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Report: Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International PerspectiveCategoriesINSTRUCTION, intervention, literacy AreasPRACTITIONER:teaching design and practices AuthorsAnindita Sen, Stephanie Burns, David C. Miller Published2009 PublisherNational Center for Education Statistics, U.S. Department of Education AbstractThe Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if performance improves with maturation, (b) spending more time working on reading individually with that student, (c) having other students work on reading with the student having difficulty, (d) having the student work in the regular classroom with a teacher-aide, (e) having the student work in the regular classroom with a reading specialist, (f) having the student work in a remedial reading classroom with a reading specialist, (g) assigning homework to help the student catch up, (h) and asking the parents to help the student with reading. Asking the parents to help the student was among the most commonly cited strategies in 44 of the 45 jurisdictions. Working with a reading specialist in a regular classroom was among the least commonly cited strategies in 40 jurisdictions. Files |
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