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Efficiency Of Teaching Sight Words In Similar Vs Dissimilar Sets, Jensen Chotto
Efficiency Of Teaching Sight Words In Similar Vs Dissimilar Sets, Jensen Chotto
LSU Master's Theses
Early reading intervention can decrease the likelihood that children who struggle with reading develop long-term reading problems. Due to the prevalence of words that cannot be read phonetically in the English language, sight word instruction is required to supplement phonics instruction. In this study, we compared the effects of creating sets of sight words with the same starting letter (3 words per set, 3 total sets) versus distributing words with the same starting letter across sets when assessing acquisition of the combined set (9 words) in five 4-to-6-year-old children using a combined adapted alternating treatments design and pre-posttest design. All …
Addressing The Higher Level Language Skills For The Common Core State Standards In Kindergarten, Ashley Bourque Meaux
Addressing The Higher Level Language Skills For The Common Core State Standards In Kindergarten, Ashley Bourque Meaux
LSU Doctoral Dissertations
Kindergarten is a critical year, providing a foundation for children’s success in school. With a common set of standards, the Common Core State Standards (CCSS), finalized and made available to states for adoption critical skills in numeracy and literacy will be uniformed from kindergarten through high school. Some children enter school with a sufficient foundation to support success in kindergarten and subsequent years. However, some children either because of lack of exposure during preschool years (e.g., Aikens & Barbarin, 2008; Hart & Risley, 1995; Schacter, 1979; Snow, Burns & Griffin, 1998) or because of language delays associated with developmental disabilities …
The Effects Of Morphophonic Faces As A Method For Teaching Sight Words, Ashley Jean Williams
The Effects Of Morphophonic Faces As A Method For Teaching Sight Words, Ashley Jean Williams
LSU Master's Theses
Previous studies exploring the use of superimposed pictures for sight word learning provide mixed results, with inconclusive benefits. One criticism is that even when sight word learning is enhanced, it does not improve the learner’s use of the alphabetic principle. A second criticism is that it is only feasible for easily depicted words. This study addressed these criticisms by using pictured sight words representing a hybrid between alphabet and sight word learning, MorphoPhonic Faces (MPF). MPF have the first letter drawn in the mouth of a face suggesting speech production cues. Thus, participants were provided alphabet cues first and then …
Investigation Of A Classroom-Based Reading Intervention Strategy For Older Elementary Students With Poor Decoding Skills, Shara Brinkley
Investigation Of A Classroom-Based Reading Intervention Strategy For Older Elementary Students With Poor Decoding Skills, Shara Brinkley
LSU Doctoral Dissertations
Using a response to intervention framework, this study investigates the efficacy of a classroom-based intervention for struggling readers with decoding deficits in the upper elementary grades. Twenty two students in the fourth and sixth grades from four classrooms in low-performing schools received either a short 20-minute intervention delivered by their teacher or access to the lessons for an equivalent amount of time but no teacher instruction. Using three orthographic patterns, the 24 lessons consisted of a series of ten minimally contrasted words differing by one letter. The students in the experimental group decoded the words using a visual alphabet (Phonic …
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
Phonemic Awareness And Sight Word Reading In Toddlers, Alicia Tonya Mcinnis
LSU Doctoral Dissertations
This study investigated emerging phonemic awareness skills and printed sight word recognition abilities in two-year-old toddlers using plain text and MorphoPhonic Face words on flash cards. MorphoPhonic Face words were used to determine if this learning process is enhanced when words are iconically represented to show the first sound and the word's meaning (purposefully creating idiosyncratic cues) using pictures superimposed into the letters. Sixteen (16) age-matched toddlers were assigned to alternate treatment groups and received exposure to both printed and MorphoPhonic pictured words three times weekly for six weeks. During each session, children were taught 16 sight words (8 in …
The Great Reading Project (Gifted Readers Enhance Academic Talent): A Gifted-On-Gifted, Cross-Age Tutoring And Mentoring Intervention, Douglas Scott Samson
The Great Reading Project (Gifted Readers Enhance Academic Talent): A Gifted-On-Gifted, Cross-Age Tutoring And Mentoring Intervention, Douglas Scott Samson
LSU Doctoral Dissertations
