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Effects of Explicit Instruction in Text Structure and the Use of Graphic Organizers in Students Reading Expository Text that have High Fluency Rates but Low Comprehension Rates
Get PDFThis study documents the effects of explicit instruction in text structure and the use of graphic organizers in students reading expository text that have high fluency but low comprehension rates. During the explicit instruction in the use of graphic organizers the teacher scaffolds the understanding of expository text, text structure, signal words, and graphic organizers (Hall, Sabey, & McClellan, 2005). Research indicates that explicit instruction in text structure and the use of graphic organizers when teaching expository text structures is a factor in increasing comprehension in students with low comprehension rates. An action research was designed for four students with high fluency but low comprehension rates. The students participated in an intervention containing an expository text experience including prompts to be aware of different types of text structure, signal words, and the use of graphic organizers for recall and the generation of written responses. The findings of the action research indicate that instruction in text structure and graphic organizers play an important role in the understanding of expository text in students with low comprehension rates
Effects of explicit comprehension strategy induction & self-efficacy of use for a middle school student with a learning disability
Get PDFThis case study examined the effects of explicit comprehension strategy instruction for a student with a learning disability and self-efficacy of use. The sample consisted of a sixth grade female student who attends a public charter school, diagnosed with a specific learning disability, needing support with reading and math. The student, working with different genres of test, practiced making connections/predictions, answered questions, worked with main idea and supporting details and cause and effect, using graphic organizers. The Woodcock Reading Mastery Tests (1987), Qualitative Reading Inventory-4 (QRI-4) (2006), and Reading Behavior and Interests Survey provided pre and post-test data. Positive gains were made with retelling, vocabulary comprehension, and increased text complexity with look backs; however, the results of passage comprehension showed a negative regression
Who is more prepared to mainstream children with Asperger\u27s disorder: general education teachers or special education teachers?
No full textAs the frequency of autism (ASD) continues to rise, so does its impact on public schools (Horrocks, White & Roberts, 2008). With inclusion models becoming the norm inside of public schools it is important to make sure teachers support, understand, and feel supported when it comes to educating this population. Successful inclusion placement requires teachers to feel well prepared. A teacher’s perceived level of preparedness is an important concept to consider when determining a child’s placement because feelings usually influence one’s behavior. The classroom teacher’s behavior will affect all of the children placed in the class. The present research aims to compare perceived levels of preparedness for mainstreaming between general education teachers and special education teachers. To compare levels of perceived preparedness, the current research collected responses from 107 Milwaukee area teachers, of which 49.5% were general education teachers and 42.1% were special education teachers. The participants were all current teachers who were teaching kindergarten through twelfth grade in the greater Milwaukee area. The survey was distributed through an informal social network of teachers employed across multiple school districts. The results showed that there was no significant difference between regular education and special education teachers in their ratings of preparedness to mainstream a child with Asperger’s Disorder. Results also showed that regular education teachers who had experience mainstreaming feel more prepared to mainstream than teachers who had no mainstreaming experience. There are some noted limitations to this data. These include, but are not limited to, small number of research participants, small selection of research participants, and the inclusion of student teachers, and a limited geographic representation
Individual learning versus cooperative learning in a competitive classroom
Get PDFThe purpose of this study was to use a competitive structure with extrinsic rewards (gift cards) to discover if students competing in cooperative groups or competing individually would achieve higher posttest percentages. The study asked whether a student working as an individual in a competitive structure learned and retained more than a student working in a cooperative learning group in a competitive structure. If a teacher wants to ensure retention of content, will having students work in cooperative groups be more effective than individual learning? If students truly learn from each other, will a student in cooperative group learn more? Or, if students are asked to work individually and are responsible for each component of an activity or project, will they learn more by having done each component themselves? The answers are important for teachers. The use of incentives adds another element to the classroom dynamic. Do teams work better than individuals? This study sought to find the effects of tangible incentives as they related to performance of cooperative groups versus performance of individual students
