Cognitive Strategy Instruction That Improves Children's Academic Performance - Case Study Example

Topic: Analyzing a Real-Life Data set and producing a series of recommendations Name of Student: Institution Name: Registration Number: Tutor’s Name: Date of Submission: 1. Introduction Most studies have confirmed that good teaching processes are facilitated by the use of effective teaching materials, pedagogical techniques and proven teaching programs. Thus investment in a clear teaching process such as hiring decisions and planning is the most important strategy that exists (Rasinski, 1990). The goal of ‘no child left behind’ can be attained by focusing on creation of a larger number of teaching professionals. When teachers are provided with good teaching facilities, there is the high possibility of production of better achievements irrespective of the curriculum materials, pedagogical techniques o reading program that is used. Monitoring the literacy program of a school involves a systematic process of examining the reading progress of students for the purpose of improving reading and writing skills of students (Pressley, El-Dinary & Brown, 1992). The focus of any monitoring process is divided into three basic components: collection of information regularly, analyzing the information and taking action of improving the performance of students. On the other hand, there is the possibility of preceding these activities by other activities that include determining the gaps that need to be filled in practice and articulating questions which facilitate monitoring. Effective literacy program ensures the possibility of success of students is established and current strategies and outcomes are tracked (Pressley & Woloshyn, 1995). Program monitoring through assessment, followed by evaluation of teaching strategies and learning of the student is important. This enables decision making during learning process and facilitates each teacher’s learning. 2. Literature that supports the issues addressed There are many suggestions that have been proposed to aid in achieving reading programs. Motivation for reading has mainly been influenced by reading success (Nagy & Scott, 2000). This observation had been acted on by creating a multilevel, multi-sourced curriculum focused on the needs of a range of students in their classroom settings. Some of the strategies that have been used to achieve reading program goals include the following: 2.1. Teacher beliefs The main paradigms that have been used to explain professional discourse are constructivist-inspired teaching and a more structured teaching method. These paradigms are based on varying beliefs with regards to teaching and learning. For instance, according to constructivism, reality is based on the mind of the knower and is independent of external influence despite the denial among some radical constructivists. According to constructivism beliefs on the learning process, students are to be confronted with contextual real-world situations or artificial environments simulated by use of the media. Learning process is regulated by use of opportunities for students to discover and participate in events (Lundberg, Frost & Peterson, 1988). Strategies used during the learning process, learning to learn and a reflection on these strategies are considered important as understanding the content (Logan, 1997). The main terms that are used during learning are ‘active learning’, situated cognition’, and ‘apprenticeship’ (Brett, Rothlein & Hurley, 1996). The other characteristic of constructivist teaching strategy is that it attempts to use instructional technology that enables students construct their individual meaningful and conceptually functional illustrations of external environment. Constructive perspective also requires that assessment methods should be different, based on no particular goals but on particular objectives. They are also formative and are not focused on mastery of the subject matter. They also provide appraisals of portfolios and panel reviewers whose tasks are to examine authentic tasks. 2.2. Teaching effectiveness Teaching effectiveness is dependent on the teaching process unlike teacher effectiveness that is dependent on teacher characteristics (Beck & McKeown, 2001). The classroom talk has been more of conversational in nature rather than interrogational. The teacher performs the role of model and more emphasis is put on socialization, students are able to learn more when the available time is allocated for activities related to curriculum and classroom management system puts more emphasis on engaging students in those activities. The components of the curriculum are aligned towards creation of a cohesive program that accomplishes instructional purposes and goals. Establishment of learning orientations involves preparation of students for learning through provision of initial structure that creates clarification of the intended results and an idea of the intended approaches. Learning orientations involve providing students with initial structure that creates a clarification of intended structure of results and strategies such as provision of cues regarding the expected responses. 2.3. Continuous professional development of teachers within schools There is the need to continuously foster professional development of teachers to assist in coping with the challenges and ensure the quality of education is improved. Professional development among teachers is enhanced when they participate in a number of professional activities within the school context, thus stimulating both their professional development and development of the school thus contributing significantly towards improvement of educational practice. Some of the professional learning activities that help in enabling teachers deal with rapid changes they encounter include experimentation, collection of information and knowledge 3. Reading Program Evaluation process Data used during this program was obtained from 269 teachers in primary schools for the purpose of evaluating a popular reading program. The total number of schools involved in the study was 17 schools while the level of experience was measured on yearly basis. During the data collection process, teachers were required to explain their background, experience, the availability and accessibility of resources and facilities that were useful in supporting teaching and reading processes. They were also required to explain how