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Effects of repeated reading and explicit vocabulary instruction on fluency and comprehension
Get PDFThis case study focuses on Kennedy, a hardworking fourth grade student with a learning disability in reading. Kennedy struggles with fluency and comprehension. To begin, Kennedy was assessed using the Qualitative Reading Inventory-5 (QRI-5) (Leslie, & Caldwell, 2011). The results of this assessment in conjunction with existing research were used to develop an intervention plan. The intervention included the use of repeated reading and explicit vocabulary instruction to increase fluency and comprehension. At the end of the study, the QRI-5 (Leslie, & Caldwell, 2011) was once again used to assess Kennedy\u27s progress. The results of the assessment indicated that Kennedy increased her instructional reading level by about one year
Relationship between a positive behavior management technique and increased district benchmark scores for academically at-risk students
No full textExamining the relationship of student off-task behaviors to academic success was the purpose of the study. When the students learn to control their off-task behaviors and, in part, create an environment suitable for teaching and learning, the student’s academic scores will increase. In this study, throughout the school day, the researcher observed the students. The researcher introduced the student/teacher game to the participants. She would explain to the students that the student/teacher game board would be the place they would keep track of the behavior points. If the participants showed on-task behavior and followed school classroom rules, the group earned points, one point for every on-task behavior observed or direction followed. If the participants were unable to complete the task following the school rules, the teacher received the point. At the end of each school day, the researcher and participants counted up their points. Whoever had the most points, the students or the teacher, was the winner for that day. By Friday, if the students had the most daily wins that week they received 20 minutes of free play at the end of that day. The on-task behaviors were derived from the Brookfield Elementary School staff and classroom rules (following directions, respect people and property, practice good manners, keep hands, feet and objects to yourself, and silence and slow time in the hallways)
Student Centered Outcomes Achieved Through Service Learning An Integrative Literature Review
No full textService learning is a pedagogy in which the educator guides the student through reflection and links course content, as the student provides a community service to a group or an individual in a reciprocal relationship. There is limited research in nursing to support the use of this pedagogy. This literature review looks at research from 2006 through 2011 in nursing and other health care professions, to identify, analyze and synthesize student centered outcomes achieved through service learning. These student centered outcomes provide the credibility needed to support the use of the service learning pedagogy by the nurse educator. A multimethod search of the literature followed by the application of a grading methodology to identify the strongest research available was completed. The nursing theory of Parse’s human becoming was the grounding framework for the service learning model developed. The concepts used in the model include: service learning experience, reciprocal learning, reflection, student transformation, and student centered outcomes. Upon analysis of the research, three themes emerged: becoming personal, becoming professional and becoming academic. The student centered outcomes that were identified included increasing knowledge and skills, providing meaningful learning, enhancing professionalism, supporting cultural competency, improving civic responsibility, developing values of altruism and social justice and enhancing personal growth. These student centered outcomes attained through a service learning experience are the evidence the educator needs to support the use of the service learning pedagogy
Relationship between the Unique Learning System and reading skills of students with special needs
No full textThe research question asked in the study was Does Unique teach students to read and improve reading skills of students with mild to severe CD who are in first and second grade. The researcher measured her students’ progress by giving each student a pre-test and post-test every month. She kept track of each student’s scores. In addition, the researcher asked other Special Education MRP teachers to voluntarily participate in an interview about the Unique Learning System. This study may help to determine if MPS has found a reading program that is effective in helping students with mild to severe special needs learn to read. Results of the study will be shared with MPS after all the data have been collected and the results have been determined. Will MPS continue to use Unique? The Unique Learning System is a three-year program, and after the third year, MPS will have to decide if the district will continue to use the Unique Learning System
Association between individual\u27s perception of interparental conflict and adjustment of young adults
No full textThe association between the structure of the family and the adjustment of the child has been well-researched and the results have served the basis for divorce literature for the past five decades. In 1957, Nye suggested that child adjustment is a crucial factor affecting the socio-psychological success or failure of the family instead of the mere structure of the family. He noted that adolescents growing up in “broken homes (i.e., those not residing with their biological parents) are more likely to present symptoms of psychosomatic illness, manifestations of delinquency and are better adjusted to parents than adolescents in unhappy unbroken homes. Nye concluded that society should re-assess and re-consider the traditional views of a broken home. Landis (1960) investigated children\u27s perception of the level of family unhappiness as a determinant of adjustment. His findings suggested that an unhappy marriage had a more disturbing effect on children than divorce. Despite continued research on this issue, it remains unclear whether it is conflict or divorce, or some combination that affects later adjustment. In light of this research, the present study examined the association between the individual\u27s perception of interparental conflict and adjustment of young adults enrolled at a local university. The study utilized the Ryff\u27s Scales of Psychological Well Being (SPWB) to evaluate person\u27s overall well being, and the Children\u27s Perception of Interparental Conflict Scale (CPIC) to measure the degree of the parent\u27s conflict from the young adult\u27s point of view
Correlation Study on Social Anxiety and Ambiguity Intolerance
No full textThis study examines the correlation between ambiguity intolerance (AI) and social anxiety (SA). There is a great deal of research suggesting a relationship between these variables. Specifically, research suggests that an individual’s AI may lead them to interpret ambiguous social cues as a threat. A sample of 50 graduate students with a mean age of 29.42 years from Cardinal Stritch University were administered the Social Phobia Inventory (SPIN) to evaluate SA and the MacDonald Revised Scale for Ambiguity Tolerance (AT-20) to measure AI. A Pearson product-moment correlation coefficient indicated a significant, positive correlation of .471 (p \u3c .05) between scores on these scales, and no significant correlation between age, gender, and scale scores. A linear regression analysis yielded a Beta value of .461 (p \u3c .001), suggesting that AT-20 scores moderately contribute to SPIN scores
The Troubadour, Issue 130 (February 25, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1129/thumbnail.jp
The Troubadour, Issue 126 (January 20, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1125/thumbnail.jp
The Troubadour, Issue 137 (April 29, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1136/thumbnail.jp
The Troubadour, Issue 144 (July 1, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1143/thumbnail.jp