Effects of writing language objectives on the language proficiency of English Language Learners
Get PDFTeachers of English Language Learners are faced with the challenge of developing their students’ second language. This study investigates the impact of integrating language instruction during mathematics instruction. The research question asks: What are the effects of using writing language objectives on language proficiency of English Language Learners? The intervention was implemented in a fourth grade dual language classroom comprised of 24 native Spanish speakers of varying English language proficiency levels. During the intervention the researcher modeled writing language objectives, provided more opportunities to write during math lessons, assessed the language objectives, and provided students with written corrective feedback on their writing. The writing samples of five students were analyzed through quantitative rubric data, error analysis, and qualitative trends. The results indicated that integrating language instruction in the content areas, using writing language objectives and a system of written corrective feedback can aid English Language Learners in their second language writing development
Effects of explicit reading comprehension strategy instruction on students’ reading comprehension and written summaries
Get PDFThe purpose of this action research study was to answer the question, “Does explicit instruction in reading comprehension strategies and summary writing improve eighth grade ELLs’ nonfiction reading comprehension?” The participants were a group of 19 eighth grade English language learners in a language arts classroom in an urban charter school. The intervention took place over an eight-week period. During the first four weeks, students read nonfiction text without receiving explicit instruction in comprehension strategies. For the next four weeks, students were taught to use specific strategies to read and understand nonfiction text about World War II. The results were students showed improvement in their ability to understand nonfiction independently. The greatest improvement was their ability to write accurate summaries, further demonstrating the importance of connecting reading and writing activities in the classroom
Trauma sensitive classrooms
Get PDFThe purpose of this study was to provide students with strategies to overcome trauma in their lives and determine whether these strategies resulted in success in school. Many of the students in this study were identified as having emotional and behavioral disabilities (EBD). Up to this point there hadn\u27t been an effective way to address their needs. Although bright students like these tended to drop out of high school due to lack of success and non-conformity within the educational system. Educators may utilize this study to improve methods of dealing with problematic and traumatized students
Effect of the metacognitive Question-Answer-Relationship (QAR) strategy on student reading comprehension and articulation of strategy use
Get PDFThis study documents the effect of teaching the metacognitive Question-Answer-Relationship (QAR) (Raphael, Highfield & Au, 2006) strategy on 8th graders’ reading comprehension and articulation of strategy use. Previous research indicates that metacognitive QAR instruction can benefit both low and average readers equally well (Graham & Wong, 1993). An action research was designed to increase student comprehension and awareness and articulation of strategy use. Student participants received direct instruction and group activities centered on QAR over the course of 4 weeks while demonstrating their comprehension through weekly quizzes. The findings of the action research indicate instruction of the metacognitive QAR strategy can lead to overall growth in comprehension and articulation of strategy use, but should be taught alongside direct instruction of how to execute metacognitive plans
Ruth S. Coleman College of Nursing Pinning Ceremony - Fall 2012
Get PDFPinning ceremony took place on December 14, 2012.https://digitalcommons.stritch.edu/conhs_pin/1013/thumbnail.jp
Student achievement in mathematics can be increased by specifying student outcomes through a rubric
No full textThe purpose of this study was to hypothesize that student achievement in mathematics can be increased by specifying student outcomes through a rubric. As a teacher of students with special education needs the researcher noticed, while correcting students\u27 homework from Pre-Algebra class, that calculations were not organized and did not follow a logical sequence. This ultimately led to many computational errors and wrong answers. Some answers were calculated correctly, but were erroneously copied onto the answer sheet. These errors led to lower grades. Classroom discussions involving the teacher and students were not fluid, and sometimes dull. Discussions seemed strained at times. The student\u27s answers to basic math questions indicated a lack of basic knowledge. The researcher hypothesized that using a rubric in mathematics would provide a clear and concise checklist of the teacher\u27s expectations and a corresponding grade