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The effect of question answer relationships (QAR) on reading comprehension
No full textThis study explored the effects explicit instruction on the reading comprehension strategy Question Answer Relationships (QAR) has on the reading comprehension of students. The Question Answer Relationships (QAR) strategy teaches students to categorize questions into four groups and determine where they can find the answer for that question. Explicitly instructing students in this strategy provides them with the knowledge, confidence, and ability to independently make connections between texts and their questions ultimately enhancing their overall reading comprehension. Research studies supporting the enhancement of reading comprehension through explicit strategy instruction are included. Student progress was assessed in several ways to determine the effectiveness of QAR. Data sources included the administration of QRI-5, informal weekly assessments, and graphic organizers. Students participated in this study for a length of six weeks. The results from my action research study display that students’ reading comprehension is enhanced with the explicit instruction of a reading comprehension strategy, QAR. Almost all students from the participant group saw their performances increase throughout the duration of the study
The Effects of Morphology Instruction Strategies Word Sums, Word Towers, and Word Relays on Vocabulary Knowledge and Reading Comprehension of Tenth Grade Students
No full textThe effects of a 6-week intervention targeting morphology instruction strategies on vocabulary knowledge and reading comprehension are investigated in two grade 10 classrooms, assigned randomly to treatment and control conditions. Statistical data analysis showed significant instructional intervention effects on student knowledge of roots, prefixes, and suffixes; and on student ability to create and define words using word parts, but not on student ability to define unknown words. Results are discussed in light of the growing debate regarding how to best implement vocabulary instruction in the classroom
Personalized blended learning strategy to influence reading comprehension
Get PDFAs the literacy demands for college and career-oriented programs increases, the need to prepare students to meet these demands becomes a salient matter for discussion. This task can be especially difficult for special educators working with students with special needs, whose reading levels vary greatly. Technology is a promising approach, however, for educators who need to target students at a range of reading levels. The study examined the effects of personalized blended learning strategy on reading comprehension for high incidence special education students at the 11th grade level. The strategy incorporated the use of a computer software program called ThinkCERCA. The study used a mixed method approach, incorporating both qualitative and quantitative data. Findings revealed that both reading comprehension and motivation increased as a result of the intervention. Student perceptions of the program were positive. Results have particular implications for future educators, especially those seeking effective strategies for targeting reading comprehension in at risk adolescents
The effects of parental involvement on vocabulary acquisition of male, middle school students with autism spectrum disorder
Get PDFThe study investigated the impact of parental involvement on vocabulary acquisition of male, middle school students with Autism Spectrum Disorder (ASD). Five participants engaged in vocabulary acquisition strategies in class and at home with parents for eight weeks. Researchers hypothesized that parental involvement would increase vocabulary acquisition. Parental involvement was the independent variable, and vocabulary assessments were the dependent variable. Two research questions were: (a) What vocabulary instructional strategy used by parents increased performance on weekly vocabulary assessments? and (b) What classroom instructional vocabulary strategy improved vocabulary acquisition of male, middle school students with ASD? Results indicated participants’ vocabulary acquisition was statistically significant at a .05 level of significance. Vocabulary games were most effective at home and definition-matching activities were most effective in class
The Socratic seminar\u27s effect on reading comprehension
Get PDFIn today’s modern educational community, teachers, paraprofessionals, and administrators alike have consistently been exposed to Bloom’s Taxonomy (1956) of Higher Order Thinking. These six levels of intellectual thinking are used as a model for effective teacher practice, learning objectives and outcomes, as well as a standard for students to practice and achieve higher-level critical thinking skills. The six original levels are as follows: Knowledge, Comprehension, Application, Analysis, Evaluating, and Creating. These domains are ordered from the least intuitive to the most advanced level of thinking skills, working from the ground up. When professionals in the field refer to High Level Bloom’s, they are typically referring to the top three domains: Analyze, Evaluate, and Create. It is common practice when educators are instructed to create their daily learning objectives using High Level Bloom’s, they typically utilize key words within the “Analyze” domain, such as compare/contrast, examine, or classify, and then make the claim that they have utilized “High Level Blooms.” This study focused on the top two domains, Evaluate and Create, and explored how these two areas of higher order thinking skills influenced a student’s reading comprehension. The purpose of this action research project was to investigate the effect of Socratic Seminars and their use of higher order thinking skills, specifically Bloom’s Domain Levels of Evaluating and Creating, on a student’s overall reading comprehension. The Socratic Seminar was the vehicle to which these higher order-thinking skills were implemented and utilized by two students within in a four-week literacy program. Data were collected to explore the effects of the Socratic Seminar on a student’s overall reading comprehension within two isolated case studies. Chapter 2 will provide a more detailed discussion concerning the clarification of the Socratic Seminar strategy in connection with relevant and important research that supports this study
Participation in male-only social support groups may decrease depressive symptoms in men
