Educational Methods Commons^™

Elements Of A First Grade Writing Program, Julie Laree Fry

All Graduate Projects

Literature regarding the early developmental processes of (1) writing, (2) spelling, and (3) phonemic awareness for children between the ages of five and seven were reviewed. The literature stated that all three of these processes develop simultaneously through a series of very specific stages. Writing in kindergarten and first grade needs to be practiced daily and treated like a free activity without restriction of copious spelling rules. It was further regarded that spelling should be considered a life long evolving skill that should not stifle the early writer. A program to guide teachers as they help first grade children to …

The Unit Letter : A Strategy For Reconciling Explicit Instruction And Whole Language, Lucy Butin Ashby

Graduate Research Papers

Though differences between whole language and explicit instruction theories and research may seem irreconcilable, a growing body of research advocates an integration of the two. Combining the meaning-filled and student-empowering environment of whole language with needs-based explicit instruction is the solution most highly recommended. The unit letter activity is a teaching strategy for elementary-aged students which blends explicit instruction and whole language approaches. The activity involves student interaction with a thematic-related letter. The activity's purposes are two-fold : to convey information related to a theme chosen by the students, and to provide an authentic context for learning and practicing reading …

A Study Of Why Some Learners Are More Successful Than Others At Acquiring A Second Language: The Roles Of Personality, Attitude & Motivation, Azah Yusof

Masters Theses & Specialist Projects

The purpose of this thesis is to convey and to support my belief that learners' affective domain, which consist of their personalities, attitudes, and motivation are responsible for causing the variation in the levels of second language proficiency of second language learners. My concern is to point out or support others who believe that second language learners are not machines that are able and willing to be programmed; they have feelings and attitudes which in turn govern their personalities and motivation. I also believe that the main focus of second language teaching should be on the "persons" learning the language, …

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

• …

Let's Surf-The-Net! World-Wide Web (Www) Sites In Italy, Or: How/Why Include A Web-Browser Component In Culture And Civilization Classes, Ilona Klein

Faculty Publications

First, this essay details the technical elements required to set up a computer for Web-surfing, then it discusses the rationale for a Web-browser component in Culture and Civilization courses. The first part of this study (the technical portion) is geared specifically toward teachers with little or no familiarity with the Internet and the World-Wide Web. In the second part of the article, the applied-pedagogy aspects of Web-browsing are provided for all colleagues in the profession, proficient or not in cyberspace surfing. This article argues that the internet and the World-Wide Web are here to stay and that, within certain limitations, …

A Case Study: Effects Of Tutoring On The Sight Word Vocabulary Of A Nonreader, Paul L. Coppin

All Graduate Projects

The purpose of this study was to provide remedial instruction in reading to a ten year old nonreading student enrolled in the Ellensburg School District and to develop a case study that outlined the diagnostic and remedial procedures used with the subject. The case study approach was chosen as a way to document the progress of a single student whose initial diagnosis was as a nonreader. Because the initial diagnosis indicated a need to establish a sight word vocabulary, early instructional methods focused on this area.

Prereading And Postreading Activities For Children's Multicultural Trade Books, Sandra Gail Beardsley

All Graduate Projects

A review of literature was completed to support the need for, and value of, using multicultural literature within the elementary classroom. The criteria for selecting multicultural literature was also reviewed. The project consisted of a booklist and prereading and postreading activities for twenty-five multicultural trade books. The purpose of the project was to heighten student's awareness of the multicultural community in which they live and appreciation of cultures throughout the world. The strategies and activities developed for these books were based on the whole language philosophy. The twenty-five trade books were divided into four themes: 1. Grandparents, 2. Folktales and …

How Much Does Poor Reading Lower Math Scores?, William (Bill) H. Williams, Sandra P. Clarkson Ph.D

Publications and Research

No abstract provided.

Profiles Of Promise: Students With Learning Difference Prepare For Optimal Foreign Language Learning, Ludmilla Coven

Dissertations

Many secondary school counselors discourage students with diagnosed native language deficits from foreign language studies. They hold the unsubstantiated belief that these studies would jeopardize their hard-earned gains in native language learning. Research disproves that position, and some writers advocate foreign language study to improve language learning and enhance cognitive strategies. Improvement occurs more readily when the instructor has the expertise to choose from a repertoire of teaching styles the one most compatible with the learning style of the student. With the full inclusion promised by the regular education initiative becoming a reality, this study explores research, design, and team-teaching …

The Language/Literacy Connection: Aiding The Dysnomic Reader, Danette Lipten

Graduate Student Independent Studies

This study examines word-finding difficulties in the oral language of children and their impact on literacy learning. It presents suggestions for remediation in both domains, but focuses primarily on aiding the dysnomic reader. Specific strategies are discussed which are applicable to the teaching of normal emergent readers and that can be particularly useful to readers experiencing retrieval problems. A brief case study is presented of a child who is affected by dysnomia, along with a description of the author's work with this child. Appendices include games and sample lessons.

The Use Of Visual Arts For The Development Of Learning Activities For Teaching And As Model For Future Testing Of Four Areas Of Reading Comprehension, Thomas S. Wright

All Graduate Projects

The use of visual arts as a method for teaching vocabulary comprehension, literal comprehension, interpretive comprehension, and evaluative comprehension was investigated. Literature was cited on individuals and programs using visual arts as a method of teaching reading. Visual art related learning activities were developed from this information for use by classroom teachers and for future testing.

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.

A Whole Language Approach Integrating Children's Songs In Spanish To Enhance Language Acquisition And Literacy In The Spanish Immersion Primary Grades, Homero R. Capetillo

All Graduate Projects

An alternative method for the development of second language acquisition and literacy in a second language program was explored. A collection of Spanish children's songs and lessons utilizing "whole language" teaching strategies were compiled to supplement the language arts cμrriculum. The premise for this study was that children's songs could be used to develop activities that would enhance second language acquisition and literacy skills. Implications for the integration of music to provide a cogent transitional vehicle from spoken to written language structures are discussed.

Experience-Based Dialogues In Secondary English-As-A-Second-Language Classrooms, Carlina V. Lobos

All Graduate Projects

An informal study was conducted to explore the effectiveness of experience-based dialogues in the promotion of oral language use in secondary-level English-As-A-Second-Language classrooms. The twenty-one dialogues field-tested in the project were developed interactively, by teacher and students, in the sociocognitive context of each of the learner's background knowledge, experience and immediate communication needs. Experience-based dialogues are a method of language teaching and learning that focuses on the communicative act rather than on isolated or discrete grammatical items. An overview of the results of the informal study was presented here. Strategies for teachers to develop and implement, using this approach, were …

The Use Of Ability Grouping In Reading And Some Alternatives, Sherry Lynn Anderson

All Graduate Projects

This study was conducted to determine if attitudes toward and /or practices of ability grouping for reading instruction have changed over the last thirteen years. Current research was reported. A replication of a study by Wilson and Schmits (1978) was completed and analyzed. The results suggest a fairly dramatic change in both attitudes toward and practices of ability grouping. A collection of alternative methods were offered for teachers looking for options to the ability grouping method of teaching reading.

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.

Attitudes Of Seventh Grade Students Toward Reading Using А Literature-Based Approach, Robin R. Coe

Theses and Dissertations

The purpose of this study was to describe and analyze the effects of a literature-based approach to teaching reading on student attitudes toward reading. Relatively few studies have been conducted to describe students' attitudes toward reading in a literature-based approach which includes the following: the use of children's literature, silent reading by students and teachers, expressive reading by the teacher, and various book-sharing activities and projects. Four seventh-grade reading classes at Faith Middle School were randomly selected to participate as subjects. Students' attitudes toward reading were assessed in the fall using the Short Form Reading Attitude Survey. Students were taught …

Attitudes Toward Reading Held By Second Grade Students When Instructed In First And Second Grades Using The Basal Approach And The Whole Language Approach, Anne L. Kepner

All Graduate Projects

The attitudes toward reading held by second grade students when instructed using the basal approach and the whole language approach were studied. Forty surveys given to students at the end of their second grade year were analyzed. The results showed support for the hypothesis that students, taught reading by the whole language approach in first and second grades will have a more positive attitude toward reading than students taught reading by the traditional basal approach in the first and second grades.

Literature-Based Preschool Activities Using A Modified Whole Language Approach, Beverly M. Chandler

All Graduate Projects

A review of the literature revealed higher academic expectations by today's teachers of kindergarten children than in the past. To prepare students more completely to meet these expectations fourteen preschool activities related to children's literature and based on a modified whole language approach were developed. The varied activities were designed to be used by teachers or parents of preschool children in order to better prepare the children to enter kindergarten with an exposure to, basic understanding of, and appreciation of children's literature.

The Reading And Writing Connection, Leona G. Morton

All Graduate Projects

Many children are graduating from school lacking skills in writing. This project reviews the literature in order to establish a theoretical justification for improving writing through reading. Using materials from the classroom and library, activities are presented that emphasize writing as well as reading. Some writing activities will be presented before reading and some writing activities will be presented after reading. Thus each activity will reflect the reading/writing connection, and create a basis from which writing should improve.

