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Analyzing Phonics Curriculum for Early Learning
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Debate surrounding the use of phonics instruction within the classroom to improve reading in young children continues across the country. Some may say that the reading curriculum used covers the core parts of phonics allowing children to learn essential skills within their reading lessons. Others may argue that though this may be true, children need additional work with phonics to further develop their reading skills. The state of Minnesota has introduced the READ Act which indicates the need for research-based reading curriculums providing instruction that is rich in phonemic awareness, phonics, vocabulary, reading fluency, and reading comprehension (MDE). Research has shown there is no single best way to teach phonics, but that phonics is an important aspect of early reading development. Some may prefer to teach it blended into their reading curriculum while others find explicit instruction to be more beneficial. This paper focuses on the use of explicit instruction through phonics curriculum to teach phonemic awareness and phonics skills in early literacy to ensure that children are reaching the goals indicated in the Minnesota READ Act. With the increased need for phonics instruction in the classroom it is essential to pick the best curriculum that follows research-based standards. Similar to how research has shown there isn’t one specific way to teach phonics instruction, it has also demonstrated that there is no single best curriculum. All curricula have positives and negatives and it’s up to the district to decide what best fits their students and school budget. Based on research, I have created a list of pros and cons for five phonics curricula that I felt best fit the requirements for the Minnesota READ Act and follow the guidelines of The Science of Reading. The information can be used to best determine which phonics curriculum is the right fit for the district
Use of Social Narratives to Target Inferring Behaviors with a Kindergarten Student
No full textThe definition of Autism Spectrum disorder in the Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5) states it is persistent difficulties and deficits in social communication and social interactions along with restricted, repetitive patterns of behavior, interests, or activities. The deficits have occurred from early childhood across multiple contexts (American Psychiatric Association, 2013). Interventions to address these impairments can take many forms. The purpose of this project was to evaluate the effectiveness of using social narrative to decrease interfering behaviors. The target behaviors included appropriate use of hands and body, appropriate words, and expected behaviors. The use of Social Narratives was implemented daily while the student had access to the narrative throughout the day. The practicum student, classroom teacher, and paraprofessional read the social narrative with the student and modeled appropriate behavior for the student discussed in the social narrative. Data was collected through observations and a daily behavior rating scale completed by his classroom teacher on the target behaviors throughout the school day. Results indicated that the intervention was successful in some areas, but more support was needed for the student in the form of other interventions to improve his social communication skills
The Psychosocial Effects of Alaryngeal Speech Following a Laryngectomy
No full textWhen an individual is unable to communicate using verbal speech, they can be given or introduced to a variety of alternative or augmentative options to help assist in their ability to communicate their wants and needs appropriately. In this paper the focus is on communication from those who have had a partial or total laryngectomy procedure and how the alteration of their means of communicative output affects their psychosocial health and well-being. This literature review breaks down what kind of care is expected for laryngectomees post-operation, options for communicative output following that procedure, how intensive surgeries and artificial voice options affect an individual\u27s mental health (specifically in the realms of quality of life and sense of self), and further discusses psychological strategies to increase one\u27s confidence and self-efficacy in communication post-laryngectomy. In conclusion, the content is broken down into areas of support that can be provided to an individual following their procedure including but not limited to social interactions, engagement with family and peers in both home and social settings, occupational adaptations, or alterations to make the workspace conducive to the laryngectomee, and psychoemotional supports. Through analysis of the literature surrounding an individual\u27s psychosocial well-being following a total laryngectomy, studies discussed the importance of a strong support system and ongoing care. Their care team of family, friends, and professionals should be cognizant of the occupational, familial, social, and psychoemotional support necessary to both support the laryngectomee in their new means of communication and ensure they have a long-lasting, positive quality of life given the large change that has been made to their method of communication
Ensure Healthy Development for Youth
Get PDFMental health-related concerns for youth continue to rise in the United States. Currently 20% of youth between ages 3 to 17 deal with behavioral health-related issues. These issues can have long-lasting impacts on various aspects of a youth\u27s life. Public policies have historically focused on treating these issues after they have been identified, resulting in high costs for young people, families, and communities. To tackle this issue, policies should support universal preventive interventions to raise awareness about mental health needs, thereby removing barriers for youths seeking treatment