their availability during the teaching process and perceptions were effective in accomplishment of effective reading Program. The raw data collected during the study included information about the school, qualification of teachers, experience in teaching profession and the duration spent on the reading program. Other forms of information that were collected include the time spent in reading programs, time spent in reading assessments, class resources that were used to achieve reading needs, the role of portfolios in achieving reading needs, how team support contributes towards accomplishment of reading programs, the role of team support in achieving reading programs objectives, roles of parents in achieving learning needs and an analysis of the general outcomes of these teaching approaches. The main issues that were investigated include 4. Main issues that were investigated The main question that this paper tries to establish is whether RP is an effective program in teaching and reading functions. Other questions that this research tries to establish are whether the availability of resources and the types of resources that are important during implementation of support Reading Program. Under the variable of school, highest levels of qualification of teachers was determined, their experience and the time they had taken during their teaching at the schools. They were also required to explain their experience in the RP and the time they spent in reading. The use of facilities such websites and training were investigated and the extent to which they accessed training modules. This research also tries to determine whether the teachers perceive the teaching programs to have impacts on overall literacy on a number of aspects of literacy. The other focus of this study is to determine whether there are relationship between the effectiveness of RP and availability of resources. 5. Data used to evaluate the Reading program The data used to establish the research question included a study in 17 different schools where information relating to the level of educational qualification of participants was collected. These were categorized as Diploma in Education, Bachelors Degree in Special Education, Bachelors Degree, Master’s Degree and PhD. The level of experience of participants was also determined where thy were clustered into either less than 1 year experience, 1 to less than 2 years of experience, 2 to less than 3 years experience, 3 to less than 4 years experience, 4 to less than 5 years experience and more than 5 years of experience. On the variable of time taken in reading, the participants’ participation was measured between 30 minutes or less, 31-45 minutes, 46-60 minutes, 61-90minutes and 91 minutes or more. Participants also tried to determine if they used websites or not to accomplish their reading program needs. Participants were also required to explain whether they used training and tutor support services to accomplish their reading programs. Their responses were measured on a four point scale ranging from never to always with intermediaries of ‘sometimes’ and ‘frequently’. They were also asked to explain the effect of principal support to teaching outcomes. Their responses were recorded on a four-point scale that ranged from ‘Strongly Disagree’ to ‘Strongly Agree’ with intermediaries of ‘Disagree’ and ‘Agree’. In addition, they were required to explain whether any resources were used to accomplish the reading programs, the use of support services and they were also required to provide the possible outcomes across the platforms. The table below shows a summary of variables that were studies during the research. 1 Bachelor Degree Qualification 2 Diploma in Education 3 Special Education (Degree or Diploma) 4 Masters 5 PhD Experience to RP 1 Less than a year (RP=Reading Program) 2 1 to less than 2 years 3 2 to less than 3 years 4 3 to less than 4 years 5 4 to less than 5 years 6 5 or more years Time on reading 1 30 minutes or less 2 31-45 minutes 3 46-60 minutes 4 61-90 minutes 5 91 minutes or more Website 1 Yes 2 No Training to Tutor support 1 Never 2 Sometimes 3 Frequently 4 Always Principal support to teaching outcomes 1 Strongly disagree 2 Disagree 3 Agree 4 Strongly Agree Resources Scale Average resource availability Support Scale Average support availability Outcomes Scale Average across outcome measures Table 1. Variables used in the study of impacts of Reading Program 6. Findings from the study 6.1. Resources that were used to accomplish the Reading Program It was found that most participants in the schools had Diplomas in education compared to any other level of education. Most participants had an experience of less than 1 year compared to any other year. It was also found that most participants spent between 31 to 45 minutes in reading process. In schools where websites were use, it was found that there was a high possibility of a student to go through the process. The study also found that other resources that were used to accomplish training process include tutor support services. When these measures were determined in a four-point scale, it was found that most teachers responded that they ‘strongly’ believed that principal support contributed significantly towards their reading programs outcomes. More than two-thirds of teachers who were investigates reported that they used texts to accomplish reading program needs. Their academic attainment was found to be higher than those who did not use texts during learning processes. 