Literature Strands For The Enhancement Of Language In The Early Childhood Classroom, Wendy Sue White

All Graduate Projects

Literature and activities which support and enhance language learning in the early childhood classroom were examined. Seventy-six pieces of literature were selected along with thirty-two supporting activities. These were all described and matched for easy reference by the classroom teacher. A discussion of the importance of literature for the early childhood classroom, particularly that in which Engli~h is taught as a second language, has been included.

Parental Involvement: Using Workshops To Promote Beginning Reading, Dana Krieger Clauson

All Graduate Projects

Four workshops are designed to help parents of young children facilitate beginning reading. These workshops focus on techniques for reading aloud, using predictable materials, using environmental print, and constructing games. The workshops are aimed at parents of kindergarten children. The project includes research which provides a definition, rationale, and practical application of each topic, specific workshop designs, parent handouts, and teacher materials. Implications of the benefits of parent education and recommendations for future workshops are discussed.

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.

Improving Content Area Reading In A Middle School Core Classroom, Richard Têtu

All Graduate Projects

Many middle school students cannot adequately use content area textbooks. This project begins with a review of the research literature related to this concern. The literature review is followed by a content area reading program designed for an eighth grade core classroom. The program is composed of sequential directions and worksheets to teach diverse content area reading techniques. The relative values of different techniques are discussed, and suggestions for future studies are offered.

The Effects Of Vocabulary Instructional Methods On Vocabulary Retention, Janet S. Robertson

Theses and Dissertations

This study sought to determine which of three instructional methods for teaching vocabulary (teacherpresented, student-presented, and no direct presentation) commonly used by English teachers was most effective in affecting student achievement. Sixty-two eleventh grade students in a selected county in Georgia served as subjects for the study. Pretest and posttest vocabulary scores were analyzed, and a simple analysis of variance was computed to determine the mean and standard deviation for each of the three groups. The Scheffe Test was then computed to obtain an F-ratio comparison among the groups. The analyses supported neither of the original hypotheses which assumed a …

Cinema As Literature: A Semester Course In Language Arts, Greg Westbrook

Theses and Dissertations

The purpose of this project was to prepare "Cinema as Literature," a curriculum guide for an elective course in high school English for the Muscogee County School System, to be implemented in school year 1992-93. The proposed elective course will utilize cinema material for the application of literary techniques and modes of criticism for a fuller understanding of the relationship between movies and printed matter as mediums of literary and artistic expression.

The project has produced this curriculum guide through a review of relevant current resources, and in cooperation with the local county school authorities, with the eventual aim of …

The Effects Of The Use Of A Color Code In Graphic Presentation And Assessment On The Reader's Immediate Recall And Delayed Retention, Peggy Ann Posekany Pruisner

Dissertations and Theses @ UNI

The study investigated the effects of the use of a color code in graphic presentation and assessment of verbal material on the reader's immediate recall and delayed retention. Nine seventh-grade classes, containing a total of 132 students, were randomly assigned to one of four treatment groups: (a) color-coded graphic presentation with a color-coded graphic assessment, (b) color-coded graphic presentation with a black/white graphic assessment, (c) black-white graphic presentation with a color-coded graphic assessment, and (d) black/white graphic presentation with a black/white graphic assessment. The research design was a 2 x 2 x 2 factorial; the independent variables were the graphic …

The Effect Of Content Schemata On Efl Reading Comprehension Of Textually Explicit Information, Safinaz And El Rahim El Antably

Archived Theses and Dissertations

No abstract provided.

A Handbook For Teaching Journal Writing, Kindergarten Through Third Grade, Linda Rae Donofrio

All Graduate Projects

This masters project provided a teachers' manual for use by teachers who want to establish a journal writing program. It was intended for teachers of grades kindergarten through third grade. In addition to the teachers' manual, this project also provided an overview of the literature of journal writing as part of a language arts program. Examples of students' journal entries were also included. The manual itself was prepared for use in a suburban, middle class school district and it contains a step-by-step approach to establishing a journal program.

A Controlled Composition-Based Exercise Program To Teach Error Remediation In Writing In The High School Regular Freshman English Classroom, Sarah E. Mitchell

Theses and Dissertations

For this project, a controlled composition-based exercise program was developed for use in the high school freshman English writing classroom. This non-error-based method utilized a four-stage design -- attention grabber exercises, rewriting exercises, proofreading practice and test exercises, and writing assignments -- to teach error remediation through writing. After the students were exposed to correctness in stage one, they were asked to make transformations, to practice proofreading, and finally to demonstrate knowledge of correct usage in both testing and writing modes.

Included in the program are two diagnostic tools, a student checklist, an introductory sentence section, and sections to address …