Language and Literacy Education Commons^™

Increasing Third Grade Student Success By The Implementation Of Effective Writing Programs, Jill Evone Mansfield

All Graduate Projects

To increase student success in writing, different writing curriculums were explored. The purpose was to find a writing curriculum that will benefit students and increase test scores to meet district requirements. Three writing curriculums were researched, Interactive Writing, Writer's Workshop, and Conferencing. Lesson plans were developed for all three areas to implement in a classroom setting.

Language Acquisition In A Natural Environment, Lisa Marie Muchlinski

All Graduate Projects

The search for early childhood curricula to prepare children from lowincome families for success in school began with the opening of Head Start in 1965 and Project Follow Through in 1967. Since then, interest in Early Childhood Curriculum Models has come and gone as the result of shifting trends in society. The nation is currently experiencing a renewed awareness in this area. The examination of the natural environment in relation to language acquisition is of increasing interest, as language acquisition is the precursor to pre-literacy skills. The natural environment is explored and an examination of several Early Childhood Curricula is …

Writing To Learn Writing, Dawn M. Williams

All Graduate Projects

The literature and research regarding writing to learn writing was explored. Data were presented to support teaching writing in a holistic process approach such as the Writing Workshop. Mini-lessons for use in sixth grade Writing Workshop were developed to use as models for additional lessons created by the author or others. Implications for using a Writing Workshop format were discussed.

Regrouping For Instruction In Reading: Effective Practices, Leslie Jane Rogers

All Graduate Projects

It is the intent of this project to create a handbook providing information about a plan for regrouping for instruction in reading at Long Beach Elementary School. It will be presented to parents, teachers and administrators at workshops concerning regrouping for instruction in reading. The handbook will provide practical applications of curricular adaptation and instructional techniques that may be used to facilitate improvement in reading for students. The policies and procedures described in the manual will provide the following information:

• Assessment

• Placement

• Transitions

• Pace and Skill Levels

• Curricular Adaptations

• Teacher Collaboration and Consultation

• …

Student Lessons To Enhance Reading Comprehension In The Social Studies Content Area, Dianne Marie Daily

All Graduate Projects

This project consists of lessons designed to increase reading comprehension of fifth grade students in the social studies content area. The lessons are developed based upon a review of research which indicates improved reading comprehension of expository text among students who are taught to use comprehension enhancing strategies. The activities include vocabulary development, text structure awareness, advance organizer usage, and study and reading guide strategy lessons. Additionally, a teacher's guide accompanies the lessons. These lessons are created specifically for use with the Civil War Unit entitled, "A Nation Divided," as found in Macmillan/Mcgraw-Hill's 5th grade social studies text entitled, United …

An Integrated Program For Teaching Writing And Thinking Skills, Edmund James Ady

All Graduate Projects

The nature and development of thought, the connection between thinking and writing, teaching practices associated with the direct teaching of thinking and writing skills were researched and studied. An integrated program of writing and thinking skills was compiled. This program includes techniques for teaching thinking and writing activities and provides step by step procedures to accomplish the integration of thinking skills with writing skills targeted at producing contrast and comparison essays. A discussion and recommendations regarding the program are included.

Metacognitive Prereading Activities To Enhance Reading Comprehension, Katherine Laws

All Graduate Projects

This study investigated metacognitive prereading strategies content area teachers might utilize for process emphasis reading comprehension. The literature review showed the shift in reading comprehension instruction from a word based emphasis to an interactive process emphasis, described content area reading instruction and metacognition. A selection of metacognitive prereading activities was included for use by teachers in content area classrooms. Implications of using the activities were discussed.