Mindfulness and Perceived Stress Among English Language Students in Uzbekistan
Get PDFThe current study investigated the effective of mindfulness training versus study skills training on perceived stress among Uzbek English language students. The researchers conducted a quasi-experimental study using a convenience sample of sixty 2nd year students studying English as a foreign language at a large public university in Tashkent, Uzbekistan. One group of students (n = 30) received mindfulness training while the other group served as an active control group (n = 30) and received study skills training. Both groups received 20-minute training in their English classes, four days a week, for 4-weeks. All participants completed pre- and post-intervention questionnaires, which measured perceived stress using the Perceived Stress Scale-10 and mindfulness using the Mindfulness Attention Awareness Scale and the Five Factor Mindfulness Questionnaire. Results showed no significant difference between the groups on any post-intervention measure. Further analyses indicated both groups experienced a statistically significant decrease in stress from pre- to post-intervention (Z = -2.692, p r = -.45) and post-intervention (r = -.51), statistically significant at the p \u3c .001 level for both. This is a significant contribution to the field as this is a population that has not previously been studied in regard to mindfulness and stress
The Impacts and Interplay of Adolescent Personal Contexts and Sense of Belonging to Mathematics on Postsecondary STEM Field Interests and Intentions
Get PDFThis quantitative correlational research sought to examine the relationship between high school students’ sense of belonging to mathematics and their interests and intentions to pursue fields of study and careers in science, technology, engineering, and mathematics (STEM). With a theoretical framework based on the belongingness hypothesis and social cognitive career theory (SCCT), the author explicitly linked the universality of the phenomenon of sense of belonging to individual, contextual, environmental, and experiential factors that influence career-related interest development. A sample of 328 high school students attending one private, Catholic, college preparatory school in the Upper Midwest of the United States responded to an online questionnaire that contained Likert scale questions from the MSoB Scale, the HSLS:09 Survey, and the S-STEM Survey along with a few open-ended prompts. The author collected direct and quantifiable evidence to examine the existence of associations by using a series of hypothesis tests. Findings revealed a non-statistically significant relationship between sense of belonging to mathematics and interest in STEM fields of study but suggested a relationship between sense of belonging to mathematics and intentions to pursue careers in STEM. Significant gender differences were identified for sense of belonging to mathematics as well as STEM interests and career intentions. The author also identified differences dependent on parent-guardian occupation and extracurricular activity involvement. Implications of these findings for educational practices are discussed, which include recommendations for enhancing STEM pathway prerequisite knowledge and practical application of mathematics
Progress Monitoring Importance, Challenges, And Solutions
Get PDFThe project includes information from a literature review of progress monitoring since the Endrew F vs. Douglas County School District case and how progress monitoring requirements have changed. The project continues to explain two challenges and two solutions to progress monitoring and how to improve it for a teacher with many students on the caseload
Increasing Positive Behavior Using Be Good People
No full textThis study investigated the use of a social skills intervention to increase positive behaviors of students with emotional or behavioral disorders. A small group of two fifth-grade students in a rural Midwest school received the social skills curriculum Be Good People for eight weeks. Progress was monitored through student self-reported and teacher-reported direct behavior ratings on the behaviors of respectful interactions, following directions, and showing self-control. Results indicated an increase in positive behavior for one student, and variable behavior ratings for the other
Evaluating the Efficacy of the Coping Cat Program on Anxiety Reduction in an Elementary Student When Applied Through Group Delivery
No full textThis project explored the effect of Cognitive Behavioral Therapy (CBT) using the Coping Cat intervention program in a group setting to decrease anxiety levels with a second grader. Coping Cat is an effective intervention for reducing anxiety in children (Flannery-Schroeder et al., 2005). The student’s teacher and mother referred the student to the project. They identified him as having maladaptive classroom behaviors when faced with challenging academic tasks and unexpected events. More specifically, he displayed task avoidance and academic disengagement by delaying the initiation of tasks and working very slowly on assignments. The student received 60 minutes of group therapy implementing the Coping Cat program once a week for 10 weeks in a small group with two other students. After the seventh week, he could talk with the intervention provider one-on-one after each group meeting. The student’s teacher measured his progress daily using Direct Behavior Rating scales. Results showed a reduction in the student’s anxious symptoms and an increase in the student’s academic engagement with greater improvement when applying one-on-one conversation time