at levels well beyond those at which they typically perform individually. These data demonstrate one way that teachers can socialize students, especially those who are academically challenged, into the collaborative creation and revision of texts. Contains 39 references and 2 tables and 5 figures of data; an appendix contains the full transcript of a round of collaborative editing. (Rs)
Assessing adult/child storybook reading practices by Andrea DeBruin-Parecki( Book )

1 edition published in 1999 in English and held by 3 WorldCat member libraries worldwide

Creating a book loan program for inner-city Latino families( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

CIERA report series( )

in English and held by 2 WorldCat member libraries worldwide

CIERA reports offer practical, research based solutions to persistent problems in learning and teaching beginning reading
CIERA Links( )

in English and held by 2 WorldCat member libraries worldwide

Web links to literacy and education resources, and publications by the Center researching children's reading problems and disseminating its solutions to educators, parents, and policy makers
Learning to read in culturally responsive computer environments by Nichole Pinkard( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Eexplores how culturally defined oral language skills possessed by African-American children can serve as critical bridges to developing their early literacy skills and how the computer-based learning environments can facilitate such development
The nature of children's interactions while composing together on computers by Adrienne Gelpi Lomangino( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Effective practices for assessing young readers by Scott G Paris( Book )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

Emergent literacy : a polyphony of perspectives by David B Yaden( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

This paper reviews current developments in the field of emergent literacy (the study of reading and writing behaviors that develop into conventional literacy). The review includes studies that look at preschoolers' emerging literacy in homes, day-care environments, and kindergartens and that focus on children's development of literacy knowledge and processes through holistic literacy events (storybook reading, play, etc.). Findings suggest the need for a theoretical model to test the complex cognitive, social, and cultural explanations for emergent literacy. There is a need to explain individual differences, to design early reading instruction, and to decide what, when, and whether to provide it. In order to develop and expand research and knowledge about emerging literacy, the paper recommends defining literacy more broadly to include linguistic and nonlinguistic communication. It also recommends changes in research methodology: (1) researchers can no longer generalize findings to all students but must examine a wider range of social, political, economic, and cultural understandings of literacy; and (2) researchers must move away from concepts like high vs. low and discover the strengths, factors of resilience, and ways in which students from underrepresented populations can be successful in school. Contains approximately 200 references (Author/RS)
CIERA TORIS, June 15, 1999( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

Literature anthologies : the task for first-grade readers by Shailaja Menon( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

A study considered the tasks for beginning readers posed by currently available beginning reading programs. A set of guidelines for evaluating beginning reading texts was identified. According to the model used, such texts should be "engaging, accessible, and generalizable." These guidelines were used to examine the literature components of these influential first-grade reading programs--a Literature-Core (lc), a mixed Literature/Phonics (lp), and a Phonics-Core (pc) program. The study found that (1) all three programs rated favorably on the content portion of the "engagingness" scale, though the lc program rated higher in terms of language and design; (2) none of the texts proved to be very accessible; and (3) all of the programs introduce children to most of the 100 most frequent words in English. Even the very early texts, however, introduce children to a large number of rimes without providing many repetitions of them, which renders the text less generalizable. As a group, these three programs do not attend to text characteristics that are crucial in promoting reading acquisition. If struggling readers are not to be left behind, these issues must be addressed before early reading texts are published and selected. Contains 2 figures, 7 tables of data, and 41 references. Appendix a contains "Text Engagingness Rating Scales"; Appendix b lists the "100 Most Highly Frequent Words in English"; and Appendix c contains the "Description of Decodability Levels." (Nka)
TELE-Web : developing a web-based literacy learning environment( Book )

1 edition published in 1999 in English and held by 1 WorldCat member library worldwide

 
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Teaching reading : effective schools, accomplished teachers
Covers
On reading books to children : parents and teachers
Alternative Names

controlled identityCIERA

C.I.E.R.A.

Center for the Improvement of Early Reading Achievement

CIERA

Languages
English (29)