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Effect of a repeated reading and utility value intervention on the fluency of an 8th grade student with a learning disability
Get PDFAn intervention focused on teacher assisted guided reading, repeated reading, and a reading motivation technique was implemented to increase the fluency of a special education student with a Learning Disability (LD) in an 8th grade mid-western school. Previous research has indicated that both repeated readings and reading motivation techniques increase academic achievement (Hawkins, Hale, Sheeley, and Ling, 2011; Hulleman and Harackiewicz, 2009), but few investigations have integrated these interventions. This research used a utility value technique along with texts of gradually increasing difficulty, facilitated by oral reading and feedback provided by an individual educator, to increase a student\u27s reading speed and accuracy. An analysis of pretest and posttest results, as measured by the Pearson Qualitative Reading Inventory (QRI-5; Leslie & Caldwell, 2011) and Adolescent Motivation to Read profile (Pitcher et al., 2007), indicated small but notable improvements in value attributed to reading, as well as increased performance on word lists, correct words per minute, and accuracy
Improving reading fluency in a struggling reader by using repeated reading strategies and spelling pattern writing interventions
Get PDFThe purpose of this case study is to examine using repeated reading interventions along with spelling pattern writing interventions to improve a struggling reader with ADHD\u27s oral reading fluency. The interventions in this study occurred over 10 sessions with the target student. The methods used in the study resulted in improvement both over daily fluency intervention sessions as well as over the entire case study. While the impact of the writing interventions as compared to the reading interventions on the student\u27s oral reading fluency was unclear, the student\u27s oral reading fluency was positively impacted over the course of the case study. The current study suggests that struggling readers would benefit from literacy interventions that focus on improving oral reading fluency
Effect of goal-setting on motivation and academic achievement in reading and mathematics for RTI-identified Tier II students
No full textThis study documents the effects of goal setting on motivation and academic achievement for struggling students in the RTI-Identified Tier II group for reading and mathematics. Previous research indicates that having a goal increases motivation (Murayama and Elliot, 2009), and having higher motivation leads to higher academic achievement (Cavas, 2011). An action research project was designed to use personal mastery goals to increase student motivation and academic gains. Students participating in academic interventions set mastery goals and monitored their progress during a 10- week study. Throughout the study, student motivation was measured using surveys and at the end of the study, student achievement was measured using a universal screener assessment. Results from the study were inconclusive and further research is needed in this area
Differentiating instruction by way of ability grouping and integrating appropriate reading skills and strategies through the use of instructional leveled text with struggling 3rd grade readers to improve comprehension, accuracy, and fluency
Get PDFThe purpose of this study was to determine whether differentiating instruction by way of ability grouping and integrating appropriate reading skills and strategies through the use of instructional leveled texts with struggling 3rd grade readers would improve their comprehension, fluency, and accuracy. Seven 3rd grade students considered to be struggling readers participated in this study. During the study, the participants met with the researcher 20-30 minutes daily, four times per week, for a total duration of eight weeks. The intent of the group instruction focused on comprehension skills, strategies, and oral reading fluency and accuracy skills. Overall, the results suggest that differentiating instruction for struggling readers by providing instruction that focused and reiterated comprehension and fluency skills and strategies helped to improve comprehension and fluency
The Effects of a Graphic Novel, Modified Literature Circle, and Vocabulary Intervention for an Eighth Grader who is Other-Health Impaired (OHI)
No full textAn intervention focused on reading comprehension, vocabulary acquisition, and student motivation to read was designed and implemented to meet the needs and IEP goals of an 8th grade student in an urban, midwestern school. The student, qualified for special education services as a student with an Other-Health Impairment (OHI). The student had been medically diagnosed with ADHD, an anxiety disorder, Pervasive Developmental Disorder (PDD), and a mood disorder. The intervention used graphic novels, modified literature circles, (Hines & Dellinger, 2009) and vocabulary study techniques including a Four-Square graphic organizer (Cockrum & Markel, 2007) and a modified word sort activity (Joseph and Orlins, 2009). A comparison of pre-intervention and post-intervention data for comprehension (QRI-5; Leslie & Caldwell, 2011) did not show a difference in reading comprehension as a result of the intervention although the researcher will argue that the comprehension results of this assessment do not adequately measure the student\u27s growth in reading comprehension. The student did demonstrate improvement in vocabulary acquisition and student motivation to read as a result of the intervention
The use of codeswitching in the classroom
