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Full-Text Articles in Education

The Influence Of Peer Tutors And Technology-Actuated Reading Instruction Process On Third-Grade Students' Self-Perceptions As Readers: A Multiple Case Study, Brenda Shill Daw Dec 2011

The Influence Of Peer Tutors And Technology-Actuated Reading Instruction Process On Third-Grade Students' Self-Perceptions As Readers: A Multiple Case Study, Brenda Shill Daw

UNLV Theses, Dissertations, Professional Papers, and Capstones

Driven by Lev Vygotsky's Sociocultural Theory (1986), my study investigated the self-perceptions and interactions of seven underperforming, third-grade readers while using Technology-Actuated Reading Instruction (TARI). Partnered with same-age peer tutors, readers used digital tools to listen to, read/record, and playback oral reading passages. They practiced, peer- or self-edited, and selected their best reading products as part of the iterative process. As reading is a complex cognitive skill (Reinking, 2005), TARI incorporated higher cognitive learning activities via a synthesis of Gagné's (1985) nine conditions of learning and the Four-Component Instructional Design Model (van Merriënboer & Kester, 2005).

Much of the current literature on tutoring and underperforming readers has focused on academic gains and quantitative measures. It is also lacking in discussion about the interactions underperforming readers have with peer tutors while using digital tools and the influence these interactions have on readers' self-perceptions. Therefore, three questions guided the study. First, how do underperforming, third-grade readers interact with their peer tutor while using TARI? Second, how does the TARI process influence underperforming readers' self-perceptions as readers? Third, how does the process of same-age, peer tutoring influence underperforming readers?

The process-oriented, microgenetic approach was conducted during flexible school hours at a charter school located in a large, southwestern, urban city. It encompassed four weeks and captured data during 50-minutes of daily observations and field notes, and/or interviews or videotaping. The study explored how, and at what point, self-perceptions of underperforming readers became actualized : the realization by the underperforming reader that their potential or ability as a reader had changed.

Three themes emerged from the findings: levels of interaction with tutors, the use of digital tools, and developing independence. It was found that readers exhibited proximal (high), moderate, or distal (low) levels of interactions; however, the degree of ...


“You Can Pick Really Good Literature That Will Lead Them There”: Investigating The Instructional Roles Teachers Utilize When Conducting Literature Discussions, Sophie M. Ladd Dec 2010

“You Can Pick Really Good Literature That Will Lead Them There”: Investigating The Instructional Roles Teachers Utilize When Conducting Literature Discussions, Sophie M. Ladd

UNLV Theses, Dissertations, Professional Papers, and Capstones

The purpose of this multi-case study was to investigate the instructional roles teachers utilize in whole group and small group discussion. This study highlights the questioning and response strategies two elementary teachers used during read alouds and literature discussions. Data sources included whole group and small group discussions, interviews, teachers' reflection journals, classroom observations, researcher field notes, and Informal correspondence. Data were analyzed using Merriam's (1998) analytic framework for case study. A within-case analysis was conducted for each case, followed by a cross-case analysis. Through with-in case analysis questioning and response categories were developed. These categories included: appealing, prompting ...


Contemporary Children’S Literature Recommendations For Working With Preadolescent Children Of Divorce, P. S. Mcmillen, Dale-Elizabeth Pehrsson Oct 2010

Contemporary Children’S Literature Recommendations For Working With Preadolescent Children Of Divorce, P. S. Mcmillen, Dale-Elizabeth Pehrsson

Library Faculty Publications

Bibliotherapy, defined most basically, is helping with books (Hynes & Hynes-Berry, 1994). Derived from the Greek words meaning book and therapy, bibliotherapy goals fall usefully into two categories. Clinical bibliotherapy, using books to facilitate specified therapeutic goals with those experiencing significant emotional or behavioral problems, involves trained health and mental health professionals such as psychologists, counselors, psychiatric nurses, or social workers. Developmental bibliotherapy, using books to address situational, transitional, and normal developmental issues, can be implemented by others, like educators or librarians, who work in helping roles. Books provide solace, reassurance, and even escape; they also provide new ideas for problem solving and managing transitions.


Instruction And Program Design Through Assessment, Anne E. Zald, Debra Gilchrist Jan 2008

Instruction And Program Design Through Assessment, Anne E. Zald, Debra Gilchrist

Library Faculty Publications

True to the intention of this chapter, we begin with learning outcomes and use them as the chapter's organizational structure. Learning outcomes represent what we want you to be able to do as a result of active engagement with this material. Within each outcome we include a short discussion of each topic along with many examples and practical applications of the concept under discussion. We hope that this format illustrates the concepts in a holistic manner and facilitates your understanding and learning.


Stimulating Moral Reasoning In Children Through Situational Learning And Children’S Literature, Nancy P. Gallavan, Jennifer L. Fabbi Jan 2004

Stimulating Moral Reasoning In Children Through Situational Learning And Children’S Literature, Nancy P. Gallavan, Jennifer L. Fabbi

Library Faculty Publications

In any elementary school classroom, a teacher will occasionally observe students involved in activities that seem neither honest nor ethical. What can teachers do to stimulate moral reasoning skills and principled attitudes in the elementary grades? This article suggests that situational learning is ideal for developing moral reasoning in today's young learners. Situational learning allows students to choose their own situations and structure personalized outcomes that may or may not be predicted by the teacher. There are no right and wrong answers or anticipated outcomes; the process entails risk-taking and uncertainty, for teacher and students alike. Situational learning permits ...


Children’S Literature For And About Kids With Special Needs: How To Find It, How To Use It, And How I Got (And Continue To Get) Over Myself, Jennifer L. Fabbi Jan 2001

Children’S Literature For And About Kids With Special Needs: How To Find It, How To Use It, And How I Got (And Continue To Get) Over Myself, Jennifer L. Fabbi

Library Faculty Publications

No abstract provided.


Information Resources In Interdisciplinary Writing Program (Iwp) Courses: Winter And Spring 1998, Anne E. Zald, Nana Lowell Oct 1998

Information Resources In Interdisciplinary Writing Program (Iwp) Courses: Winter And Spring 1998, Anne E. Zald, Nana Lowell

Library Faculty Publications

The University of Washington (UW) Interdisciplinary Writing Program (IWP) provides five-credit expository writing courses each of which is linked to a discipline-based lecture course. Students enroll in both the writing and discipline-based courses, and complementary assignments allow them to improve their writing skills within a subject area of their own particular interest. In Winter and Spring of 1998, the UW UWired program sponsored a pilot program adding librarian-taught class sessions to existing IWP courses. These sessions focused on the use of information resources in the context of student research for writing assignments. Post-course questionnaires were composed primarily of items drawn ...