The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000100088 |
Resumo: | Abstract Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time. It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986). This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards. |
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The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistanreading instruction timeearly grade policy initiativeoral reading fluency (ORF)Abstract Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time. It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986). This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards.Instituto de Educação da Universidade de Lisboa2022-02-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000100088Sisyphus - Journal of Education v.9 n.3 2022reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000100088Rehman,Atique urinfo:eu-repo/semantics/openAccess2024-02-06T17:29:21Zoai:scielo:S2182-84742022000100088Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:33:20.283375Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
title |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
spellingShingle |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan Rehman,Atique ur reading instruction time early grade policy initiative oral reading fluency (ORF) |
title_short |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
title_full |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
title_fullStr |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
title_full_unstemmed |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
title_sort |
The Impact of Reading Instructional Time in the Classroom: Early Grade Reading Time Policy Initiative in Pakistan |
author |
Rehman,Atique ur |
author_facet |
Rehman,Atique ur |
author_role |
author |
dc.contributor.author.fl_str_mv |
Rehman,Atique ur |
dc.subject.por.fl_str_mv |
reading instruction time early grade policy initiative oral reading fluency (ORF) |
topic |
reading instruction time early grade policy initiative oral reading fluency (ORF) |
description |
Abstract Reading is without doubt a highly complex cognitive process and hence it is a difficult task to formulate policies for its' improvement. An effective reading time allocation is particularly important for the improvement of early grade reading. DeStefano (2012) illustrated that with all things being equal, students who spend more class time on a learning task perform better than students who spend less time. It has been seen that children come to school with little to no reading skills in the language of instruction, which puts them at a further disadvantage. Students who do not achieve a certain level of reading by the end of grade 1 tend to fall behind in all other areas of cognitive development (Stanovich, 1986). This study would explore the reading instruction time policy initiative and discuss how it developed and ensured in the early grades classes in Pakistan. This is a mixed-methods approach study that combines both qualitative and quantitative data. The study showed elements that contributed to improve early grades reading skills, especially help the number of students’ zero scores decreased in reading tasks and support the education departments to achieve the performance standards. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-02-01 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
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publishedVersion |
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http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000100088 |
url |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000100088 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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http://scielo.pt/scielo.php?script=sci_arttext&pid=S2182-84742022000100088 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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text/html |
dc.publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
publisher.none.fl_str_mv |
Instituto de Educação da Universidade de Lisboa |
dc.source.none.fl_str_mv |
Sisyphus - Journal of Education v.9 n.3 2022 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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