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15 results on '"Metz, Elizabeth"'

1. FIRST Reading: Focussed Instruction in Reading for Successful Teaching.

Author

ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN., Newman, Anabel P., Metz, Elizabeth, Newman, Anabel P., Metz, Elizabeth, and ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.

Abstract

This book describes FIRST (Focussed Instruction in Reading for Successful Teaching) Reading, a computer program that takes answers to 20 questions about a learner and matches this profile against profiles in the database. FIRST Reading, formerly called "Consult Reading," can recommend the most-likely-to-succeed teaching focus(es) for K-12 troubled readers with over 90% accuracy. Chapters in the book are (1) FIRST Reading: A New Look to Teaching; (2) What FIRST Reading Is Not; (3) The FIRST Reading Taxonomy; (4) The Eight Instructional Focuses; (5) Comprehension; (6) Functional Language; (7) Games; (8) Interest; (9) Language Experience; (10) Motivation; (11) Self-Concept; (12) Study Skills; (13) Implementation; and (14) FIRST Reading: Evaluating Affect, Attitude, and Success. Appendixes present the taxonomy, a learner profile sheet, bookbinding procedures, and sample informal interest inventories for grades 1-6 and grades 7-12. (Contains 53 references.) (RS)

Published
1996

3. A Field Study in the Application of CONSULT-I to the Problem of Inconsistency in Diagnosis and Treatment of Reading Difficulties. Proffitt Grant Final Report.

Author

Indiana Univ., Bloomington. Reading Practicum Center., Newman, Anabel P., and Metz, Elizabeth

Abstract

A field study tested the application of the CONSULT-I (R) program, which uses artificial intelligence with statistical pattern recognition in constructing a diagnosis and recommending treatment of reading difficulties. Participants in the field study came from 10 southern and central Indiana school districts, both public and parochial, and one Massachusetts school district. Participants included one high school dean in charge of the tutoring program, five teachers working with middle school learners, and 21 elementary school personnel. A total of 70 learners were taught by the 23 teachers who eventually completed the required data collection. Teachers completed learner profile sheets, carried out the recommendations of the CONSULT-I (R) program, and completed questionnaires at the end of the 5-month implementation period. Results indicated a positive reaction to most of the CONSULT-I (R) program: the focus in individualization and the strategies suggested were judged to be very helpful; and the negative responses showed a need for more written guidance in several aspects of the program. Findings suggest that data based diagnostic and treatment recommendations do work, and that through the use of the program, educators are able to provide an answer to the inconsistency of treatment predications for classroom teachers and reading specialists. Recommendations include: continue trials of the program in graduate and undergraduate classes; offer the program to area schools on a fee basis; and provide more written instructions. (Contains four tables of data.) (RS)

Published
1989

4. Individualizing Language Strategies Using CONSULT-I.

Author

Indiana Univ., Bloomington. Reading Practicum Center., Newman, Anabel P., and Metz, Elizabeth

Abstract

This handbook offers suggestions for implementing actions (termed variously in other settings as treatments, interventions, methods, techniques, strategies or activities) recommended for individual learners by CONSULT-I (R), a computer program created by James Fattu and Edward Patrick. Application of the program described in the handbook was under development at the Reading Practicum Center at Indiana University beginning in 1983. Suitable for learners of all ages, the recommendations in the booklet are especially tailored for K-12 learners and should be used to build a remedial language program based on a particular learner's characteristics, needs, and interests. Many of the actions described in the booklet appear in more than one category. Sections of the booklet are: Comprehension; Functional Language; Games; Interest; Language Experience; Motivation; Self-Concept Module; and Study Skills. Contains 14 references. Sample Informal Interest Inventories for grades 1-6, 7-12, and for adults are attached. (RS)

Published
1988

5. The Issue: Adult Literacy Assessment. ERIC Digest.

Author

ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN. and Metz, Elizabeth

Abstract

Intended to help adult education teachers and administrators select the type of adult literacy program that works best for their students, this digest surveys nine different programs and discusses the assessment methods used for each program. The programs examined are: (1) Time to Read; (2) Center for Literacy program; (3) Federal Prison System program; (4) Project: LEARN; (5) City University of New York Adult Literacy program; (6) Greece Central School District Continuing Education program; (7) CASAS (Comprehensive Adult Student Assessment System); (8) Literacy Volunteers of America-Danbury, Connecticut program; and (9) California Literacy Campaign. (NKA)

Published
1989

9. Issues in Adult Literacy Assessment (ERIC/RCS).

Author

Metz, Elizabeth

Abstract

Notes that while a number of viewpoints about adult literacy assessment exist, no one perspective dominates the field. Argues that both standardized tests and competency-based assessment poorly serve the adult learner. Argues that assessment of the adult learner can be conducted on an informal, nonthreatening basis. (RS)

Published
1990

14. A Samoyed Snared In The 'Net.

Author

Metz, Elizabeth Crosby

Subjects
DOGS, SAMOYED dog, COMPUTER network resources
Abstract

Provides information on SamFans, a globe-spanning Internet group of Samoyed fanciers. Rescue made by SamFans to dognapped Samoyed; Other means of bringing home lost dogs; Benefits of SamFans.

Published
1998

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