The GREAT (Gifted Readers Enhance Academic Talent) Reading Project is a quasi-experimental, between-group study that evaluated a 13-week before-school student tutoring/mentoring reading and literacy program. The study examined the effects of the intervention on reading achievement for each group involved, including high-ability gifted fifth grade mentors, high-ability gifted first grade protégés, and above-average first grade “Scholastic Academy” protégés. Its primary goal was to improve academic achievement for above-average students in order to help them formally qualify for gifted services. The secondary goal was to promote and assess academic growth for high-ability students already in the gifted program. Mentor/protégé pairs met …
A Study Examining The Impact Of Scaffolding Young Children's Acquisition Of Literacy In Primary Grades, Judith Rollins Burch
A Study Examining The Impact Of Scaffolding Young Children's Acquisition Of Literacy In Primary Grades, Judith Rollins Burch
LSU Doctoral Dissertations
This case study explores the implementation of scaffolding in literacy learning in a first grade classroom setting. The complexities and nuisances of scaffolding present in the elementary school classroom context during reading and writing instruction are examined. Ten first graders, five from a pilot study an five from the case study, are followed in reading and writing in a public school classroom. Themes indicate that students in lower elementary grades benefit from reading and writing instruction that include the following strategic elements: 1) leveled predictable texts; 2) small group guided reading and writing instruction; 3) systematic, strategic instruction based upon …
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
Alphabetic And Phonemic Awareness In Toddlers, Pamela A. Terrell
LSU Doctoral Dissertations
The ability of 20-24 month-old toddlers to recognize graphemes and phonemes was investigated by reading a Phonic Faces (PF) alphabet picture book. Phonic Faces iconically picture a letter in the mouth of a character producing the sound (the curve of the P looks like the top lip popping the /p/ sound). The book was composed of nine letters and was read individually to experimental subjects three times weekly for six weeks. The control group received no treatment, but engaged in individual play activities for comparable time. Following six-weeks the groups alternated so the former control group now received the alphabet …
An Exploration Of The Impact Of Picture Book Illustrations On The Comprehension Skills And Vocabulary Development Of Emergent Readers, Judy Lavender Nicholas
An Exploration Of The Impact Of Picture Book Illustrations On The Comprehension Skills And Vocabulary Development Of Emergent Readers, Judy Lavender Nicholas
LSU Doctoral Dissertations
The formal instruction process of teaching reading to emergent and beginning readers needs to incorporate a much more multimodal approach. People today, not only in America but in many other countries as well, are more graphically oriented than any other generation has ever been. Children in our society expect to experience pictures and images in almost everything they encounter. This graphic orientation needs to be taken advantage of and incorporated into the educational process in ways that can be beneficial to the learning environments of children in our schools. Reading programs need to forego one-dimensional teaching methods and learn how …
Effective Literacy Instruction In The Elementary Grades, Marie Laurent Bergeron
Effective Literacy Instruction In The Elementary Grades, Marie Laurent Bergeron
LSU Doctoral Dissertations
The purpose of this study was to identify elements present in effective literacy instruction, i.e., those elements that fostered reading, speaking, listening, thinking, writing, and metacognitive skills. By examining variables that promoted literacy acquisition and achievement, a detailed account resulted which described classroom practice as related to teacher beliefs, strategies, materials, and classroom climate. The primary method of qualitative analysis used for this study was the Developmental Research Sequence (DRS) Method (Spradley, 1980). Two classrooms with exemplary teachers were studied extensively. Data collection involved the use of primary sources (interviews, observations, and student and teacher work) and secondary sources (records, …
Literacy As A Performing Art: A Phenomenological Study Of Oral Dramatic Reading, Neva Virginia Cramer
Literacy As A Performing Art: A Phenomenological Study Of Oral Dramatic Reading, Neva Virginia Cramer
LSU Doctoral Dissertations
Based on semiotic, aesthetic response, reader response, and drama in education theories, this phenomenological study seeks to describe the literary experience of text through oral interpretation for middle to high SES, fourth and eighth grade students as compared to Low SES fourth and eighth grade students. Using the research methodology of Moustakas (1994) and data analysis of Teddlie (2000), this study proposes to describe and understand the relation of literary understanding and oral dramatic expression implicit in the descriptive paralinguistic and chronemic patternizations of the oral rendition of text and describe the act of reading as phenomenology. Descriptions of the …
A Cross-Site Inquiry Into Reading Instruction In Differentially Successful Title I Schools., Gypsye Dugas Bryan
A Cross-Site Inquiry Into Reading Instruction In Differentially Successful Title I Schools., Gypsye Dugas Bryan
LSU Historical Dissertations and Theses
