1337 research outputs found
Sort by
Comparison of a formal reading curriculum and individualized reading materials for a student with significant disabilities
Get PDFThe purpose of the study was to determine whether a student with significant disabilities learned better with a formal, research-based curriculum that is uniform or instructional material that is individualized. There is research conducted by the authors of the curriculum (Browder, Ahlgrim-Delzell, Courtade, Gibbs, & Flowers, 2008) available focusing on why the Early Literacy Skills Builder curriculum is highly effective; however, there was no information that compared it to instruction created and tailored to each student\u27s interests, experiences, and vocabulary. Even though students with significant disabilities do not make up a large group of students, research in this area could benefit teachers who may be wondering what and how to educate their students
Pre-cash visual cues and the occurrence of posttraumatic stress disorder in truck and bus drivers
No full textAmericans live in a highly mobile society driving more than 2.9 trillion highway and road miles in 2008. Unfortunately, the roadways abound with hazards that expose individuals to severe psychological trauma, debilitation and death, not only to the victim, but also to the perpetrator of the incident. The very design of commercial trucks and buses and demanding work conditions placed upon their drivers have found commercial drivers becoming involved in tragic motor vehicle accidents (MVAs). While the commercial drivers often survive accidents with passenger vehicles, those in passenger vehicles have mortality rates of nearly 98%. Studies of post-traumatic stress have focused on the victims of trauma leaving little focus on research for those who cause, either intentionally or unintentionally, a motor vehicle accident (MVA). Nor are there studies to support the precipitating factors that occur just prior to the incident that may later act to exacerbate the traumatic stress of the survivors. This study looks at both of these areas with a specific focus on the visual cue of ―seeing‖ the other driver\u27s face just prior to the accident and the impact of that on anxiety, depression, and the ability of the driver to return to work. This study focuses on 57 commercial truck and bus drivers who survived a motor vehicle accident (MVA) in which the occupant of the other vehicle died from injuries as a result of the motor vehicle accident (MVA) and were then admitted to a level 1-trauma center for the treatment of physical injuries. The study follows them through to the end of treatment for post-traumatic stress disorder (PTSD)
Effects of a Content-Area Writing Lesson Cycle on English Language Learners\u27 Writing Abilities and Content Knowledge
No full textThis action research focused on assisting eighth grade English language learners (ELLs) with content area writing. In order to accomplish this, the researcher created and investigated the effectiveness of integrating content and language instruction within a content-area writing lesson cycle. The two questions guiding this study were 1.) How does a content-area writing lesson cycle containing reading and discussing an expository text, graphically organizing information, and examining an appropriate text structure affect students\u27 abilities to write about content-area topics? 2.) Is content-area writing an effective way to learn subject-specific material as demonstrated by chapter or unit test/quiz scores? The researcher hypothesized that the content-area writing lesson cycle would be an effective instructional method for increasing ELLs\u27 writing abilities and learning content knowledge. Over the course of five weeks, students completed five writing lesson cycles. To evaluate the writing lesson cycle success, the researcher obtained data in the form of field notes, writing samples, and related science and social studies quiz/test scores. Writing samples were evaluated using a six point rubric and then compared to students previous ACCESS scores. Students\u27 quiz/test questions were coded to determine whether students answered content questions addressed in the writing lesson cycle correctly more often than questions not addressed in the writing lesson cycle. The results of the action research indicated that the content-area lesson cycle was an effective way to improve aspects of ELLs\u27 writing and well as increase their overall content-area knowledge
Comparative Analysis of Pictorial-based and Translation-based Vocabulary Introduction on Student Recall and Retention of Concrete French Nouns
No full textIn order to help classroom teachers improve second language learner vocabulary acquisition, the present study sought to compare two widely used vocabulary development approaches, pictorial-based and translation-based, in regard to student immediate recall and retention of previously unknown French nouns. The researcher examined two questions during the course of the study 1.) Does the pictorial-based or translation-based approach result in greater recall and retention? 2.) Which direction ofprocessing, treatment-word or word-treatment, is more effective in regard to vocabulary recall and retention? The researcher hypothesized that the use ofpictures to introduce unknown vocabulary would be more effective that the use of a students\u27 L1 in both immediate recall and retention. Additionally, the research predicted that the word-picture treatment would be the most effective of all of the treatment methods. Over the course of four weeks, students participated in four vocabulary introduction treatments: wordpicture, picture-word, L2-L1 and L1-L2. Data included an immediate posttest and delayed posttest in order to assess student recall and retention of the treatment vocabulary. Student responses on the posttests were scored using a comprehensibility point system. The results ofthe study indicated that overall the pictorial-based approach was superior to the translation-based approach particularly in student retention of new vocabulary. Additionally, the results indicated that the vocabulary introduction approach had a greater impact on student recall and retention than the direction of processing
Effects of Explicit and Systematic Instruction in Decoding, Fluency, and Comprehension on the Reading Performance of a Fifth Grade Student with a Learning Disability
No full textThis research project examined the effects of explicit and systematic instruction in decoding, fluency, and comprehension on the reading performance of a fifth grade student with a learning disability. An intervention plan employing phonics-based decoding activities, repeated reading, and reciprocal teaching strategies was delivered to the subject over the course of nine 90-minute sessions. Instrumentation included pre- and post-assessments using the Qualitative Reading Inventory-5 (Leslie & Caldwell, 2010), timed word list and passage readings, and qualitative analysis of field notes and student work samples. The findings of the study indicated intensive interventions in diverse areas of literacy had a positive effect on the student\u27s reading rate and accuracy. The data also revealed an increase in the student\u27s cognitive strategy use and comprehension of text
Relationship between Reading Achievement and Behavior for Students with a Learning and/or Emotional Behavioral Disability
No full textThe purpose of this study was to explore the relationship between reading achievement and behavior for students with learning and/or emotional behavioral disabilities. Seven students with learning and/or emotional/behavioral disabilities participated in this study. Three were white, three African American and one Hispanic. There were a total of four females and three males
Ruth S. Coleman College of Nursing Pinning Ceremony - Spring 2011
Get PDFPinning ceremony took place on May 13, 2011.https://digitalcommons.stritch.edu/conhs_pin/1019/thumbnail.jp
Emotional intelligence and academic performance as measured by GPA in college students
No full textEmotional Intelligence (EI) is relevant to human performance in many environments. EI measures have been found to have a positive and significant association with measures of performance in work place and academic environment, happiness, well being and the quest for a meaningful life (Bar-On, 2010). This study explored whether the mean level of emotional intelligence (EI) increases over the course of early adulthood. This is reflected by differences in the measure of EI of college students at different class levels (such as freshman vs. seniors). In addition, this study examined if there is a positive relationship between level of EI and academic performance and a relationship between EI and academic performance changes between freshmen and senior years. Participants consisted of 67 undergraduate students. The students took the Schutte Self Report Emotional Intelligence Test and reported their grade point averages (GPAs). The results of the study suggest that there is no relationship between EI and different class levels or a relationship between EI and academic performance. However, there were limitations to the study such as restricted range among students’ GPAs, the lack of ethnic diversity in the sample, and the small number of participants per major. Even though previous research has found a relationship between EI and academic performance, the results of this study have failed to support the relationshi
Effects of Writing Instruction on Letter Sound Acquisition in Kindergarten
No full textA kindergarten student\u27s knowledge of letters and sounds is essential to successfully learning how to read and write, as well as succeed academically throughout school. This study focused on how writing instruction at the kindergarten level promotes letter sound acquisition. Four kindergarten students participated in the study, each entering kindergarten with letter and sound identification scores lower than the other 11 students in the class. The study occurred over six weeks and the results showed that all four students\u27 letter, sound, and sentence writing abilities grew significantly with daily writing instruction. At the conclusion of the study, all four students were representing accurate beginning, several ending, and some medial sounds in their writing
Using Text Sets to Promote Early Literacy Skills in Head Start Children
No full textThis literacy project is a qualitative case study completed at Hortonville County Head Start, and was designed to evaluate to what extent text sets can be used to effectively teach early literacy skills to preschool aged children. Twelve students were evaluated on reading readiness skills and divided into three groups for intervention that occurred twice weekly over a period of four weeks. The intervention targeted vocabulary, comprehension skills, print concepts, alphabetic knowledge, phonological awareness, and writing skills. These skills are compatible with the Wisconsin State Standards for Early Childhood. After the intervention, students were assessed again to determine the effectiveness of the intervention. Results reflected growth in alphabetic knowledge, writing skills, and print awareness