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Full-Text Articles in Education
Engaging The Disengaged: Using Every Trick In The Book, Brooke Prusaczyk
Engaging The Disengaged: Using Every Trick In The Book, Brooke Prusaczyk
Certificate of Advanced Studies (CAS) in Literacy
Researchers have affirmed a connection between students’ engagement in reading to their academic achievement. Struggling readers in particular are generally not engaged or motivated to read. While the construct of reading engagement is difficult to measure, a student’s motivation seems to be the driving force behind reading development. Additionally, today’s students are involved in and more motivated by the many different activities outside of school, which poses challenges for both teachers and parents. The purpose of this study was to examine the impact of instructional techniques on student engagement in reading. To measure the academic progress of 21 fifth grade …
Discourse In The Elementary Classroom, Kathryn Hardy
Discourse In The Elementary Classroom, Kathryn Hardy
Certificate of Advanced Studies (CAS) in Literacy
As literacy standards across the country grow more rigorous, literacy practices need to follow suit. With the implementation of the Common Core Speaking and Listening Standards in 2010, classroom instruction in the facilitation of student discourse has become not only beneficial, but required. The purpose of this study was to examine the effects of an instructional framework for student discourse called Statement Stem Discourse/Accountable Talk (SSD/AT). This instructional frame included discussion stems, teacher prompts, and guidelines for student responses. This study observed the impacts of discourse on 19 students over the course of six weeks. With a focus on questions …
Employing Engagement To Enhance Literacy Learning, Kerry Zrenda
Employing Engagement To Enhance Literacy Learning, Kerry Zrenda
Certificate of Advanced Studies (CAS) in Literacy
Numerous studies have identified a symbiotic relationship between student engagement and academic achievement. However, over the last three years, nearly half of Connecticut’s students have failed to meet the Common Core State Standards in English Language Arts. Social constructivism and metacognitive theories frame this study, which aimed to examine instructional techniques that positively impacted student engagement. Specifically, we used engagement inventories to record student behaviors before, during, and after a six-week instructional period, throughout which we implemented several different engagement techniques. We coded student behaviors in order to analyze the effects that heightened student choice, structured peer discourse tools, and …