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Full-Text Articles in Education
Reading As A Resource: Exploring Reading Habits And Multicultural Awareness And Acceptance In Undergraduate Students, Megan E. Owens
Reading As A Resource: Exploring Reading Habits And Multicultural Awareness And Acceptance In Undergraduate Students, Megan E. Owens
Electronic Theses and Dissertations
Considerable research has been conducted examining the benefits of diversity on campus and diversity programming for undergraduate students. However, minimal research has been focused on connecting reading fiction as a potential resource for diversity programming. Diversity courses, racial awareness workshops, and service learning opportunities are all supported by research for their transformational influence on students’ attitudes and perceptions towards minority and underrepresented groups on campus. Emerging studies have established that reading narrative fiction can enhance readers’ empathic and multicultural attitudes, shift perspectives and outlooks, and enhance moral reasoning. Benefits such as these could be harnessed to cultivate a campus culture …
A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres
A Meta-Analysis Of Research-Based Reading Interventions With English Language Learners, Maritza Torres
Electronic Theses and Dissertations
The Response to Intervention (RTI) model, introduced as part of the reauthorization of the Individuals with Disabilities Education Act in 2004, is a proactive process of early interventions and evidence-based instruction for all students. RTI has additional intensive and individualized interventions to prevent student underachievement, including students at risk for academic failure and culturally and linguistically diverse students (Vellutino et al., 1996; Donovan & Cross, 2002; Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006; Fuchs & Fuchs, 2006; Vellutino, Scanlon, Small, & Fanuele, 2006; Al Otaiba et al., 2009). Klingner and Edwards (2006) suggest that the needs of culturally and linguistically …
The Effects Of Homogeneous Differentiation On Reading Achievement: Within-Class Grouping Versus Between-Class Grouping, Sharon Suzanne Liddell
The Effects Of Homogeneous Differentiation On Reading Achievement: Within-Class Grouping Versus Between-Class Grouping, Sharon Suzanne Liddell
Electronic Theses and Dissertations
The purpose of this quasi-experimental, ex-post facto study was to determine through quantitative analysis of longitudinal data, the effects of homogeneous differentiation on reading achievement. Specifically, the study sought to determine the achievement differences in reading of students who were taught using a within-class grouping method or a between-class grouping method. The study population consisted on students from a Mississippi school district who began first grade from the 2006–2007 school year through the 2009–2010 school year. Students who had been assessed over a three-year on the DIBELS, STAR, and the MCT2 assessment were eligible for inclusion in the study. A …