Browsing by Author "Bruce, Merle E."
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Item Effectiveness of a Metacognitive Reading Program for Poor Readers(2000-01-01) Robinson, Gregory L.; Bruce, Merle E.This paper reports on the second of two studies designed to assess the effectiveness of a metacognitive approach to teaching word identification and reading comprehension skills to upper primary poor readers, and to investigate effective methods for implementing the program in the regular classroom. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and monitoring of word identification strategies. Reciprocal teaching procedures, incorporating the word identification strategies, were used for comprehension training. Subjects in control conditions received either (a) normal classroom reading activities, or (b) normal classroom activities plus phonics-based remedial instruction. To facilitate implementation of the program in the regular classroom a three phase model was used during which responsibility for instruction was gradually passed from the experimenter to the class teacher. Measures of (a) word identification, (b) metacognitive awareness of word identification cues, and (c) comprehension were taken on several occasions during the study. Results of repeated measures analysis of variance showed significantly greater improvements for subjects in the experimental condition. However, most of the improvements took place in the experimenter-led, rather than the teacher-led phase of the Study. The implications of these findings for classroom practice are discussed in the light of current research.
Item The Entry Knowledge of Australian Preservice Teachers in the Area of Phonological Awareness and Phonics(2007-01-01) Greive, Cedric; Bruce, Merle E.; Fisher, BarbaraThe link between research and practice has never been more significant as global awareness about literacy pushes us to question the success of programs in schools. National reports on literacy were challenged during the conference. Grounded evidence was given of literacy programs that work to make a difference for groups with diverse needs. The collection of ideas in the conference represents a broad concept of literacy that includes the ability to communicate in multimodal, digital texts and values creativity alongside testing for skills. Classroom based research from the sum of these perspectives presents significant reason for change to practice and policy.To make a difference to future generations of students, we need to take the research out of the classroom and make it the centre of informed debate. This publication is a step towards achieving that goal. [From publisher's website]