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Impact of a high-interest text on fluency and comprehension
No full textThis study investigated the use of a high-interest text on reading fluency and comprehension. The participant in this study was a 19 year-old with significant cognitive disabilities. The intervention included instruction in reading strategies, writing, vocabulary, and word study utilizing a high-interest text. The author used archival, pre-and post-test data, and measurements of reading fluency and comprehension to measure changes, and surveys to assess the student\u27s interests and motivation. Results showed small gains in reading fluency, but no change in comprehension. Results showed an increase in motivation and increased use of reading strategies. The study continues with a review of the findings in conjunction with current research, the Common Core Standards and the law, and then concludes with strengths, limitations, and recommendations for further study
Differentiating Instruction by way of Ability Grouping and Integrating Appropriate Reading Skills and Strategies with Struggling 2nd Grade Readers to Improve Comprehension 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 with struggling 2nd grade readers would improve their comprehension and fluency. Four 2nd grade students that were considered to have low reading abilities as determined by a phonological awareness screening test, oral reading assessment, and observation participated in the study. This individualized leveled reading group met with the researcher approximately 20 minutes daily, four times a week, for the duration of 6 weeks. The focus during this small group meeting concentrated on decoding, fluency, and comprehension. The results suggested that overall; participant\u27s demonstrated growth in comprehension, fluency, and phonics skills over the course of the intervention
Improving inferencing skills through characterization strategy
No full textThe problem the researcher faced was the inability of adolescent students with special education needs to make inferences and draw conclusions from text. When given a passage of reading, students were unable to answer comprehension questions regarding the text unless the answers were clearly stated within the text itself. This was a problem because last year the researcher\u27s high school did not make Adequate Yearly Progress (AYP) in its special education cell as outlined in No Child Left Behind (NCLB). The researcher was concerned because the reading portion of the Wisconsin Knowledge and Concepts Exam (WKCE) is filled with comprehension questions based on making inferences and drawing conclusions from the text. The ability to make inferences and draw conclusions is an essential skill for all students, especially those with a variety of special education needs. The purpose of the study was to determine if ability to make inferences and draw conclusions about character traits in a fictional short story unit would increase based on a strategy which involved use a graphic organizer to identify character traits not specifically stated in the text. In this study, the researcher developed a strategy for teacher use, implemented it, and measured students’ progress based on a rubric and assessment of a pre-test and post-test
Ruth S. Coleman College of Nursing Pinning Ceremony - Fall 2011
Get PDFPinning ceremony took place on December 16, 2011.https://digitalcommons.stritch.edu/conhs_pin/1018/thumbnail.jp
Influence of social support and perceived service value on the reintegration of male and female veterans
No full textThis study examined two factors that were hypothesized to contribute to the reintegration of male and female veterans. A review of the limited literature in this area suggested that social support and veterans’ perceived value of their service are likely related to their ability to reintegrate after leaving the service. The study sought to answer the following research questions: 1) Does a veteran\u27s perceived value of service influence their overall readjustment and well-being? 2) Does a veteran\u27s perceived level of social support affect their readjustment? 3) Do the perceived values of service and social support relate to readjustment differently for men than women? The participants consisted of 25 men and nine women. All of the participants were veterans that were contacted through Dry Hootch, a veteran support organization, and through word of mouth. The sample reflected all branches of service: 59% Army veterans, 17% Air Force veterans, 12% Marine veterans, 9% Navy veterans, and 3% served in multiple branches of the military. The average length of military service was eleven years, with the range of service between two to 30 years. Seventy percent of the participants were combat veterans. Participants were directed to an online survey containing a basic demographic questionnaire, The Ryff Scales of Psychological Well-Being, The Interpersonal Support Evaluation List, and the Post Deployment Inventory. A significant correlation was found between measures of social support and measures of well being and adjustment. A comparison between male and female veterans did not reveal a significant difference in overall readjustment or well-being based solely on gender. Veterans’ perceived value of service did not appear to be a factor in overall level of readjustment or well-being
Pedagogic Strategies that Positively Effect Quality and Safety Learning Outcomes in Undergraduate Nursing Education: an Integrative Literature Review
