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Full-Text Articles in Education
The Effects Of English Language Arts Instruction Using Multimedia Applications On Grade Three Students’ Reading Comprehension, Attitude Toward Computers, And Attitude Toward School, Mathew Swerdloff, Karen Burke
The Effects Of English Language Arts Instruction Using Multimedia Applications On Grade Three Students’ Reading Comprehension, Attitude Toward Computers, And Attitude Toward School, Mathew Swerdloff, Karen Burke
NERA Conference Proceedings 2013
The purpose of this study was to investigate the effects of targeted English Language Arts instruction using multimedia applications. Reading comprehension, attitude toward computers, and attitude toward school were measured. The study examined the perceptions, of selected students, of the use of these multimedia applications. A MANOVA revealed that students who participated in the treatment group and received English Language Arts instruction using multimedia applications scored significantly higher than students in the control group. Analysis of the qualitative data revealed three themes that recurred throughout the five interviews. Qualitative and quantitative data were triangulated, and implications for researchers were discussed.
Stabilizing Developmental Language Trajectories In Infants/Toddlers: A Preliminary Study, Christine Marvin, Miriam E. Kuhn, Lisa L. Knoche
Stabilizing Developmental Language Trajectories In Infants/Toddlers: A Preliminary Study, Christine Marvin, Miriam E. Kuhn, Lisa L. Knoche
Special Education and Communication Disorders Faculty Proceedings & Presentations
Parents’ interactions with their children can have influential effects on children’s language outcomes. Special supports may be needed however, when young children live in poverty and show developmental delays early in life. This study analyzed data for a subset of children enrolled in Early Head Start programs and participating in a randomized trial of the Getting Ready intervention (Sheridan, Marvin, Knoche, & Edwards, 2008). These 41 children had standard scores below 85 on the Bayley Scales of Infant Development-II when the EHS and intervention services began. Statistically significant benefits were observed for the 28 children in the treatment group compared …
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy J. Heineke, Adam S. Kennedy, Anna Lees
Preparing Early Childhood Professionals For The Culturally And Linguistically Diverse Classrooms And Communities Of Illinois, Amy J. Heineke, Adam S. Kennedy, Anna Lees
Education: School of Education Faculty Publications and Other Works
Recent Illinois state policies call for mandatory preparation of early childhood educators to address the needs of the large and growing population of young English language learners. University-based early childhood teacher preparation programs across Illinois have responded by integrating content related to cultural and linguistic diversity into existing programs. The authors discuss research and professional literature in support of teacher preparation programs that emphasize field-based experience, particularly clinical experience in culturally and linguistically diverse schools and community organizations. They describe the comprehensive field-based teacher education program at Loyola University of Chicago that was redesigned to address current Illinois policies related …
Bridging The Gap: 21st Century Media Meets Theoretical Pedagogical Literacy Practices, Divonna M. Stebick, Mary L. Paxton
Bridging The Gap: 21st Century Media Meets Theoretical Pedagogical Literacy Practices, Divonna M. Stebick, Mary L. Paxton
Education Faculty Publications
In this chapter, the researchers used an ethnographic stance to demonstrate how conversation evolved within a social media platform. They investigated the online discussions and face-to-face dialogues between teacher educators and pre-service teachers. They compared the participants’ reciprocal conversations within this case study to analyze patterns in the language used in each forum in order to identify the affordances and constraints of perceived understanding. Through this discourse analysis the authors sought to identify indicators of each participant’s metacognitive development while engaging in an online book discussion through a social media platform. Data analysis indicated that there was metacognitive growth when …
Exploring Different Factors Of Language Development, Elizabeth Scribner
Exploring Different Factors Of Language Development, Elizabeth Scribner
2013 Awards for Excellence in Student Research & Creative Activity - Documents
The purpose of this paper is to explore the different factors that affect language development and examine successful intervention strategies. It includes descriptions of home exposure and involvement, bilingualism and culture awareness, as well as the importance of early intervention. Teaching opportunities and coaching features are also explored. Language is a feature every individual should have the opportunity to explore, and can be done in a variety of different ways. The term 'language' does not necessarily refer to English; it can be applied to most languages and language users. Language is needed for both, receptive and expressive functioning. Receptive includes …
Education Curriculum, Oliver Mann
Education Curriculum, Oliver Mann
Open Educational Resources
This resource contains information about the course description such as the syllabus and class rules. It also contains information such as class assignments including journal entries, vocabulary and terms and curriculum.
Language, Literacy, Attentional Behaviors, And Instructional Quality Predictors Of Written Composition For First Graders, Young-Suk Kim, Stephanie Otaiba, Jessica Sidler, Luana Greulich
Language, Literacy, Attentional Behaviors, And Instructional Quality Predictors Of Written Composition For First Graders, Young-Suk Kim, Stephanie Otaiba, Jessica Sidler, Luana Greulich
Faculty Publications
We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, …
Evaluation Of The Early Years Programme Of The Childhood Development Initiative: Early Childhood Care And Education, Noirin Hayes, Iram Siraj-Blatchford, Siobhán Keegan, Eimer Goulding
Evaluation Of The Early Years Programme Of The Childhood Development Initiative: Early Childhood Care And Education, Noirin Hayes, Iram Siraj-Blatchford, Siobhán Keegan, Eimer Goulding
Reports
No abstract provided.
Students Talk About Energy In Project- Based Inquiry Science, Benedikt W. Harrer, Virginia J. Flood, Michael C. Wittmann
Students Talk About Energy In Project- Based Inquiry Science, Benedikt W. Harrer, Virginia J. Flood, Michael C. Wittmann
Faculty Publications
We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum.
Critical Literacy, Common Core, And “Close Reading”, Aimee Ellis
Critical Literacy, Common Core, And “Close Reading”, Aimee Ellis
Education: School of Education Faculty Publications and Other Works
In the time of implementation of the Common Core State Standards (CCSS) across the country, teachers are confronting new content and instructional shifts in their classrooms. One of these shifts is providing time for students to do "close reading" of complex texts in order to reach the expectations of CCSS. "Close reading" can be defined in multiple ways, and different approaches can be taken in the classroom to help students learn to read closely. In this paper, I suggest a critical literacy approach to texts that not only supports CCSS expectations for close, analytical reading, but extends even deeper to …