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The effect of music intervention on kindergarten phonological awareness skills
Get PDFThe purpose of this study is to determine if a music intervention in a Kindergarten classroom will result in an increase in students’ phonological awareness abilities. Five kindergarten students participated in a six-week study in which they received teacher-led, small-group interventions for 20 minutes three times a week. The students showed significant growth in segmenting, rhyming, and syllable segmentation as a result of the intervention. Music instruction was concluded to be an effective tool for delivery of phonological awareness instruction due to the relationship between music processing and language processing
Academic Vocabulary for English Language Learners
Get PDFThe researcher conducted a case study with an eighth-grade beginning English speaker to determine whether inclusion of all components of the SIOP model produced the best results for acquisition of academic vocabulary in the content area of social studies. The researcher conducted a six-week intervention in which the student was instructed using various components of the SIOP model during each two-week session and assessed at the beginning and ending of each two-week session. The researcher found that the student was able to acquire the most new academic vocabulary when it was the only skill explicitly taught. This study raises questions about the best ways to instruct English language learners in academic vocabulary, and whether process and English structure should be focused on simultaneously
Effect of Classroom Team Building and Ropes and Challenges activities on a Student with an OHI Disability
Get PDFThis paper studies the effects of Team Building and Ropes and Challenge activities on a student diagnosed with an Other Health Impairment (OHI) disability. It is a case study of a 16 year student that has been previously diagnosed with ADHD, and receives specialized services for an OHI disability. It looks at the effects of participation in seven weeks of Team Building activities and a day of activities at the Ropes and Challenge course on student perception, teacher perception, on-task time and achievement on district-wide assessments. The researcher used student and teacher surveys to investigate student perception and teacher perception. The researcher used time-interval analysis to document on-task time and used results from district wide assessment to look for changes in reading and mathematics scores. The student had increases in his perception of his peer interactions. Teachers had an increase in their perception of the student\u27s ability to work independently, with peers and with school staff. An increase in on-task time was observed during the intervention, but was not maintained at the conclusion of the intervention. An increase in reading scores, but not mathematics scores were observed on district wide assessments. Further research should include a larger sample size, but this study shows growth achieved during participation in Team Building activities and the Ropes and Challenges course
The Incorporation of Words Their Way Word Sorts into Orton-Gillingham Method to Improve Fluency of Students with Learning Disabilities
Get PDFSince students with Specific Learning Disabilities (SLD) in the area reading often struggle with reading fluency, reading comprehension is often impacted. Through this research, it may be determined that incorporating Words Their Way: Word Study for Phonics, Vocabulary and Spelling Instruction (Bear, Invernizzi, Templeton, & Johnston, 2000) word sorts with the Orton-Gillingham method of reading instruction (Orton & Gillingham, 1930) can increase reading fluency. Does incorporating the program Words Their Way into the Orton-Gillingham method increase fluency? It is hypothesized that incorporating the Words Their Way word sorts into the Orton-Gillingham method will increase reading fluency at the independent reading level for students with learning disabilities. In this study, two second grade students with identified reading disabilities, one boy and one girl, participated in small group instruction, using the Orton-Gillingham Method
What effect does direct content-based vocabulary instruction have on the reading comprehension of elementary students?
