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Utilizing Text-Generative AI for Creating Oral Reading Fluency Probes
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MacKenzie D. Sidwell; Landon W. Bonner; Kayla Bates-Brantley; Shengtian Wu – Intervention in School and Clinic, 2024
Oral reading fluency probes are essential for reading assessment, intervention, and progress monitoring. Due to the limited options for choosing oral reading fluency probes, it is important to utilize all available resources such as generative artificial intelligence (AI) like ChatGPT to create oral reading fluency probes. The purpose of this…
Descriptors: Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Oral Reading
Moving beyond No Child Left Behind with the Merged Model for Reading Instruction
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Pruisner, Peggy – TechTrends: Linking Research and Practice to Improve Learning, 2009
As a result of the Reading First Program of the No Child Left Behind Act (NCLB), the view of reading has narrowed. Individual state's Reading First professional development programs, and hence reading teachers across the United States, have spent the six years since the funding of the program in 2002 focusing beginning and developmental reading on…
Descriptors: Teacher Education Programs, Reading Research, Reading, Federal Legislation
Open to Suggestion.
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Rivard, Joseph D; Bieske, Gordon B. – Journal of Reading, 1993
Offers (1) a teaching strategy using contemporary music themes to increase adolescents' confidence and reading fluency; and (2) a brief description of four literacy programs from around the world which were UNESCO prize winners. (SR)
Descriptors: Adult Literacy, Adult Reading Programs, Foreign Countries, Junior High Schools