By design, elementary schools are places where students perform specified tasks and become literate. In practice, elementary schools enroll students who engage in instructional activity, yet many of these students fail to reach minimum literacy standards. This multiple-case qualitative inquiry focused on the inner workings of schools where students placed at risk learned to read and examined schools where similar students did not learn to read. Research conducted in four elementary schools addressed the following questions: (a) What resources, time factors, and management systems do elementary teachers use to create an effective reading environment? (b) How do reading assessment measures …
A Sixth-Grade Literature Discourse Community: Making Social Meaning With Illustrated Literature During Interactive Reading Events., Elizabeth Lee Willis
A Sixth-Grade Literature Discourse Community: Making Social Meaning With Illustrated Literature During Interactive Reading Events., Elizabeth Lee Willis
LSU Historical Dissertations and Theses
The study focused on six at-risk students enrolled in the sixth grade at a large urban Southern middle school. These students, along with their classroom teacher, participated in two interactive reading events using illustrated trade books. The purpose of the study was to examine how these students used the pictures and text to create meaning for the stories. The two illustrated selections differed in story complexity, amount of world knowledge required for interpretation, and relationship of pictures to text (i.e., a close relationship indicated both picture and text communicated similar information, while a distanced relationship indicated one source provided story …
A Study Of Experiences Provided In The Home Environment Associated With Accelerated Reading Abilities As Reported By Parents Of Intellectually Superior Preschoolers., Jeanne Marie Laporte Burns
A Study Of Experiences Provided In The Home Environment Associated With Accelerated Reading Abilities As Reported By Parents Of Intellectually Superior Preschoolers., Jeanne Marie Laporte Burns
LSU Historical Dissertations and Theses
The purpose of this study was to look beyond the general effect that intelligence and environment have upon the development of reading and investigate (a) differences in how accelerated readers and nonreaders perform on written language tasks and (b) differences in written language experiences provided in the home environment, as reported by parents, associated with the development of accelerated reading abilities. Due to the broadness of the term written language, only four aspects of written language were examined (i.e., awareness of concepts about print, awareness of print in the environment, awareness of letter/sound correspondences in words--invented spelling, and awareness during …
Academic Achievement, Self-Concept And Attitudes Towards Reading Of Students In Bilingual And Traditional Programs., Theresa Doris Chretien
Academic Achievement, Self-Concept And Attitudes Towards Reading Of Students In Bilingual And Traditional Programs., Theresa Doris Chretien
LSU Historical Dissertations and Theses
This study was designed to investigate the comparative achievement in reading and mathematics, self-concept, and attitude towards reading of bilingually educated and traditionally educated students. To determine differences in achievement, 239 third- and sixth-grade students enrolled in bilingual education (French-English) and traditional education classes in St. Martin Parish, Louisiana, were pre- and post-tested with standardized instruments in word knowledge, reading comprehension, self-concept, and attitude towards reading. The findings were tested statistically at the .05 level. In academic achievement, there were significant differences between the two groups only in mathematics computation, favoring bilingually educated students at the third-grade level and traditionally …
A Study Of Reading Achievement In Terms Of Various Background Factors., Dorothy Ellis Carlson
A Study Of Reading Achievement In Terms Of Various Background Factors., Dorothy Ellis Carlson
LSU Historical Dissertations and Theses
This study was designed to evaluate reading achievement in terms of treatment, (direct concept teaching) and non-treatment, controlling for socioeconomic group, preschool attendance and the level of maternal education. The study population was composed of 117 children in six kindergarten classes in six schools in East Baton Rouge Parish, Louisiana. Two schools were chosen at each socioeconomic level to allow for a treatment school and a control school. One class was used at each school. Schools representing the low, middle and high levels were determined by the percentage of children receiving free lunch at the school. Schools classified as high …
A Study Of The Relationship Of Pupil Achievement To The Degree Of Teacher Implementation Of An Individualized Elementary Reading Program., Patience Weidt Keisler
A Study Of The Relationship Of Pupil Achievement To The Degree Of Teacher Implementation Of An Individualized Elementary Reading Program., Patience Weidt Keisler
LSU Historical Dissertations and Theses
No abstract provided.