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Spanish Language Development through Phonological Awareness in the Learning Process for Non-Native Spanish Speakers
Get PDFThis study was designed to discover how the awareness of Spanish vowel sounds helps non-native Spanish speaking students develop phonological proficiency to improve their pronunciation, their confidence, and self-esteem when speaking in Spanish. Therefore, this study focus on the process of how students obtain the knowledge about Spanish vowels and vowel combination sounds to help them develop an authentic and articulated Hispanic accent. The purpose of this study was to help a group of 17 10th grade students develop phonological awareness in the process of learning and acquiring Spanish as their second language. The main goal was to encourage this group of students to master phonological skills in pronouncing new words and reading out loud by themselves and in public
The Effect of Explicit Vocabulary Instruction Through Read Alouds on Spanish-speaking Kindergartners\u27 Word Acquisition
Get PDFThe purpose of this research study is to examine the effect of explicit vocabulary instruction through read alouds on Spanish-speaking kindergartners\u27 word meaning acquisition. Research indicates robust vocabulary instruction is essential in early grades to narrow the gap between disadvantaged children and their privileged peers who typically start school with more extensive vocabularies and cumulative language experience (Hart & Risley, 1995). Numerous studies (Beck & McKeown, 2007; Coyne, McCoach & Kapp, 2007; Biemiller & Boote, 2006; Zipoli, Coyne, & McCoach, 2011) have reported on the success of various vocabulary-building strategies for early grades, including direct word meaning instruction paired with repeated readings and supplementary word reviews. The present four-week study was conducted in a low-income urban charter school in which approximately 50% of students are classified as English Language Learners (ELL). Eighteen Spanish-speaking kindergartners participated in the study. Four children\u27s books were read, and eight target words from each story were identified. Half of the target word meanings were explicitly taught to participants, whereas they were incidentally exposed to the remaining half of the target words. Information was gathered at pretest and posttest on the students\u27 knowledge of the 32 target words: 16 taught words and 16 untaught words. Pretest and posttest results were compared to determine each participant\u27s vocabulary growth. Results indicate that explicit vocabulary instruction involving repeated readings of children\u27s books and meaningful extension activities and word reviews can produce vocabulary growth among kindergartners
The Effects of Phonological Awareness/Word Study on Kindergarten English Language Learners
Get PDFThe research examined the effects of an evidence-based intervention in the study of phonological awareness and word study at the pre kindergarten and kindergarten level. The research was conducted in the form of a case study with the focus on one English Language Learner (ELL) student. Although intervention groups were held with non-ELL and ELL students alike, the focus was on one ELL student. The intervention group received six weeks of explicit and repeated instruction in phonological awareness and focused on word study development. There were two major findings from this study: the ELL focus student made gains in phonological awareness and when mixed with word study, made significant gains in his end -of -year reading test. The results indicate that small group phonological and word study interventions are crucial for the reading development of young ELLs
The use of think-alouds in order to increase comprehension in struggling readers at the middle school level
Get PDFThis study assessed the effect that the use of the think-aloud strategy had on improving reading comprehension of struggling middle school readers. The study consisted of a six-week intervention in which the student were provided instruction in the use of the think-aloud strategy three days each week during their small-group reading class. Seven students, four boys and three girls, from an urban, public school near Milwaukee, Wisconsin, participated in this study. The researcher used marked think-aloud passages from the Qualitative Reading Inventory-V (Leslie & Caldwell, 2010), the Fountas and Pinnell reading assessment, and MAPs (Measures of Academic Progress) in order to obtain data before the onset of the study and at the end of the study in order to gauge its effectiveness. Additionally, the researcher monitored progress through the use of guided and independent practice on the use of think-alouds on high-interest reading passages. Data findings indicated that the treatment had a positive impact on the students\u27 ability to answer explicit comprehension questions. The study did not positively impact the students\u27 ability to answer implicit questions. Teachers who are considering using the think-aloud strategy should consider examining this study
Increasing comprehension in a kindergarten classroom through read-alouds