Get PDFThis correlational study explored the relationship between men’s involvement in male-only support groups and self-reported depressive symptoms. The researcher obtained a convenience sample of 94 adult participants recruited from two local private universities and men’s groups with members throughout the United States. Sixty-eight percent (n=64) of respondents belonged to a male-only social support group. All participants completed a demographic questionnaire and self-report measures on their sense of well-being. Participants who belonged to a male-only group were instructed to fill out a questionnaire regarding their perceptions of support from their group. The researcher hypothesized that men who belong to male-only support groups would have lower depressive symptoms (as measured by the CES-D scale) than men who do not. The researcher did not identify a statistically significant difference in depressive symptoms between men who belong to male-only groups and those who do not
Strategies for growing Almac US commercial pharmaceutical packaging division from a two million dollar operation to a ten million dollar operation in five years
No full textThe research problem statement used for the organization was how could Almac fill capacity to become profitable and grow the business from a two million dollar operation to a ten million dollar operation within five years? The Almac US Commercial division is a new addition to the Almac Corporation and needs to grow the business. Almac corporate has expressed the need to grow the division and is requiring personnel to research and provide ways in which the division will fill capacity and fill orders. This is in response to executive management investing a large amount of capital for the site and is expecting to increase their return on investment, or ROI. The research methodology used to capture data to support recommendations was gathered using the following tools: Capacity spreadsheet; Daily Production Accountability spreadsheet; Customer Survey; Interview with Senior Leadership. Each one of these tools was used to show how Almac was performing with the client and how to measure the capacity needed to get business into the Audubon site. The methods of data collection also included the input of senior leadership to steer the research and focus of the organization to help it to grow steadily
Self-management programs that increase health outcomes and perceived health status in patients with chronic disease, specifically diabetes: An integrated review
No full textThere is increasing evidence to suggest that self-management education programs can complement medical care for patients with chronic conditions, particularly diabetes. Research indicates that self-efficacy is important to improve outcomes and perceived health status for patients with chronic disease including diabetes. This nine article review of research literature was designed to identify self-management programs that positively impacted the health outcomes and perceived health status of those individuals with diabetes in both rural and urban communities. The review included quantitative studies done between 2008 and 2015 in the United States. Findings support the value of disease self-management programs for long-term support of diabetic patients to improve health outcomes and perceived health status of their chronic disease. To facilitate continuous reinforcement to achieve optimal health and perceived health status of these patients, specially trained nurses are needed within the community health setting
The Effects of Explicitly Teaching a Component of Self-regulated Strategy Development on Bilingual Kindergartners
Get PDFThe purpose of this study was to examine the effects of a modified version of a self-regulated strategy development model on the writing of bilingual kindergarten students. This was an important study because kindergarten bilingual children are falling behind in writing as they try to master two languages. The procedures for this study involved choosing eight students to take part in the study. The eight students were separated into an intervention group and a non-intervention group. The intervention group received small group instruction using a modified version of the self-regulated strategy development model. Data was collected by giving the eight students a picture prompt one time per week and rating their writing based on a rubric. Findings demonstrated that the intervention group made more progress using more story components and number of words in their writing than the non-intervention group. This study showed that the writing of bilingual kindergartners can be improved by explicit instruction, teacher modeling, and clear expectations. Recommendations for teachers of bilingual kindergarten children include explicit teaching of story elements, teacher modeling of language and writing, peer cooperation in writing, and providing clear expectations for students’ writing (such as a rubric). As a result of this study, the researcher hopes that bilingual kindergarten students are able to write more advanced stories and therefore be able to express themselves better. Self-regulation is important because it gives the students a foundation to start their writing. Students are taught strategies to make sure they are following the steps of a good writer. Being a stronger writer will help students in their future academic careers
Use of articulated thoughts during a simulated situation to change self-efficacy and outcome expectations
Get PDFTalk therapy’s efficacy is universally accepted and is often the sole method of mental health treatment. Investigating the effects of vocalized thoughts and feelings on cognition, the Articulated Thoughts during Simulated Situations Paradigm (Davison, Haaga, Rosenbaum, Dolezal, & Weinstein, 1991) was used to assist eighty-one participants in conjuring emotions relating to the imagined situation of giving a public presentation. Pre and posttests of self-efficacy (SE) and outcome expectations (OE) relating to the imagined scenario were compared across three groups. Results did not support the hypothesis that speaking out loud about thoughts and feelings would increase SE and OE. A States of Mind analysis (Schwartz & Garamoni, 1986) was likewise unable to support the hypothesis. The discussion focuses on several aspects of cognition as they relate to speech including linguistic relativity, the phonological loop, as well as desensitization and metacognition. Directions for future research are also discussed