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Curriculum and Social Inquiry Commons™
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- Achievement Gap (1)
- Alphabetic principle (1)
- Coach; literacy coach; reading coach; coaching; professional development; professional development for coaches; improve reading instruction; reading by the end of third grade; building capacity; social learning (1)
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- Early Intervention (1)
- Emergent Literacy (1)
- English Language Learners (1)
- Impact of Poverty (1)
- Instrumental case study (1)
- Jefferson County Public Schools (1)
- Letter sound-correspondence (1)
- Literacy Education (1)
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- Newcomers (1)
- No Child Left Behind (1)
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- Oral Language (1)
- Phonemic awareness (1)
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- Social capital theory (1)
- Spelling development (1)
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- Survivor Analysis (1)
- Timelines to English Language Proficiency (1)
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Articles 1 - 5 of 5
Full-Text Articles in Curriculum and Social Inquiry
The Impact Of Supplemental Phonemic Awareness Lessons On Phonological Awareness And Spelling Development Among Kindergarten And First Graders, Crystal Olinger
The Impact Of Supplemental Phonemic Awareness Lessons On Phonological Awareness And Spelling Development Among Kindergarten And First Graders, Crystal Olinger
Graduate Theses, Dissertations, and Capstones
Reading is a developmental process that builds on complex cognitive processes and starts long before children enter school. This present study investigated the impact of supplemental phonemic awareness lessons on phonological awareness and spelling development among kindergarten and first graders. The Comprehensive Test of Phonological Processing (CTOPP-2) measured phonological awareness. The Kindergarten Inventory of Developmental Spelling (KIDS) measured spelling development in kindergarten students. The Developmental Spelling Analysis (DSA) measured spelling development in first grade. Participants in the treatment group received 16 weeks of weekly word study instruction and 10-15 minute daily phonemic awareness instruction. A mixed design full factorial ANOVA …
Experience Between Mentors And Coaches: A Phenomenological Case Study To Examine Effective Coaching Conditions, Brittany Adkins
Experience Between Mentors And Coaches: A Phenomenological Case Study To Examine Effective Coaching Conditions, Brittany Adkins
Graduate Theses, Dissertations, and Capstones
The study uses a phenomenological case method to explore the lived experience of the mentor-coach coaching phenomenon and examines the case of the Literacy Center (university partnership) in providing professional development to build instructional capacity in elementary reading coaches through a coaching model in order to improve reading achievement in students (kindergarten through third grade). The study is guided through the theoretical frameworks of Social Learning Theory (Vygotsky, 1978) and the Capacity-Building Model for Teacher Development (Cooter, 2004). It is focused on two research questions: 1) How does the mentor and coach experience change over time? and 2) What facilitates …
Teaching Non-Cognitive Skills For College: A Qualitative Case Study Of A Low-Income, High-Minority, Urban School District In Southeastern United States, Elizabeth Byron
Teaching Non-Cognitive Skills For College: A Qualitative Case Study Of A Low-Income, High-Minority, Urban School District In Southeastern United States, Elizabeth Byron
Graduate Theses, Dissertations, and Capstones
This instrumental, multisite case study examines the role of secondary teachers in preparing high school students for the non-cognitive skills needed to persist in and graduate from college, using Bourdieu’s (1984) and Lin’s (1999) social capital theory as a guiding framework. Non-cognitive skills are defined as the “behaviors, thoughts, and feelings” of students (Borghans, 2008). Data collection for this study is based on semi-structured interviews via telecommunications with secondary educators and postsecondary student success practitioners and electronic archived documentation of non-cognitive skills found to be important for college success by the interviewees. In this study, college success is defined as …
Survival Analysis: Timelines To English Language Proficiency At The Secondary School Level, Elisha W. Beardsley
Survival Analysis: Timelines To English Language Proficiency At The Secondary School Level, Elisha W. Beardsley
Graduate Theses, Dissertations, and Capstones
The ELL population in the United States continues to increase. Research suggests that the English language proficiency growth rates for numerous ELL students are strongly correlated with their English language proficiency levels (Cook & Zhao, 2011; Conger, 2008). The results of Conger’s 2008 study suggested that just over fifty percent of students gained English language proficiency after three years. According to the same study, the students that did not typically gain English language proficiency were students who entered public schools older and with a lower English language proficiency level. The current study examines the likelihood of high school ELLs in …
The Effect Of A Summer Oral Language And Literacy Intervention On The Literacy Acquisition Of At-Risk First Grade Emergent Readers, Mary Beth Stevens
The Effect Of A Summer Oral Language And Literacy Intervention On The Literacy Acquisition Of At-Risk First Grade Emergent Readers, Mary Beth Stevens
Graduate Theses, Dissertations, and Capstones
The persistent achievement gap between children from low-socioeconomic and mid- to upper-socioeconomic homes is evident in both national and statewide literacy assessments. Although the summer months away from school are part of the problem, they also hold the potential for an effective solution. Interventions that accelerate literacy development during summer vacation, particularly for children of low-socioeconomic status, have the potential to shift the educational trajectory of our most at-risk students. We investigated the effect of a four-week summer oral language and literacy intervention on the literacy development of rising first grade students from at-risk elementary schools in Jefferson County Public …