Get PDFThis study was conducted in a kindergarten classroom to see if teacher read alouds would increase overall comprehension. This study was conducted over a six-week period during the 2011-2012 academic school year. The kindergarten classroom that participated in the study was located in Cambridge, Wisconsin. The researcher found a correlation between increased read aloud practice and increased comprehension and retelling scores. The data collected concluded that as read alouds increased, so did comprehension and retelling scores
Examining the Effectiveness of Pathways to Literacy Reading Curriculum for Non-Verbal Students in the Special Education Classroom
No full textThe purpose of this action research study was to answer the question, “Will the implementation of the Pathways to Literacy reading curriculum increase engagement and comprehension during story reading in three non-verbal students in a self-contained special education class?” The reading curriculum, Pathways to Literacy, was implemented in a self-contained special education class during story reading time, and data were taken on three students with severe cognitive and physical disabilities two times per week for 12 weeks. The independent variable in the study was the implementation of the Pathways to Literacy reading curriculum during reading time. The dependant variables were the participant levels of engagement and comprehension during reading time. Results, study limitations and recommendations for future research are discussed
Postsecondary outcomes for students with disabilities related to employment and higher education
Get PDFStudents with disabilities are leaving high school and are not prepared. What is happening to students with disabilities after high school? Why? What can educators do to ensure that students with disabilities are successfully transitioning into the real world, which includes higher education institutions, long-term employment, and living independently? The purpose of this study was to examine existing data and determine what happened to students once they exited high school. The information provided insight for interested stakeholders on whether the outcomes of students with disabilities need to be improved. Examining the Wisconsin Statewide School District Post High School Outcomes Survey results will give special-education service providers a better understanding of the outcomes of the participants. The survey responses may help educators encourage students to make more informed choices on how to successfully accomplish their post-secondary goals. The survey results were analyzed in an effort to determine how many students were engaged in postsecondary activities in what specific areas. Are students with disabilities securing employment or attending higher education institutions after they leave high school? The state of Wisconsin requires that all students with disabilities to have documented plans before the students reach age fourteen. The transition plans are designed to help students begin to explore and pursue goals that are age appropriate and based upon their interest and abilities. Thousands of transition plans are written annually but are the majority of students accomplishing their post- secondary goals? Students were surveyed and answered a series forty-three interview questionnaire. The survey asked open-ended question that provided surveyors with a data on the students’ activities after they left high school. Transition has been and continues to be a significant area of focus for educators and researchers. There is a continuum of students exiting secondary settings on an annual basis. Thousands of students will be in need of an employment or training. The impact of the large number of students entering post-secondary settings indicates that professors and counselors will need to be equipped to provide accommodations
Ruth S. Coleman College of Nursing Pinning Ceremony - Spring 2013
Get PDFPinning ceremony took place on May 17, 2013.https://digitalcommons.stritch.edu/conhs_pin/1012/thumbnail.jp
The Effects of Inquiry-Based Mathematics Instruction For English Language Learners
Get PDFThis article reviews the effects of hands-on, inquiry based learning on the mathematics achievement of English language learners (ELLs). There were eighteen third grade participants of Mexican descent in this study. Their English language proficiency ability ranged from a level two to six. The study began with data collection from three weeks of regular instruction before doing three weeks of hands-on, inquiry based mathematics instruction. Both data periods began and ended with a pretest and posttest assessment to determine the achievement, measured by points of growth, during that specific type of instruction. The researcher found inquiry-based instruction did not improve mathematics achievement of ELLs; however, it would be of interest to study the impact of inquiry-based instruction in the regular education classroom over an extended period of time
Effects of Word and Picture Sort Instruction on a Struggling Third Grade Student
Get PDFThis is a case study involving a nine year old female student. The researcher sought to determine if an intervention with the instructional use of word and picture sorts would help the student improve her skills in spelling. Intervention results were consistent with the research upon which it was developed. The intervention was successful based on the increase in scores from the pre- to post-spelling assessment