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The Impact Of Strategic, Skill-Focused Intervention On First Grade Students Identified As "At Risk" For Dyslexia: An Improvement Science Dissertation In Practice, Stephanie Clawson
The Impact Of Strategic, Skill-Focused Intervention On First Grade Students Identified As "At Risk" For Dyslexia: An Improvement Science Dissertation In Practice, Stephanie Clawson
Doctor of Education (EdD)
The purpose of this Implementation Science Dissertation in Practice (ISDiP) was to improve student achievement through the use of short, easily implemented, targeted interventions, performed by the classroom teacher. The targeted interventions provided in this study were aligned to specific skill areas, identified by the aimswebPlus Early Literacy Benchmark (ELB), and were evidence-based intervention tools currently in use within the district. The interventions were designed to be delivered by teachers within their literacy instructional blocks, and were 5-15 minutes in length. Teachers were asked to collect data using an aimswebPlus probe every two weeks to track student progress. Teachers then …
A Conceptual Analysis And Variable Identification Study Of First-Language Attrition, Neil Edward Cantrall
A Conceptual Analysis And Variable Identification Study Of First-Language Attrition, Neil Edward Cantrall
Doctor of Education (EdD)
Children who grow up hearing and speaking one language and then begin learning another often experience first-language (L1) attrition. Existing research presents different theories regarding the process and the contributing factors of L1 attrition. However, the theories and factors are often dispersed throughout the literature with little coherent presentation. This makes it difficult for researchers and some practitioners to model L1 attrition with other variables properly. This study merged conceptual and content analysis through literature reviews to identify the relevant and essential variables that play a role in L1 attrition. I reviewed 54 textual sources which presented information or studies …
Beliefs Of Recent Second Language Teacher Education (Slte) Program Graduates Regarding Linguistic Diversity As A Professional Responsibility, Darren C. Gordon
Beliefs Of Recent Second Language Teacher Education (Slte) Program Graduates Regarding Linguistic Diversity As A Professional Responsibility, Darren C. Gordon
Doctor of Education (EdD)
This research seeks to understand the beliefs of recent second language teacher education (SLTE) program graduates concerning the relationship between the English language teaching (ELT) profession and linguistic diversity. This relationship is explored within the context of professional responsibilities, and, more specifically, whether research participants consider ELT to have a professional responsibility to sustain linguistic diversity. Recent SLTE graduates comprise one sector of ELT from which to gauge the degree to which a professional responsibility is embraced within ELT endeavors to sustain linguistic diversity, in addition to the central aim of increasing the language proficiency of English learners. Any development …