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The effects of technology-based strategies on the blending and segmenting skills of a K4 student
No full textThis study focused on improving the blending and segmenting skills of a K4 student through technology-based strategies. This study was designed for a K4 student attending a public, urban Midwestern charter school who is considered a struggling reader. The intervention was conducted over eleven, 60-minute sessions. Data measured the student\u27s response to video clips, interactive texts, Elkonin boxes supplemented with pictures, and online and computer-based games. The student demonstrated increased blending and segmenting skills as a result of the intervention
The effects of direct instruction and interspersal rehearsal on sight word acquisition
Get PDFTwenty three K5 emergent readers participated in a study comparing the effectiveness and efficiency of two instructional methods for teaching sight words, drill and practice (DR) and intersepersal rehearsal (IS). Each participant, regardless of treatment group, was assigned six sight words per week, for a period of six weeks. The six participants receiving IS treatments were assigned three known words, which were interspersed with three unknown words. The ten Participants in the DR condition were assigned six unknown words. Six students, who did not receive treatment, served as the control group. During instructional treatments, words were presented on 3x5 notecards and read by the researcher for modeling. Participants then repeat the word. After a correct repetition, a new word was presented. Words in both treatment conditions were presented three times. Following the third trial with teacher modeling, cards were mixed and presented again without modeling. If participants read the word inaccurately, or did not respond within the three second time limit, error correction was provided by an additional modeled reading of the word. Dolch and Fry sight word assessments were used to assess student knowledge before and after instructional treatments. Additionally, weekly probes were administered to track student growth throughout the study. Results indicated growth occurred in each group, but IS participants demonstrated the greatest, statistically significant increase in sight word knowledge
The effects of music and rhythm on phonics instruction with beginning readers
Get PDFThe purpose of this study was to investigate the effects music had on phonemic awareness instruction for beginning readers in five-year-old kindergarten. The Dr. Seuss Nonsense Word Test: An Assessment Sequence for Emergent to Beginning/Early Readers (Appendix A) was used for pre and post assessment. The intervention plan and procedures were connected to current research. The plan included explicit instruction in phonemic awareness skills such as decoding, rhyming, and segmenting/blending, within short /a/ and short /o/ vowel patterns. The students received approximately 60 minutes per week of intervention over a six week period. Analysis of pretest and posttest data showed improvement in the area of decoding within phonics
What are the Essential Components of Nurse Residency Programs that Contribute to Positive Outcomes for Newly Licensed Registered Nurses in their Transition into Professional Practice During their First Year of Practice?
No full textNurse residency programs are evidenced based structures and processes that support newly licensed nurses’ successful transition from student to professional nurse during the first year of practice. Nurse residency programs are endorsed by the American Association of Colleges of Nursing (AACN), the National League for Nursing (NLN), and the Institute of Medicine (IOM). The purpose of this literature review is to identify the essential components of successful nurse residency programs and associated nurse outcomes post completion. The review identified the five essential program components that lead to positive outcomes of increased retention, competency, and job satisfaction. The five essentials are a nurturing learning environment, supportive leadership, having a mentor or preceptor, peer support systems, and an increase in clinical time for skill mastery. Implications for nursing education and recommendation re presented
Increasing phonemic awareness abilities for a kindergarten student using multiple learning modalities
No full textThis study documents the effect of teaching phonemic awareness skills using multiple learning modalities to a pre-kindergarten student with a speech and language disability. Previous research indicates that phoneme awareness can be taught and developed with students who have a speech impairment as early as ages three and four (Gail T. Gillon, 2005). An action research was designed to increase phonemic awareness development. The student participant received explicit instruction combined with a variety of engaging, playful activities that addressed a variety of learning modalities over 11 sessions. Progress was monitored through a pre- and post-assessment, along with records and observations in a daily log. The findings of the action research indicate instruction of phonemic awareness skills that utilizes multiple learning modalities can lead to overall growth in phonemic awareness skills
The effect of explicit vocabulary instruction on student performance in content area classes
