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Full-Text Articles in Education
Connection Between Tutoring Format Type And Reading Scores Of Elementary Aged Children, Emma T. Moates, Theresa M. Nowak, Jonathan S. Gore
Connection Between Tutoring Format Type And Reading Scores Of Elementary Aged Children, Emma T. Moates, Theresa M. Nowak, Jonathan S. Gore
Kentucky Journal of Undergraduate Scholarship
Extant research shows that response to intervention (RTI) individual and small group interventions increase children’s reading skills; however, little information is available that investigates whether the type of intervention format makes a difference in learning to read. The Early Childhood Longitudinal Study, Kindergarten class (ECLS-K) database was used to identify third-grade children who received individual, small group, or combined individual and small group tutoring, to increase their reading skills. The current study compared reading scores associated with each intervention type to determine which reading intervention format was most beneficial. The results from this study showed that children receiving small group …
Alien Babies And Angelina Jolie: Evaluating Sources Using Tabloids With A Taste Of News Literacy, Ashley Cole, Heather K. Beirne
Alien Babies And Angelina Jolie: Evaluating Sources Using Tabloids With A Taste Of News Literacy, Ashley Cole, Heather K. Beirne
EKU Faculty and Staff Scholarship
This lesson plan/activity is meant to demonstrate the concepts of authorship and authority to first-year writing students. Students will use their prior knowledge and everyday experiences with subpar information and/or misinformation to draw parallels between evaluating academic, news, and popular sources.
The Relationship Between Cognitive And Linguistic Abilities In Bilingual Children, Ines Elena Martin
The Relationship Between Cognitive And Linguistic Abilities In Bilingual Children, Ines Elena Martin
Online Theses and Dissertations
We examined the relationship between cognitive and linguistic abilities in bilingual children (English – Spanish). In particular, we measured the effect of attentional control (the ability to maintain an operative goal, and goal-relevant information, in the face of distraction) and educational experience (amount of time reading) on reading ability (the ability to recognize words and discard misspelled non-words). The sample included 82 developing bilingual children from an immersion school in the United States. Participants were presented with two tasks: the Flanker task as the measure of attentional control (resistance to distractor interference) and the Lexical decision task as the measure …