1337 research outputs found
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From court room to living room: effects of custody arrangements on young children
No full textThis study explored the relationship between internalizing and externalizing behaviors in children who experience limited and unlimited transition custody arrangements. The researcher obtained a convenience sample of 25 parents (16 women, 9 men) who reported scores for 32 children (16 girls, 16 boys) from a local church organization in the Midwestern United States. Parent participants\u27 ages ranged from 29 to 47 years old (M = 37, SD = 4.8), whereas child ages ranged between 4 and 10 years old (M = 7, SD = .51). Participants conlpleted a prescreening interview, the Child Behavior Checklist (Achenbach & Rescorla, 2000; Achenbach & Rescorla, 2001), and a demographic survey. The researcher hypothesized that parents of children in limited transition custody arrangements would report lower internalizing and externalizing scores than parents of children in unlimited transition custody arrangements. The results of the study supported the researcher\u27s hypothesis
What works: fostering vocabulary knowledge through direct instruction and indirect instruction with initial support
No full textThe primary purpose of this study was to assess the effects of direct vocabulary instruction versus indirect vocabulary instruction. Direct vocabulary instruction (di) includes an explicit, systematic presentation of a word and its meaning (Jitendra, Edwards, Sacks, & Jacobson, 2004). In this research study, direct instruction included the teacher giving the meaning of the word, providing a visual cue and providing structured vocabulary practice. For the purpose of this research project, indirect instruct (ii) referred to context-based vocabulary instruction which relied on students deriving the meanings of words from sentences and paragraphs provided in commercially available vocabulary packets and then using the words to complete a variety of exercises including completing sentences with the correct word, analogies, and etymology practice. Which vocabulary instruction method will better increase vocabulary learning for ninth through eleventh grade students with specific learning disabilities in the area of reading and writing? While it was anticipated that independent vocabulary practice would be the preference of students because of familiarity and ease, I anticipate that direct instruction would better increase vocabulary comprehension. This study was important because it addressed a fundamental issue for students with specific learning disabilities in the areas of reading and writing and that is vocabulary comprehension. Although vocabulary instruction is not an original topic in the teaching profession, this study would make a contribution because it addressed the issue of making the biggest impact on students within a limited amount of time. Teachers in the classroom want to know the most effective methods for reaching students and keeping them engaged. This study was different from others because it took into account student learning preference and the amount of time needed for effective vocabulary instruction
Effectiveness of the systematic use of sound boxes within a balanced literacy intervention to help a struggling reader develop phonemic awareness
No full textThis study examined the effectiveness of the systematic use of sound boxes within a balanced literacy intervention to help a struggling reader develop phonemic awareness. For four weeks this student met with the same researcher three times per week for 90 minutes each session after school. Each session began with a rereading of a familiar text, followed by systematic instruction through the use of sound boxes, a making words activity, the guided reading of a new text and interactive writing. Following a pre-test and post-test design, the effects of the use of sound boxes within a balanced literacy intervention was assessed. Although the study duration was short, the intervention showed sizeable effects on the student\u27s phonological awareness development. These results support existing research although further research is needed to confirm these results
The Troubadour, Issue 131 (March 4, 2010)
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The Troubadour, Issue 141 (May 27, 2010)
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The Troubadour, Issue 133 (March 25, 2010)
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The Troubadour, Issue 151 (September 2, 2010)
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Dissimulation of Schizophrenia Based on Psychological Knowledge: Detection of Malingering Using the Test of Memory Malingering (TOMM)
No full textThe detection of malingering is a longstanding issue in the psychological community with most efforts showing limited success. An exception has been the Test of Memory Malingering (TOMM) as applied to the dissimulation of brain injury. The present study sought to investigate the use of the TOMM in the detection of the dissimulation of a major mental illness, such as schizophrenia
Ruth S. Coleman College of Nursing Pinning Ceremony - Fall 2010
Get PDFPinning ceremony took place on December 10, 2010.https://digitalcommons.stritch.edu/conhs_pin/1020/thumbnail.jp
Building fluency with second grade students using phonics and readers\u27 theater
No full textReading is often understood by people outside the educational community to be a simple process in which readers assign sounds to letters and then combine those sounds to read words. However, in the educational community, reading is known to be a complex process that interweaves specific aspects or strands of literacy, such as phonemic awareness, decoding, fluency, and comprehension, enabling readers to draw meaning from text (Welsch, 2007). The complex nature of reading necessitates that a reader utilize many aspects of literacy simultaneously. According to Laberge and Samuels (1974) a reader has a set amount of cognitive energy available for each reading task; therefore, if the majority of the reader\u27s cognitive resources are focused upon fulfilling one aspect of literacy, the reader is less likely to comprehend the text as very few cognitive resources are available for the remaining aspects of literacy (Rasinski, 2000). As a result, readers must develop an automaticity in certain aspects of literacy in order to balance their cognitive resources and achieve reading success