No full textThis study documents the effects of explicit vocabulary instruction on overall knowledge in a 6th grade science classroom. Previous research suggests that multiple exposures to new vocabulary words and consistent vocabulary instruction across grade levels can help students excel in content area classes, (Sweeney and Mason, 2011). An action research was designed to increase student success in the science classroom by implementing a word map strategy for new vocabulary words. Students completed a pre-test and post-test to show their growth in the content area along with three vocabulary quizzes to test their knowledge of new words. The results of the action research suggests that focusing on vocabulary does increase student success in content area classes, but vocabulary instruction should include small group instruction in order to reach all types of learners
Improving phonological awareness and decoding skills in a struggling reader
Get PDFThe purpose of this case study was to assess various phonological awareness and decoding interventions on a young struggling reader. The selected student was a second grade student from a charter school in Milwaukee, WI. The study began with a pre-assessment on the student\u27s Sight Word Efficiency and Phonemic Decoding Efficiency. After the pre-assessment, a three-week long intervention session was given to the student. This intervention session included sight-word recognition skills, letter-sound relationships, blending and segmentation skills as well as reading fluency. These interventions were given through various forms such as flash cards, hands-on activities and technology. At the end of each intervention session, the student was informally assessed on the number of sight words recognized and her overall reading fluency. After the three-week intervention cycle was complete, a post-assessment was given. The results showed that the student improved on their Sight Word Efficiency, Phonemic Decoding Efficiency, Sight-Word Recognition and overall reading fluency
The effects of the frequency of the interactive whiteboard\u27s (IWB) manipulation on kindergarten students’ achievement in phonemic small group instruction
Get PDFThis action research study documents the intervention and the results of the effects of the frequency of the Interactive Whiteboard’s (IWB) manipulation on students’ achievement in phonemic awareness in the bilingual kindergarten classroom. Previous research confirms that young students benefit from the use of the IWB in the classroom: students’ motivation and engagement during lessons increases, and limited English proficient students’ literacy achievement improves with the daily use of the IWB (Preston and Mowbray, 2008; Wuerzer, 2008). This study was designed to examine the effects of the frequency of the IWB’s manipulation on kindergarten students’ achievement in phonemic small group instruction. The researcher determined 6 weeks for the duration of the study, which covered 2 kindergarten curriculum units. Student participants manipulated syllable sorting and word building activities on the IWB and took curriculum required and developed by the researcher tests. The findings of the study indicate that a student-centered and frequent utilization of the IWB in the classroom for teaching and learning has a positive effect on students’ academic achievement in phonemic awareness
The influence of hand gestures on reading comprehension
Get PDFHand gestures used in conjunction with speech can provide more concrete and accurate information than through speech alone (Wang, Bernas, & Eberhard, 2004). The purpose of this study was to explore the effectiveness of hand gestures on reading comprehension. To examine this hypothesis the researcher designed an eight week study, incorporating the use of hand gestures into the reading lessons and collected data. Eleven second grade students participated in reading lessons which included vocabulary development, a reading strategy focus and practice, and reading of weekly story selection. Data derived from pre and post-reading/comprehension assessments, weekly comprehension tests, and Theme Skills tests showed that the participants’ reading comprehension had increased through the use of hand gestures during reading instruction of new vocabulary words and reading strategies
The influence of psychological needs and age on cellular phone usage among younger and older individuals
No full textThis study looked at whether or not age and different psychological needs (sexuality, connection, individuation, and self-exploration) had the ability to influence different uses of a cellular phone (specifically “vocal conversation only” and multi-tasking; texting, accessing the internet) among participants. Both older and younger individuals (between the ages of 18 and 83) were recruited using convenience sampling as a way to obtain appropriate and/or significant results. A cellular phone use questionnaire (inclusive of “Yes”/”No” items, also items in likert scale format) was completed by all participants involved as a way to gather data. Three different hypotheses stated the following: (1) Patterns of cellular phone usage are motivated or driven by different psychological needs. (2) Younger individuals use their cellular phones more as multitasking devices (access to the internet, texting). (3) Older individuals use their cellular phones more for vocal conversations (use the device as a regular phone to conduct more conversations vocally). It was found that different psychological needs did influence multi-tasking among participants; age was also an influence as younger participants used their cellular phones more than older participants for the purpose of multi-tasking. Age and the psychological needs specific to this study were not as influential on “just vocal conversation” among participants. The significance of work from this study may be relevant to future research which looks in greater detail at the impact cellular phones (or mobile technology of other kinds) have on the social and/or psychological existence of both younger and older individuals