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The effects of teacher language choice on students’ English reading development and attitudes towards bilingualism
No full textThe purpose of this research was to determine how teacher language use affects bilingual students’ English reading development and their attitudes towards self, school, and bilingualism. Specifically, it was hypothesized that flexibly mixing Spanish and English during reading instruction would increase students’ English reading growth and improve their attitudes as compared to when the teacher used only English. The study was conducted at a bilingual urban charter school situated in a majority Latino community. The participants consisted of three male and eight female second grade students ranging in age from seven to eight years old. All of the students spoke Spanish as their primary language and all but two were classified as English Language Learners. The study was conducted in two phases. Pre and post attitude surveys and English reading assessments were given at the beginning and end of each phase in order to measure attitude changes and reading growth. During the first phase the teacher delivered English reading instruction using exclusively English, while during the second phase the teacher flexibly used Spanish to support English reading instruction. Reading assessment and survey data showed that students made more reading growth when the teacher used only English, while their attitudes were more positive when the teacher flexibly mixed languages. Flaws in research design related to the reading assessment may render the reading growth findings invalid. However, this study affirms that teacher use of Spanish and English during instruction has a positive impact on students’ attitudes towards self, school, and bilingualism
The effects of concept sorts on vocabulary acquisition in third grade
Get PDFThe purpose of this study was to evaluate the effectiveness of the concept sort strategy on vocabulary acquisition. Participants were seven third graders who were chosen by the researcher based on attendance from one elementary school. The elementary school is located in a mid-sized city in Wisconsin. The students received an additional ninety minutes of vocabulary instruction in addition to the language arts block. The results showed the effectiveness of the concept sort strategy with an increase in the participants vocabularies. The process for research provided implications for future research which are discussed
The Effects of Implementation of Reading Intervention on Students\u27 Overall Comprehension
Get PDFIn an extension of research on the effect of implementing intervention for students with reading difficulties (Kim et al., 2009; Lang et al. 2009; O\u27Connor et al., 2007; Rogevich et al., 2008; Vaughn et al., 2010), the present study examined the effectiveness of implementing intervention for students with reading difficulties on students\u27 overall comprehension. The researcher hypothesized that consistently implementing reading intervention with fifth grade students with reading difficulties would improve the students\u27 comprehension. Five fifth graders participated in this eight-week study. Interventions implemented throughout the study included explicit modeling of word recognition strategies, narrative story structure, and expository text structure. Data collection and analysis focused on the participants\u27 ability to read and comprehend text through questions designed to test the students\u27 comprehension. The results revealed that the implementation of intervention resulted in positive gains for students\u27 overall comprehension. Finally, recommendations for further research were presented
Adult domestic violence behavior by childhood abuse victims
No full textDomestic Violence (DV) is seriously prevalent in our society today. Studies have shown that children exposed to DV in the home are more likely to become DV perpetrators in adulthood. This study confirms that idea, yet takes it one step further, by examining which forms of abuse are more likely to be carried on to future generations. Children who are physically abused by their fathers or other paternal figures are more likely to physically abuse their partners in adulthood. The same is true for children who witness physical abuse. Verbal and emotional abuse, towards one\u27s partner, are also correlated to witnessing some physical, verbal and emotional abuses in childhood. This study spells out those correlations. This study also indicates a correlation between witnessing paternal physical abuse towards his partner and participant physical abuse towards his or her partner in adulthood. This study shows that witnessing DV as a child has future implications
The effects of derivational suffix knowledge on the spelling and reading skills of an advanced reader
No full textThis case study researched the effects of teaching derivational suffix knowledge on the spelling and reading skills of an advanced reader. The participant was a second grade female who was recognized for her ability to lead and her advanced academic capabilities. Her summer school teacher, who believed she could benefit from individualized instruction in reading at her higher ability level, referred her for a summer intervention program. The intervention was created to meet several of the common core standards. The intervention took place over seven one hour sessions. During that time, the participant worked with the researcher in a quiet individualized setting using hands-on strategies to develop derivational suffix knowledge. The overall results of the intervention indicated that explicitly teaching derivational suffixes can be an effective method to increase the reading comprehension skills of an advanced elementary reader
Ruth S. Coleman College of Nursing Pinning Ceremony - Fall 2013
Get PDFPinning ceremony took place on December 13, 2013.https://digitalcommons.stritch.edu/conhs_pin/1011/thumbnail.jp
The effects of using visuals to support vocabulary development in urban students
