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Syntactic Structures In Dialogue: The Role Of Influence, Brenda Ellen Hite
Syntactic Structures In Dialogue: The Role Of Influence, Brenda Ellen Hite
Dissertations and Theses @ UNI
Genuine dialogues reflect the way that language is initially developed by providing opportunities to hear and practice language. Participants within dialogues are found to speak in similar ways through the priming effect, giving language learners continued opportunities to hear and practice a greater variety of syntactic structures. The purpose of this study was to determine if genuine dialogue, and the priming that occurs, could aid in the use and expansion of syntactic structures.
Within the context of Reading Recovery, the teacher/researcher (a female member of the dominant culture) and a single student participant (male, African American, 6- years-old) were engaged …
Self-Management Of Cognitive Load In Children: Exploring Effective Strategies By Manipulating Informational Text, Marcus J. Hora
Self-Management Of Cognitive Load In Children: Exploring Effective Strategies By Manipulating Informational Text, Marcus J. Hora
Dissertations and Theses @ UNI
This study was designed to measure which reading comprehension strategies were most successful in allowing children to self-manage their cognitive load while reading electronic informational text. It built on previous research on cognitive load theory and teaching children self-management strategies. Participants were sixth grade students in a Midwestern suburban intermediate school.
A quantitative experiment was conducted with a control group and three experimental groups. Experimental groups were taught to highlight key words, draw arrows to show process on a diagram, or move text boxes nearer a corresponding illustration. The control group received equal time with the teacher but did not …
Belief And Practice: A Self-Study, Jamie Marie Nelson
Belief And Practice: A Self-Study, Jamie Marie Nelson
Dissertations and Theses @ UNI
The purpose of this self-study was to critically examine whether or not my beliefs about literacy are reflected in my teaching practice. In addition, it was to determine if my teaching practice aligned with six instructional elements for literacy suggested by Allington and Gabriel (2012) in their article “Every Child, Every Day.”
There were three data sources in this study. I kept a time-log for one week with an instructional calendar about my schedule for literacy instruction. At the end of each day, I wrote a post-teaching reflection. The third data source was my personal, written responses to each of …