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Ruth S. Coleman College of Nursing and Health Sciences Pinning Ceremony - Spring 2015
No full textPinning ceremony took place in May 2015. (Includes videos of the awards and the student speaker.)https://digitalcommons.stritch.edu/conhs_pin/1008/thumbnail.jp
The Effects of Direct Instruction of Vocabulary on High School Special Education Students’ Reading Comprehension
Get PDFThis study focused on improving the reading comprehension levels of high school special education students through direct instruction of academic level vocabulary. This study was designed for eight special education students, attending a Midwestern public school who were considered special education. The intervention was conducted over a two week period for twenty five minute every other day using a vocabulary graphic organizer. Data measured the students’ ability to answer implicit and explicit questions about text with and without look backs to the text. The students did not demonstrate a significant gain in reading comprehension skills after the vocabulary intervention
Increasing positive attitudes to influence student reading achievement
No full textThe purpose of this study was to determine if a relationship exist between a person’s attitudes towards reading and their reading achievement. The lowest achieving students generally have a negative attitude towards reading which hinders their academic progress. By using the guided reading levels and reading achievement levels as established by Fountas and Pinnell, this study determine if achievement in reading is connected to the attitude of the student. The attitudes towards reading will be surveyed on a pre and posttest given orally. By motivating the variable group of participants to read, through an incentive program where participants receive stars for each part of the Fountas and Pinnell Leveled Literacy Intervention daily lesson they successfully complete, I hypothesized that participants would be motivated to try their best and soak in more information during guided reading time which would lead to higher reading achievement
The effects of blending and segmenting decoding strategies on reading
Get PDFThis study investigated the effects of a reading intervention that integrated blending and segmenting decoding strategies on the word recognition performance of five first grade students who were considered below grade level expectations set by the school district. The intervention evaluated students’ abilities to decode short vowel closed syllable words with digraphs through blending and segmenting phonemes. Six assessments were used to analyze the effects of the decoding performance of the five students. All students demonstrated significant gains in their ability to decode short vowels and digraphs, and segment phonemes. Students also increased their accuracy when reading words in isolation, and spelling words. The effects suggest the impact of incorporating blending and segmenting strategies when designing an intervention for students reading below grade level expectations
What Effect Do the Reading Comprehension Strategies of Text Coding and Journal Writing Have on the Reading Comprehension in the Mathematics Classroom of 9th Grade Students with Special Education Needs?
Get PDFThis study focused on improving the reading comprehension in the mathematics classroom of 9th grade special education students through the use of text coding and journal writing. This study was designed for nine students attending a newly opened public, urban Midwestern high school with a strong reputation in the gifted and talented community. The intervention was conducted over an eight week (two months), 25-minute sessions, occurring every other day at the end of the school day. Data measured the student\u27s participation in intervention sessions and the overall success from session to session. All students demonstrated growth on their post-test assessments through the continued practice of the reading comprehension strategies of text coding and journal writing
Singing with sight words: Using music and movement to aid in the acquisition of common sight words
Get PDFThe following study compared two strategies for teaching at-risk kindergarteners how to read and write grade-level high-frequency words: an experimental strategy using songs and movements and a traditional strategy using flashcards. The researcher hypothesized that the singing strategy would be more effective because the songs provided an additional cue for memorization and that students would be more motivated to learn in the singing condition. Ten students with below-grade-level literacy skills from one urban kindergarten classroom were randomly sorted into the conditions. Performance was measured using a Sight Word Reading Test, a Spelling Assessment, and a survey measuring attitudes towards literacy. The hypothesis was not accepted; however, participants did make significant gains and the experimental group performed slightly better than the control group, particularly in spelling
Improving the mathematics word-problem skills of an early middle school student
Get PDFIn this study, a middle school student deemed struggling with reading comprehension and fluency participated in a one-to-one individualized intervention. A reading comprehension intervention was designed for the student because of her demonstrated need in this area. Chapter One describes the student participant and relevant background information. The chapter concludes with the intervention\u27s relevancy to the Common Core Standards
Perceived advantages and disadvantages of inclusion versus self-contained classes for students with moderate to severe cognitive disabilities in high school
Get PDFThe way that students with cognitive disabilities have been supported has evolved in this country over time. Schools and other service facilities that support these students have changed. In the past, students with disabilities were not allowed the same opportunities to learn as students without disabilities. These students were placed in alternative schools or self-contained classrooms. Today, the placement of students in schools varies, as students are either in self-contained classrooms, or placed in inclusive classes with their non-disabled peers for all or part of the school day. The shift towards a more inclusive classroom setting for students with special needs stems from the desire to educate students with disabilities within the least restrictive environment (LRE). LRE is an important principle of the Individuals with Disabilities Education Act (IDEA). The intent of IDEA is to provide accommodations or modifications for students with disabilities to help them access the general education curriculum and meet their needs within the LRE which is constantly changing the way classrooms are setup to effectively meet student’s needs. The least restrictive environment is the environment in which students with special needs receive their education in general education settings with students of the same age who do not have a disability
The effects of an online learning program as a tier II intervention for phonemic awareness development in kindergarten students
Get PDFMany early elementary students in urban schools are already below grade level in early literacy skills, putting them at risk for reading difficulties later. This study examined the effects of Lexia, a literacy-focused online learning program, as a Tier II intervention for struggling kindergarten learners. In this study, ten students were placed into either the experimental group which used Lexia for twenty minutes a day for eight weeks, or into the control group that was instead exposed to a math-based online learning program. Results showed greater growth among students in the intervention group on all dependent measures as compared to the control group. These results suggest a benefit in employing online learning programs as Tier II additional support for phonemic awareness remediation in young students
How expository text structure instruction effects reading comprehension
Get PDFThe purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly