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Full-Text Articles in Education

Motivating The Unmotivated: How Are We Supporting Struggling Readers In Upper Elementary Classrooms?, Maci V. Wood Jan 2019

Motivating The Unmotivated: How Are We Supporting Struggling Readers In Upper Elementary Classrooms?, Maci V. Wood

University Honors Program Theses

Motivating struggling students to read is a question considered by many general education reading teachers and special education teachers alike. Since student classroom experiences today differ greatly from classrooms of the past in terms of instructional practices and learning supports, scripted materials that seldom cater to student interest have often been promoted due to the pressure of standardized assessment. With little to no student engagement present in the classroom, it is up to the student to find the will to read or to the teacher to utilize alternative strategies in increasing student motivation (Cambria & Gunthrie, 2008). However, there is no ...


Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn May 2017

Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn

Pamela J. Mims

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications ...


Understanding Students' Chosen Literacy Practices During Non-Academic Times: An Ethnographic Teacher-Research Inquiry, Justin Robert Moyer Jan 2016

Understanding Students' Chosen Literacy Practices During Non-Academic Times: An Ethnographic Teacher-Research Inquiry, Justin Robert Moyer

Educational Studies Dissertations

This dissertation aims to illuminate the literacy practices that a group of “struggling” students undertake during unstructured times of the school day. The study aims to extend prior theoretical work on literacy (Street, 1984; Weil, 1993; Luttrell & Parker, 2001; Kinloch, 2010; among others) to identify the ways these students engage in literacy practices for deeply personal reasons. Further, this dissertation intends to dispel some of the many myths that surround students in special education settings and, in the case of the focal students in this study, alternative schools. Students reveal: (1) the literacy practices in which they participate, (2) explain their choices ...


The Impact Of Fountas And Pinnell's Leveled Literacy Intervention (Lli) Program On Student Learning In A Multi-Age, Special Education Classroom, Leigh Anne Shaffer May 2012

The Impact Of Fountas And Pinnell's Leveled Literacy Intervention (Lli) Program On Student Learning In A Multi-Age, Special Education Classroom, Leigh Anne Shaffer

Education and Human Development Master's Theses

The primary purpose of this research was to investigate the impact Leveled Literacy Intervention (LLI) had on a multi-age, special education classroom. LLI can be used and is appropriate for students with special needs, English Language Learners and/or struggling students in regular education classrooms.

This research study was implemented in a multi-age, special education classroom. The students participating in the study were in grades 3, 4 or 5 during the study. The study lasted six weeks.

The data were collected using a variety of methods. Developmental Reading Assessments (DRA) were used twice in the study. Running records were taken ...


Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn Jan 2012

Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn

ETSU Faculty Works

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications ...


Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond Jan 2009

Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond

Communication Disorders & Special Education Faculty Publications

Virtual bug-in-the-ear technology presents one tool that allows practitioners and university educators can use to attract, prepare, and retain high-quality teachers. The experience of Project TEEACH based at the University of Alabama suggests that simple technology tools could be used effectively to support teachers through their most challenging instructional situations. Such coaching provides the kind of at-the-elbow support that can be most beneficial to young teachers.


Inclusion Or Self-Contained Reading: Where Do Learning Disabled Students Learn Better?, Kristin Lynne Mcadoo Aug 1999

Inclusion Or Self-Contained Reading: Where Do Learning Disabled Students Learn Better?, Kristin Lynne Mcadoo

Education and Human Development Master's Theses

The purpose of this study was to determine in which type of classroom learning disabled students are more successful at learning to read. Some school districts believe that total inclusion is better for special education children's learning, while others believe that reading should be taught to students classified as learning disabled in self-contained classrooms.

The subjects involved in this study were twelve sixth grade learning disabled students in a rural Orleans County school district. These twelve students included all sixth grade learning disabled students enrolled in the district for the duration of the study. Six students, along with thirteen ...


How Do A Regular Education Teacher And A Special Education Teacher Function Full-Time Within An Inclusion Classroom?, Lois Ann Grimes Aug 1997

How Do A Regular Education Teacher And A Special Education Teacher Function Full-Time Within An Inclusion Classroom?, Lois Ann Grimes

Education and Human Development Master's Theses

The purpose of this study was to investigate how two third-grade teachers, a regular and a special education teacher, worked together in an inclusion classroom in a rural

Western New York elementary school. The data were examined through qualitative analysis of transcribed protocols obtained by the researcher from observations of the teachers in their classroom. The findings revealed patterns of the classroom teachers which enabled the two teachers to work together in an inclusion classroom. It was concluded that time and care was taken in planning, instruction, the physical layout of the room, curriculum goals and modifications, behavior management, and ...