No full textThe following action research study presents the findings of codeswitching usage from audio samples of students in a 3rd grade classroom. The following chapters will provide an introduction to the study, a review of literature in the field of codeswitching, procedures of the study, presentation of data, final results, and recommendations for future research. The action research study was designed to address the controversy on the use of codeswitching among developing bilingual individuals. Current theories and researchers question the use of codeswitching, its possible harms, and overall belief that the combining of languages demonstrates a lack of understanding and language proficiencies (Reyes, 2004). Studies such as those referenced in Chapter 2 will discuss the benefits of codeswitching usage as a resource in developing second language proficiency and the theories of higher level thought processing. With the increasing realities of bilingual individuals within the nation, the effects of codeswitching have become increasingly more relevant in the educational field. These observations prompted the researcher to investigate the use of codeswitching and the motives behind students’ use of Spanish and English during informal work time. The purpose of this study was to observe how code switching is used in an informal academic setting among Spanish/English students acquiring a second language
The Effects of Explicit Modeling of Phoneme Features and Phonemic Awareness Activities on Writing for a Child with a Phonological Disorder
Get PDFThis study examined the effects of explicit teacher modeling during phonemic awareness instruction on a child\u27s orthographic development. The five-year-old child attended K-4 in an urban school, and had been identified with a speech and language disability in K3. He was receiving speech/language services to remediate a phonological disorder at the time of the study. The child\u27s disability affected his emergent writing abilities; therefore, this study was designed to improve his orthographic knowledge. Intervention included explicit modeling of phonemic awareness instruction in the context of journal writing activities. Writing samples were collected over six weeks and assessed using a rubric for analysis of the number of phonemes represented in his invented spellings. Findings indicated that researched based intervention positively effects emergent writing for a child with a phonological disorder
The effects of an oral narrative intervention on kindergarten students\u27 story retelling
Get PDFOral narrative skills contribute to children\u27s academic and social success and are, therefore, important skills to develop. This research examined the effects of a six week oral narrative intervention on kindergarten students\u27 ability to retell picture books. The intervention integrated dialogic shared reading, story grammar interventions, and heterogeneous paired practice and included both whole-class and small-group instruction. Research participants represented a diversity of cultures, overall language skills, retelling ability, and reading ability. After participating in intervention, students included more story grammar elements and more appropriate character introductions in their retellings. The intervention had no measurable effect on participants\u27 references to characters\u27 emotional states in their retellings. The findings and recommendations of this study could be used to further refine and improve oral narrative interventions
The influence of neurotic personality traits and social support on chronic pain levels
No full textChronic pain has been a frustrating diagnosis for many practitioners and patients throughout the years. The diagnosis does not provide practitioners with an objective way to evaluate patients. Thus, frustration ensues, leading practitioners to misdiagnose these patients, which in turn leaves patients with no relief. This study will investigate if diagnosed of chronic pain have any correlation with neurotic personality traits and lack of social support compared to their pain levels. Thirty patients from an orthopedics clinic who were diagnosed with chronic pain took this survey concerning personality traits, social support, and pain levels. A flyer was displayed at the three main locations. Also, patients were asked to volunteer for the study by physicians. The patients who agreed to participant were given a consent form, questionnaires, and an envelope in order to mail back the questionnaires. Multiple regression analysis was performed in order to examine the relationship between neurotic personality traits, social support, and pain levels. It was predicted that individuals who have neurotic personality traits and lack of social support system are more likely to report high levels of chronic pain
Improving the vocabulary and comprehension skills of a student using graphic organizers
No full textVocabulary knowledge is essential for all readers. Text comprehension is not possible without the fundamental knowledge of the vocabulary included in the writing. In this case study, a reading intervention was planned and implemented with a sixth grade student with a disability. The intervention included vocabulary instruction using graphic organizers, text-reading, and comprehension practice. The study sought to determine whether this intervention was successful in improving the vocabulary and comprehension skills of the student. The data collected from the study indicated that the student made considerable improvements in her vocabulary skills. It was inconclusive whether the student made significant growth in her comprehension skills