No full textConcerns surrounding quality and safety in the United States healthcare system continue to be raised and remain a major focus of organizations since the first in a series of Institute of Medicine (IOM) reports was published in 1999. In response to the IOM reports, more focused attention and targeted recommendations for curricular change in the education of healthcare professionals have come from other organizations and regulatory bodies including The Joint Commission, the Agency for Healthcare Research and Quality, the National League for Nursing, and the American Association of Colleges of Nursing. These recommendations include a focus on outcome-based core competencies to enhance quality and safety results. This integrated literature review examines evidence based educational pedagogies that positively enhance the achievement of quality and safety competencies by healthcare providers. The literature reviewed was published between 2007 and 2011. Results reported support for the need to identify effective teaching strategies that support the development of the core Quality and Safety Education for Nurses (QSEN) competencies for nursing education. Syntheses of the findings suggest active learning strategies may positively influence quality and safety competency attainment. Findings support the need for replicating studies for the development and evaluation of active teaching strategies for a full range of quality and safety competencies. Implications for nursing education and further research are presented
Effects of Repeated Exposure to Sight Words for a Struggling Third Grade Reader
No full textThis case study describes a program aimed at improving sight word acquisition and retention by exposing a reader who struggles to sight words. The student was exposed to the sight words through poetry, flashcard instruction, word wall lessons, and various written tasks. The study was designed for a third grade reader enrolled in special education. His difficulty with sight words was documented by the Dolch Sight Word Assessment and Rigby Running Record pre-test scores. The researcher based the intervention upon current research and theory, Wisconsin State Standards, and Special Education Law. The results of the case study indicate a slight increase in the student\u27s ability to acquire and retain sight words after he completed the six week intervention. Following the instruction, the student was post-tested to determine growth on both the Dolch Sight Word Assessment and Rigby Running Records. The results and conclusions drawn from the intervention are reported within the case study
How will students respond to the differentiated FASTT Math computer based program?
No full textThere is a hunger for knowledge [around the world], an insistence on excellence, a reverence for science and math and technology and learning. That used to be what we were about. That’s what we’re going to be about again.-Barack Obama (Jones, 2009) The purpose of this research project, which targets the FASTT Math program, was threefold. First, the researcher sought to establish baseline data that recognized deficits in math fluency among students receiving special education services as compared to those who did not have deficits. The researcher collected data through a two-part assessment involving present knowledge of math facts and the fluency of accurate responses. Next, after establishing baseline data, the researcher demonstrated the ten-minute FASTT Math sessions to students in hopes that this modeling would increase their confidence and, in turn, set them up for success and measured their progress. Finally, the researcher sought to establish rationale for expanding the FASTT Math program into general education programs by means of differentiation, as the researcher believed that all students who struggle with math fluency should have access to technology that can build their math fluency
Using Voice To Print Technology to Improve Student Writing
No full textThe purpose of studying the effects of technology on students was to help teachers of students with disabilities use the most effective tools to assist students in the area of writing. The researcher undertook this study because in her sixth grade classroom she had a student with a disability who struggled with writing. Handwriting was a difficult task for her and when asked to write a paragraph she wrote one to two very basic sentences. The study took place from December 2010 to June 2011 within the sixth grade writing block as well as during a half hour once a week intervention time in a quiet distraction-free environment. All pieces of writing were done at school in the general education environment within the general education curriculum under the direction of the general and special education teachers. The intervention that occurred was teaching the student to use Dragon Dictate Naturally on her iPad
Improving reading proficiency through the use of repeated readings and explicit instruction in high-frequency words
No full textThis case study documented the effects of systematic tutoring sessions focused on explicit instruction in sight word vocabulary and repeated readings on the reading fluency of one struggling second grade student. Scientific research studies show that repeated readings (Sindlear, Monda, and O’Shea, 1990) and direct instruction in high-frequency word vocabulary (Jasmine & Schiesl, 2009) has a positive effect on students’ reading skills. The intervention sessions in this case study included journal writing, repeated read alouds conducted by the instructor, repeated readings conducted by the student, and explicit teaching of sight word vocabulary. The pre-and post-test data collected from the Developmental Reading Assessment 2 (DRA; Beaver & Carter, 2009) and the Developmental Reading Assessment 2 Word Analysis (Beaver & Carter, 2009) revealed gains in reading comprehension and an increase in high-frequency word recognition. Informal assessment data collected throughout the 12 intervention sessions revealed overall gains in reading comprehension between the student\u27s first and second readings of a text. An analysis of data indicated that the systematic tutoring sessions were moderately effective at increasing one struggling student’s reading comprehension and high-frequency word recognition