Reading Achievement Comparison Of Special Education Students Instructed Through The Sra Corrective Reading Program, Nancy L. Novak Aug 1997

Reading Achievement Comparison Of Special Education Students Instructed Through The Sra Corrective Reading Program, Nancy L. Novak

Education and Human Development Master's Theses

The objective of this study was to evaluate the reading progress of middle school special education students after being administered the SRA Corrective Reading Program for the school year 1997. The students were placed in homogeneous reading groups within the program after being given a placement test.

In April of 1996, these students were given the Woodcock Reading Mastery Tests (Form H) which were used as a baseline. These same students were again tested in April of 1997 using the Woodcock Reading Mastery Tests (Form G) to determine if any significant growth in reading scores occurred. The testing in 1996 ...


The Effect Of A Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy On Special Education Students, Gary J. Lisman Aug 1995

The Effect Of A Neuro-Linguistic Programming Modeled-Reading Comprehension Strategy On Special Education Students, Gary J. Lisman

Education and Human Development Master's Theses

This study was designed to test the effectiveness of a Neuro-Linguistic

Programming modeled-reading comprehension strategy. This lower order thinking strategy treatment was tested on seven special education students from three suburban middle schools in western New York.

This treatment was intended to develop the subject's ability to create images from written language. First, students drew pictures of sentences read to them by their teacher. Next, the teacher asked students questions about the visual, auditory and kinesthetic submodalities of their pictures; students were urged to add missing details. Once students could draw and sequence pictures adequately, they were instructed to ...


The Relationship Of Self-Concept And Apprehension To Writing: A Case Study Of Avoidance Techniques In A Learning Disabled Student, Elizabeth C. Conte Aug 1990

The Relationship Of Self-Concept And Apprehension To Writing: A Case Study Of Avoidance Techniques In A Learning Disabled Student, Elizabeth C. Conte

Education and Human Development Master's Theses

The background of a learning disabled student is profiled with specific details of his varied educational programs. Included is a review of literature concerning learning disabilities as they relate to self-concept, writing attitudes, ability and overall achievement. The purpose of this case study was to investigate the relationship of R's self-concept to his writing disability and his non-achievement in school. Family history, educational placements, academic, standardized, and diagnostic tests as well as anecdotal comments were reviewed in an attempt to break down his pattern of failure. There appears to be a strong correlation between R's ' achievement level and ...


Identification Of Learning Impaired Linguistically Different Students In Rochester, New York, Suburban Schools, Lucille Testa Stone May 1986

Identification Of Learning Impaired Linguistically Different Students In Rochester, New York, Suburban Schools, Lucille Testa Stone

Education and Human Development Master's Theses

This paper reviews the legal basis for Bilingual Education and Special Education which have formed the framework for Bilingual Special Education.

Assessment procedures and considerations utilized to screen linguistically different students in the area of language dominance/proficiency and IQ measurement are examined. The advantages and disadvantages of assessment tools such as culture free tests, translated tests, regional norms, adaptive scales, criterion reference measures and pluralistic assessment techniques are discussed.

Included are the results of a questionnaire which was distributed to the directors of Special Education in thirty-two schools in and near Monroe County. The purpose of this questionnaire was ...


A Descriptive Analysis Of The Relationship Of Reading Performance And Selected Characteristics Of Pupils With Special Educational Needs, Leah Johnson May 1978

A Descriptive Analysis Of The Relationship Of Reading Performance And Selected Characteristics Of Pupils With Special Educational Needs, Leah Johnson

Education and Human Development Master's Theses

This study was designed to identify the similarities and differences among children who are experiencing difficulty in learning to read. A review of the literature showed that physical, psychological and sociological factors including language and teacher expectations may cause reading difficulty. The literature further suggests that there is a need to assess these factors in individual learners so that reading instruction can be designed for children to experience success in reading.

The characteristics of fourteen low achieving first grade students were analyzed through data collected in a variety of ways. The data analysis included the similarities and differences within the ...