6.2. The support provided to teachers in their RP work and the areas of weakness Planning and support was reported to be provided during the reading program in the form of team planning support, consultancy support, tutor support, executive support and parent support. For instance, learning in groups was accomplished by application of planning support services, while teachers also reported that they consulted each other in the areas of difficulties during reading programs. It was found that teacher s who sought executive support from other teachers or tutor attained high academic achievements in comparison to those who did not seek support from other better placed individuals in reading programs. Most teachers also explained that their reading programs were accomplished as a result of parental support during their reading processes. This was achieved through continuous encouragement from their parents to participate in the reading programs. Principal support was also reported to be a factor that contributed to the success of reading programs among a number of participants. The graph below shows a comparison of different forms of support on the success of the reading program. Figure 1. Impacts of different Kinds of Support on RP 6.3. Impacts of RP on overall literacy on different aspects of reading Most graduates from the RP reported that the program had a positive impact on their different aspects of reading. They reported that most people who had undergone the program could teach children effectively and there were high chances of passing among those students. They reported that when they were subjected to long hours of reading, they were most likely to improve in their learning capability more than when those who did not go through the program. It was also found that those who had undergone through the program were more proficient in the use of resources such as websites, texts and class assessments that facilitated the learning process. A comparison of literary performance was compared among different aspects of learning. It was found that reading programs that enhanced the students’ abilities to communicate were the most important followed by the resource that enabled them to write. Thus most teachers’ preferred the use of resources such as the websites and assessment to allow communication while the use of texts and assignments were used as the main method of facilitating written communication among learners in the RP program. A comparison was also made with regards to the impacts of RP among teachers of various qualifications. It was found that most participants who had Bachelor’s Degree agreed with the idea that the program had an impact on their overall aspects of reading. Most respondents with experience of more than 5 years in the RP also agreed that the program contributed towards their competence in reading skills in comparison to those who had less than 5 years of experience in the program. Those who went through the program also reported they had the ability to comprehend reading materials than those who had not. It was also found that the general literacy outcomes of those who had undergone through the reading program had improved more than those who had not. The following chart provides a comparison of how various factors affected the outcome of the RP process. Figure 2. Comparisons of RP on several aspects of reading 6.4. Background of teachers, their experience and availability of resources to support teaching of RP It was found that teachers who had at least 5 years experience in the RP program were more efficient in comparison with those who had undergone through the program for fewer numbers of years. It was also found that those who had background knowledge regarding RP programs were more efficient and effective in their reading practices during teaching compared with those who went through the program without prior information about RP program. A comparison was made between teachers who had gone through the program without the use of any resources with those who had used resources such as the internet, reading texts and class assessments. It was found that teachers who were taught with these from of resources had a better capability to gain from the reading program more than those who had not. 7. Recommendations from the study From the results of this study, a number of recommendations can be derived that can result into the success of a reading program. It will ensure there are high rates of qualification and competencies from these programs. One recommendation from this study is that all RP must include enough resources that facilitate its conducting. These include the use of websites, training services and conducting reading programs. The learners should be taught how to use these resources to their benefits. Teachers should also be trained to use these resources to achieve RP goals of learners. The other recommendation is that teachers should be provided with support services during implementation of reading programs such as planning support, consultancy support, tutor, support, executive support and parent support. These support services should be applied at the relevant levels of the learner’s time to accomplish RP needs. The other recommendation is that institutions should provide learners with the basic knowledge of RP during early years of training process to ensure they understand the goals of the training process in the subsequent years. They also need to make use of the experiences from most participants in the RP process to provide the teaching activities in reading practice. This ensures teachers have better capabilities to gain from the RP than people who use different learning approaches. 8. Conclusion Many challenges are faced during teaching process and fulfilling them requires the ability to be effective in instructional practice and the will to use them. When teachers understand the significant components of effective reading program, they are able to equip children with strategies of getting instructions and materials considered to be effective. The components of an essential reading program are ingredients that must be fulfilled by children to facilitate learning process. These resources of reading programs such as the internet, texts and assignments or class discussions are the main factors that need to be input by teachers to ensure they are able to impart reading competence among their children. When teachers incorporate reading capabilities such as fluency among learners, it enables them have comprehension capability and they can use research-based strategies that help them become fluent readers It also provides learners with the ability to know that comprehension is the main goal of a reading instruction and this program enables development and application of appropriate comprehension strategies by students as they read. The purpose of this paper was to provide teachers with the right components and their impact on reading and reading accomplishment and the method of teaching them accordingly. When these components of reading program are understood, teachers will be able to plan an efficient program of reading instruction, determine difficulties in reading and provide instructions focusing on difficulties and evaluate reading materials and practices in instruction and help others become more proficient teachers of reading. 9. 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