Get PDFThe purpose of this action research study was to use visuals to support vocabulary development in urban students. Since visual support is an affective technique for English language learners, the study was designed to see if this same theory applies to urban students. The participants were a group of eight urban kindergarteners in a large urban school. The intervention took place over an eight-week period. During the first four weeks, students received regular instruction with limited visual support, provided by the reading series. In the next four weeks, students were taught vocabulary words using extra visual support related to the selected vocabulary. The visuals included photographs, still pictures, video clips, realia, other items deemed as appropriate. The results showed students acquired vocabulary words when learning was supported by realistic visual support
The effects of teaching multiple-meaning sight word vocabulary with pictures and visual prompts to Deaf children
Get PDFThis research study analyzed the effects of explicit instruction of multiple meaning vocabulary words using visual representations of sign language and pictures to increase reading comprehension skills for Deaf children. The goal of this project was to increase students’ skills and strategies when decoding words with multiple meanings. The sample population consisted of three Deaf children, ages 10-11 years old, attending a Midwestern public school that has a Deaf Education program. This eight-week research study consisted of a four-week incidental instruction segment and second four-week segment when multiple-meaning sight words were taught with explicit instruction using visuals and picture prompts. The results of this study indicated that explicitly teaching multiple-meaning sight words with pictures and visual prompts positively impacted sight word recognition and reading comprehension skills for Deaf children
Perceived efficacy of behavioral interventions used in behavior reassignment sites
Get PDFSome alternative education schools have characteristics such as flexibility in school design, small school size with increased opportunities to build relationships of trust, and individualized instruction that address students\u27 behavioral needs. As a veteran special education teacher working in an alternative education school, specifically a behavior reassignment site, the researcher began with a concern that the needs of students with EB/D may not be met due to the comprehensive nature of the students\u27 needs and resource limitations within this setting. Past research has studied the effective behavioral interventions that have demonstrated benefit to students with disabilities, as well as alternative education as a setting for instruction. That literature helped to define the main research question: Do behavioral interventions used in alternative education schools, specifically behavior reassignment sites, impact the behavior of students with EB/D, as perceived by their teachers? Special education teachers and those making student placement decisions must be aware of the behavioral interventions provided, or not provided, to this vulnerable population within this setting. Essentially the study asked whether the behavioral interventions used in certain alternative education settings for students with EB/D benefits them, and to what extent or level of efficacy. To effectively examine the efficacy, or lack of efficacy, of behavioral interventions used in alternative education, several working questions were developed: 1. What behavioral interventions are needed by students with EB/D? 2. What resources of behavioral interventions are available to special education teachers? 3. What is the short term and long term impact of behavioral interventions on the behavior of students with EB/D? These questions helped identify components of the research question and helped inform the construction of the survey in particular. Academic failure, retention, suspension, expulsion or dropping out of school are all factors that may affect students with EB/D. Many of them are placed in alternative education schools for a period of time. Within that unique setting, special education teachers have an opportunity to use strategies that may change the trajectory of students\u27 behavior. This study intended to help determine the level of benefit of the behavioral interventions that these students require. Results then can be applied within this setting to the behavior of students with EB/D to increase the option of reentry into traditional schools. This study set out to investigate the behavioral interventions used in alternative education schools, specified as behavior reassignment sites. The study also intended to discover the level of impact these strategies have on the behavior of students with EB/D. It was expected that the study would provide significant feedback to special education teachers, staff, and administrators in alternative education schools. The researcher hoped to identify behavioral interventions that demonstrated benefit or lack of benefit to students with EB/D. The goal was to provide insight into the resources and strategies that may enable special education teachers to better effect changes in students\u27 behavior
Hemispheric differences in the Stroop color-word interference task
No full textThe Stroop Color-word Task (Stroop Task) has been a widely utilized perceptual tool throughout research. It has helped researchers gain more knowledge about how and where our brains process written language and color. However, presenting the Stroop Task to isolated hemispheres has not previously been researched. This research study hoped to explore this area more and investigate whether hemispheric differences are present during the Stroop Task. Seventy-four college students from two universities participated in this experimental design. The Paradigm Perceptual Software program was used and designed to present multiple trials of the Stroop Task to each hemisphere by presenting stimuli either in the left visual field or right visual field. Results indicate that there is not a significant difference between right hemisphere and left hemisphere performance during the Stroop Task. This did not support the researcher\u27s initial hypothesis that there would be a difference in performance; specifically that the right hemisphere would perform more quickly during the task. However, there was a significant difference between control stimuli (solid bars of color) and the experimental stimuli (Stroop Task) as hypothesized. Although not the focal point of the research, there were also interesting interactions between gender and handedness of participants. All findings are noted and discussed further in detail