A Research And An Adaptation Of Methodologies To Develop Supplementary Materials And Activities For The Study Of Foreign Language, Melané Mildré

All Graduate Projects

The use of a typical textbook tor the instruction of the first year study of the Spanish language appears to be tedious as well as inadequate in its presentation of grammar drills, vocabulary selection, and its potential of allowing the student to develop fluency in the language. As a result, the writer researched a variety of methodologies currently being employed in the instruction of foreign language. Intending to improve upon the usage of a textbook as well as to add variety to the classroom procedure, the writer then developed or adapted supplementary materials to correlate to the textbook presently being …

Reluctant Readers: How To Motivate Them, Linda Adell Thomson

All Graduate Projects

Elementary age children without a desire to read may be reluctant readers. Many factors may contribute to this condition, and research indicates that parents and teachers need to provide ideas and activities to motivate the reluctant reader to enjoy pleasure reading. Reading activities and ideas are compiled to be used by parents and teachers to spark an interest in books in the reluctant reader.

The Benefits Of Reading Aloud To Children, Lori Ann Prince

All Graduate Projects

The benefits of reading aloud to children are studied. Observations indicate that the more young children are read to, the more they are motivated to become readers themselves. When young children are participating in the dialogue of a story that is being read aloud, their interest in that story increases dramatically. Using a variety of children's literature is an excellent supplement to the first grade curriculum and language activity lessons. Recommendations from the conclusions are presented.

Increasing Reading Fluency In Students With Reading Difficulty, Kathryn Balabanis Peabody

All Graduate Projects

Four methods designed to increase reading fluency were employed in a primary level Special Education resource room. The methods were implemented in accordance with the theory and research regarding reading fluency. Each of the four methods effectively increased the students' ability to read fluently. However, the implementation of these methods varied in cost and time.

Literacy Through Literature, Tammy Joy Cartwright

All Graduate Projects

Research on literature based and skills based reading programs was reviewed. Results showed that traditional basal programs, which are heavily skill oriented, do not meet the reading styles of all students. Integrated instruction which allows for a variety of learning activities can alleviate this problem. Research also indicated that the reading experience must be meaningful and motivating and that literature is an excellent means of providing this component. Integrated units were developed based upon this research evidence. Conclusions and recommendations are discussed.

Developing In-Class Activities To Support First-Second Grade Literature Instruction, Trina Danette Miller

All Graduate Projects

Literature-based activities were developed in the curriculum areas of Social Studies and Mathematics to be used with the district's adopted literature book program. A district survey indicated a strong interest in these two curriculum areas. This project will provide teachers with activities that support literature instruction in a learning center environment. The activities also help students to self-select a book of interest and to become actively involved in learning center activities that support the books of choice, plus increase their interest and comprehension.

Teaching Comprehension By Incorporating Story Grammar Into A Drta Lesson Format, Sharon Kay Neal

All Graduate Projects

This project presents a teaching procedure which should improve primarylevel reading comprehension. This procedure combines a framework of story grammar as a guide for implementing the Directed Reading Thinking Activity (DRTA) lesson format. Literature is reviewed which illustrates the effectiveness of story grammar when used to teach comprehension, and describes the effectiveness of DRTA to promote active comprehension. By combining both story grammar and DRTA, a procedure is developed and ten example lessons are produced.

A Language Arts Based Curriculum Model For The Talented- Grade 6, Bruce Edward Holway

All Graduate Projects

An investigation into the cognitive and affective characteristics and needs of talented students has resulted in the creation of a working model for a language arts based curriculum for students in grade six. This project identifies the essential components of programs for the education of the academically talented and demonstrates how these ingredients interact in practice. The process for selecting concepts and related content in English, reading and social studies is explained. Suggestions for designing materials and for utilizing commercially prepared lessons are provided.

The Devlopment Of A Handbook Of Policies, Procedures, And Materials For A Remedial Reading Program, Lois G. Norris

Graduate Student Research Papers

The purpose of the study was to develop a plan for presenting policies and procedures to be used in a school system so as (1) to aid teachers in understanding the causes of reading problems in order that more preventive measures might be taken; (2) to inform administrators and teachers of the working procedures of the remedial reading program and the assistance available; l3) to furnish pertinent information about reading difficulties; (4) to suggest and make available instructional aids to help the classroom teacher or the special reading teacher; and l5) to present bibliographies of the most recent books for …