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ReferencesVocabulary Instruction (contd.)Beck, I., McKeown, M. & Kucan, L. (2013) Bringing Words to Life: Robust Vocabulary Instruction 2 nd edn., GuilfordPress, New York.Beck, I., McKeown, M. & Kucan L. (2010) Choosing words to teach, in Hiebert E. & Kamil M. (eds), Teaching andLearning Vocabulary: Bringing Research to Practice. Routledge, New York, pp. 207-222.Beck I. & McKeown M. (2004) Direct and rich vocabulary instruction, in Baumann J. & Kame’enui E. (eds), VocabularyInstruction: Research to Practice, Guilford Press, New York, pp 13-27.Biemiller A. (2004) Teaching vocabulary in the primary grades: vocabulary instruction needed, in Baumann J. &Kame’enui E. (eds), Vocabulary Instruction: Research to Practice, Guilford Press, New York, pp. 28-40.Blachowicz C. & Fisher J. (2004) Keep the “Fun” in Fundamental: Encouraging word awareness and incidentalword learning in the classroom through word play, in Baumann J. & Kame’enui E. (eds), Vocabulary Instruction:Research to Practice, Guilford Press, New York, pp. 218-238.Blachowicz C. & Fisher J. (2006) Teaching vocabulary in all classrooms, 3rd edn., Pearson Prentice Hall, UpperSaddle River, New Jersey.Bryman A. (2008) Social Research Methods, 3rd edn. Oxford University Press, New York.Graves M. (2006) The Vocabulary Book: Learning & Instruction. Teacher's College Press, New York.Hiebert E. (2010) In pursuit of an effective, efficient vocabulary curriculum for elementary students, in Hiebert E. &Kamil M. (eds), Teaching and Learning Vocabulary: Bringing Research to Practice. Routledge, New York, pp. 243-264.Johnson D., von Hoff Johnson B. & Schlicting K. (2004) Logology: Word and language play, in Baumann J. &Kame’enui E. (eds), Vocabulary Instruction: Research to Practice, Guilford Press, New York, pp. 179-200.Kamil M. & Hiebert E. (2010) Teaching and learning vocabulary: Perspectives and persistent issues, in Hiebert E.& Kamil M. (eds), Teaching and Learning Vocabulary: Bringing Research to Practice. Routledge, New York, pp. 1-26.Marzano R. (2004) The developing vision of vocabulary instruction, in Baumann J. & Kame’enui E. (eds), VocabularyInstruction: Research to Practice, Guilford Press, New York, pp. 100-117.Nagy W. (2010) Why comprehensive instruction needs to be long-term and comprehensive, in Hiebert E. & KamilM. (eds), Teaching and Learning Vocabulary: Bringing Research to Practice. Routledge, New York, pp. 27-44.Neuman S. & Roskos, K (2012) More than teachable moments: Enhancing oral vocabulary instruction in yourclassroom. Reading Teacher 66(1), 63-67.Scott J. &Nagy W. (2004) Developing word consciousness, in Baumann J. & Kame’enui E. (eds), Vocabulary Instruction:Research to Practice. Guilford Press, New York, pp. 201-217.Schmitt N. (2000) Vocabulary in language teaching. Cambridge University Press, Cambridge, New York.Stahl, S. and Stahl, K. (2004) Word wizards all! Teaching word meanings in preschool and primary education, inBaumann J. & Kame’enui E. (eds), Vocabulary Instruction: Research to Practice, Guilford Press, New York, pp. 59-79.Stahl S. (2010) Four problems with teaching word meanings (and what to do to make vocabulary an integral partof instruction), in Hiebert E. & Kamil M. (eds), Teaching and Learning Vocabulary: Bringing Research to Practice.Routledge, New York, pp. 95-114.20
Improved Performance on National Assessment ofEnglish ReadingGerry ShielNational assessments of English reading in primary schools have been conducted at regular intervals(every 4-5 years) since 1972. The assessments are implemented in representative samples of150 or so schools and typically involve several thousand pupils. Unlike the standardised tests thatare administered in most schools at the end of each school year, the tests used in the national assessmentsare secure tests that are not available in advance, although sample items are availableonline In both 2009 and 2014, the national assessment of English reading was administered in theSecond and Sixth classes. In both years, testing was conducted in paper-based format only.A key purpose of national assessments is to monitor trends over time. In the past, a significantchange in reading performance has been observed on just one occasion – 10-year olds in 1980achieved a significantly higher mean score than their counterparts in 1972. The purpose of the2009 assessment was to provide baseline data since this wasthe first occasion on which pupils in Second and Sixth had beenassessed. In 2014, there was an opportunity to examine changesin performance since 2009.Much has happened in educational terms between 2009 and2014. In 2010, the results of the 2009 Programme of InternationalStudent Assessment (PISA) were published. The performanceof Irish 15-year olds on print-based reading literacy wasshown to have dropped significantly compared with earlier cyclesand Ireland’s ranking dropped from 5 th to 17 th among countriesin both PISA 2000 and PISA 2009. In 2011, the Departmentof Education and Skills published The National Strategy toImprove Literacy and Numeracy among Children and YoungPeople 2011-2020, in which specific national targets for readingliteracy were set out. The Strategy also included proposals forenhancing teacher education at primary and post-primary levels,and for revising curricula and syllabi in English. In 2012, theoutcomes of the Progress in International Reading LiteracyStudy (PIRLS) were published. Pupils in Fourth in Ireland class ranked 10 th among participatingcountries, with pupils in just five countries, including Northern Ireland, achieving significantly higheraverage scores. In 2013, the outcomes of PISA 2012 were released, and Ireland’s performance onprint-based reading was similar to 2000. Ireland ranked 7 th among 65 countries and had a meanscore that was significantly higher than the average for OECD countries. Meanwhile, following onfrom the National Strategy and subsequent circulars, there has been an increase in the allocation oftime to reading literacy in primary schools, while schools have established targets for literacy andnumeracy in their school improvement plans, and have reported the results of end-of-school-yearstandardised tests to boards of management, parents and to the Department of Education andSkills.21
Page 1: August MenuBistro Steak with Walnut
Page 4 and 5: Launch of Literacy Association of I
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Page 8 and 9: More than a Name Change: the Intern
Page 12 and 13: School of Education, UCC & Reading
Page 14 and 15: Metalinguistic Awareness (continued
Page 16 and 17: Conclusions and RecommendationsMeta
Page 18 and 19: When do we need to teach vocabulary
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Page 24 and 25: Language Bus (continued)In Gene Mei
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