Get PDFThis investigation examined the effects of direct instruction of contextually-based vocabulary on the reading comprehension of elementary students. The participants in this investigation included five students enrolled in the Cardinal Stritch University City Center Summer Reading Project ranging from 3rd to 5th grade, two females and three males. These students were all identified as having needs in the area of reading comprehension proficiency. Vocabulary was chosen as the means to address reading comprehension based upon existing research that connected vocabulary acquisition to improved comprehension skills. The interventions of this study focused on providing students with contextually-based vocabulary through direct instruction. The direct instruction included the use of graphic organizers and collaboration with peers while being led by an instructor. Students then applied the instruction of contextually-based vocabulary to reading comprehension exercises. The results indicated that students in this study demonstrated slight increases in successful reading comprehension as evidenced in the results of classroom assessment as well as the Qualitative Reading Inventory-5, a informal inventory that provides information regarding conditions under which students can successfully identify words and comprehend text. Although students showed some progress in the routine and method of implementation of the interventions, the results of the study were affected by the time constraints
A Case Study of a K4 Student\u27s Literacy and Behavior: The Impact of Shared Reading and a Daily Report Card
No full textThis research case study was a two-part intervention with a K4 student, which spanned over 15 sessions per intervention. The first intervention examined the effects of shared storybook readings on a K4 student\u27s phonological awareness. The student was administered the Phonemic Awareness Skills Screening (PASS: Crumrine & Lonegan, 2000) as a pretest, an interim test, and a posttest and the Phonological Awareness Literacy Screening (PALS: Invernizzi, Sullivan, Meier, & Swank, 2004) as a pretest and a posttest. The student displayed improvements in phonological awareness as a result of this intervention. The second intervention studied the impact of utilizing a Daily Report Card (DRC) to improve a K4 student\u27s classroom behavior. A Daily Report Card measured the student\u27s goal behavior each day using smiley faces, straight faces, and sad faces during the intervention. The student displayed some improvements to his classroom behavior as a result of this intervention
Strategy for Success in a Dynamic Market: Variable Speed Drives
No full textThe research performed within uses secondary sources to explore common financial analysis techniques used to identify strengths, weaknesses, and growth trends using financial information published in company annual reports. An in depth look at Danfoss’ history, current corporate strategy, and the specific business segment of focus, Power Electronics, provides a baseline for comparison against the top rated competitors and the competitor’s strategies in the AC Drives market. The comparative analysis and industry SWOT identifies areas of commonality and areas where continued research is recommended to develop an optimized corporate strategy, gain competitive advantage, and progress toward an improved market position ensuring quality and leadership
General Electric: Does Outsourcing Operations Compromise Product Integrity or Improve the Company’s Overall Performance
No full textGeneral Electric has relied heavily on global markets in recent years with most of its revenue and employees deriving from foreign countries. This paper will address whether outsourcing compromises product integrity at General Electric, or improve the company’s overall performance. Outsourcing has been the cause of many US workers losing their jobs resulting in a weakened US economy. If outsourcing is not generating favorable results for General Electric, it would be beneficial for both the company as well as the American people to return more jobs to the US. Research was conducted by utilizing various newspaper and journal articles. Research concluded that there is a possible link between outsourcing and compromised product integrity; however, that link was not strong enough to completely discontinue global operations. Instead GE could create more jobs in the US to allow those with the technological capabilities to test products prior to placing them in the market
The Effect of Sight Word Recognition on the Fluency of First Grade Bilingual Students
No full textThe purpose of the study was to see how sight word recognition affected the reading fluency of 1st grade bilingual students. The research question was “What is the effect of sight word recognition on increasing English Reading fluency in a bilingual first grade classroom?” During the four-week study the students learned a different strategy every week that helped them increase their sight word recognition and in turn their fluency. The hypothesis was that as students increased their sight word recognition through word wall structured reading centers and explicit instruction on pacing, phrasing, smoothness, expression and volume they would increase their reading fluency. The findings showed that the four-week intervention helped to increase students’ sight word recognition and reading fluency
The Use of Reading Strategies to Increase Reading Comprehension For a Fourth Grade Student with a Learning Disability
No full textThis study focuses on increasing a student\u27s reading comprehension by using researched before, during and after comprehension strategies. The study was designed for a 4th grade student attending a private, urban, Midwestern school who was identified as having a learning disability and Attention Deficit Hyperactive Disorder. A pretest was administered using the Woodcock Johnson III Test of Achievement (Woodcock, McGrew, & Mather, 2001). The data was collected daily through ReadingA-Z compression quizzes. The intervention took place over three weeks and included two classroom observations and nine sixty minute one-on-one sessions. The student demonstrated improvement in reading comprehension through using the five strategies, as was seen in the post-test data. The post-test data consisted of ReadingA-Z comprehension quizzes where the student was assessed while using the reading strategy