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Improving The Verbal Skills Of English 11 General Students Taking The Scholastic Aptitude Test, Valerie L. Kennedy
Improving The Verbal Skills Of English 11 General Students Taking The Scholastic Aptitude Test, Valerie L. Kennedy
Abraham S. Fischler College of Education ETD Archive
This practicum was designed to improve the verbal skills of English 11 General students taking the Scholastic Aptitude Test (SAT). The four verbal areas which were targeted for improvement were: (a) antonym skills, (b) analogy skills, (c) sentence completion skills, and (c) reading comprehension skills as wen as overall SAT verbal performance. After pretesting to determine the baseline verbal skills of students in these areas, the researcher implemented a variety of verbal activities in order to improve students' skills in these areas. The 10-week program consisted of class lectures, class discussions, and a variety of SAT practice activities that were …
Identifying Risk Factors For Reading Failure As An Aid To Prediction And Prevention Of Retention In The Second Grade, Valerie G. Ballerini
Identifying Risk Factors For Reading Failure As An Aid To Prediction And Prevention Of Retention In The Second Grade, Valerie G. Ballerini
Abraham S. Fischler College of Education ETD Archive
In order to identify students at risk of failure in reading, a list was compiled in the school of factors held in common by students who had previously been retained in second grade. Cumulative folders were examined in order to gather the necessary data. At least 80 percent of the students in this part of the study were male, did not live with both parents, had failed the reading comprehension section of a local first grade minimum level skills test, and had visual sequential memory deficits. Other contributing factors were also identified. Using these factors, the records of 60 students …
A Cross-Age Tutoring Program To Enhance Sight Word Recognition In Primary Resource Room Students, Janice Fay Langel
A Cross-Age Tutoring Program To Enhance Sight Word Recognition In Primary Resource Room Students, Janice Fay Langel
Abraham S. Fischler College of Education ETD Archive
The problem addressed in this practicum was the significant deficit in recognition of sight word vocabulary among Primary Resource room students partially due to insufficient exposure to the words, little positive reinforcement, and a lack of consistent practice providing the correct responses. The method devised to remedy this deficit was to implement a ten week, cross-age tutoring program in which the Resource students were drilled for 10 minutes daily on the Dolch Basic Sight Word Vocabulary, the Queen's Vocabulary List, and supplemental word lists with positive verbal, and correct-response reinforcement by fifth grade tutors. Student tutors were selected from low …