1) The document discusses a study that investigated how teaching phonemic awareness can help strengthen reading skills in struggling students. Quantitative data was collected using pre and post assessments and the DIBELS instrument.
2) The results showed that phonologically-based interventions are effective in improving language skills and literacy when vocabulary is expanded. Students who received phonological instruction early on demonstrated better literacy outcomes.
3) Some weaknesses included time constraints, language barriers, and cultural issues. However, strengths included using multiple tests and regression analysis to yield the best results.
Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/
Dr. Joanna Cannon and Dr. Anita Hubley, both professors in Educational & Counselling Psychology, and Special Education (ECPS) at UBC, discuss how they formed a collaborative and mutually beneficial relationship within the same department, despite their different areas of research.
Dr. Cannon brings expertise in language acquisition for students who are Deaf and hard of hearing. Dr. Hubley brings applied measurement expertise assessing reliability and validity with vulnerable, challenging, or understudied groups.
The story of how they bridged their interests through collaboration on multiple grant-funded projects was presented.
Learn more about ECPS and Drs. Cannon and Hubley: http://ecps.educ.ubc.ca/
Spa national conference 2015 poster use of a fam ed q to predict language...HEARnet _
This study examined the delivery of services from three EI centres and communication mode choices which may have influenced language outcomes for young children using CI(s). Parent-reported communication mode preferences were grouped into either speech and sign (including sign alone or sign together with speech) or oral (auditory-oral or auditory-verbal) approaches.
Research Presentation keynote (not yet result)Riniort Huang
This slide was made for the research program of Social Science Methodology course (PO300), BMIR program, Thammasat University, Thailand
Our current research status is under the process of data collection. Our questionnaire that show in this slide is the beta version and may not being use in our actual form of our questionnaire.
Spa national conference 2015 poster use of a fam ed q to predict language...HEARnet _
This study examined the delivery of services from three EI centres and communication mode choices which may have influenced language outcomes for young children using CI(s). Parent-reported communication mode preferences were grouped into either speech and sign (including sign alone or sign together with speech) or oral (auditory-oral or auditory-verbal) approaches.
Research Presentation keynote (not yet result)Riniort Huang
This slide was made for the research program of Social Science Methodology course (PO300), BMIR program, Thammasat University, Thailand
Our current research status is under the process of data collection. Our questionnaire that show in this slide is the beta version and may not being use in our actual form of our questionnaire.
The oral production requires students to define, explain, ask questions, give examples, and answer questions in ways similar to what we may encounter when speaking and listening to English in the real world, require students to speak spontaneously, rather than reciting a prepared speech.
The purpose of my research is to determine the effectiveness intense phonemic instruction in the classroom as on student’s ability to read successfully.
Customer IntroductionPrevious modules have discussed the va.docxfaithxdunce63732
Customer:
Introduction
Previous modules have discussed the various components of successful interventions and instruction for students with emotional/behavioral disorders (EBD), as well as how vital they are to help reduce unwanted behaviors. However, it is not unusual for teachers of EBD students to spend less time on academic instruction, and thus, students may not be engaged in academic activities as much as mainstream students. Knizter, Setinberg, and Fleisch (1990) describe this process as bleak. Keeping current with research-based instructional procedures is a valuable tool to support and develop educators' skills in the design and delivery of effective lessons for students with EBD (Yell, Meadows, Drasgow, & Shriner (2009).
Teaching Reading
Theorists and researchers continue to argue the approaches for teaching reading. Principally, should the approach be meaning-based or code-based, or, perhaps, a continuum of both approaches? Should it be based on general comprehension or an approach of phonics and grammatical rules, or the combination of the two? This has been an ongoing debate for many years, but, most recently, educators are focusing on a combination of phonics and whole words.
Initially, for the code-based, or rules approach, it should be remembered that phonemic awareness and phonics are not synonymous. Phonemic awareness is the understanding of how the various letter or letter combination sounds (phonemes) are combined to create words in spoken language. Phonics is knowing what letters make what sounds in order to place them in the correct order to form the word in written language.
When learning to read, children can learn the whole word by sight or learn to decode and encode with the use of phonics. They can incorporate elements of both approaches, but generally, a student will be strong in one approach and have to acquire more skills for the other approach. Students who show lower reading levels often lack the phonemic skills. According to Yell et al. (2009), the National Institute of Child Health and Human Development (NICHD) reported in 2000 that phonics and phonemic awareness are the best predictors of how well a student will learn to read in the first two years of instruction. It should not be assumed that a student has received those skills simply because they are past those first two years of school. That being said, it would seem evident that a combination of the two approaches would be most successful.
The direct instruction (DI) model has been shown to increase student achievement in reading (Gage & Berliner, 1998). For the DI approach, many teachers, through specific objectives, curriculum, and sequence, incorporate different strategies. Repeated readings and peer-assisted techniques result in improvement in fluency, reading rates, and on-task behaviors. There are often mnemonics and/or acronyms introduced to help remember academic strategies.
Teaching Writing
Two models have been used to teach writing to.
Which method, isolated or integrated, of teaching vocabulary is more effectiv...Spyridoula Laizinou
This study compares 2 different methods of teaching vocabulary, isolated and integrated formats for instruction of new words for English Language Learners (ELLs). The study also evaluates participants’ opinions on what type of assessment they prefer to work with. There were two groups of students in an academic English language department for ELLs at the university level who are intending to further their college education in the United States. Each class did two readings that included target words and definitions with an assessment focused on the vocabulary. The first class was given the isolated version of one reading and the integrated of the other and the alternate versions were given to the second class.
In the isolated version, the participants were given target words with definitions and a sample sentence followed by a reading using but not highlighting the target words. The assessment of this portion was multiple-choice questions of definitions of the vocabulary. The integrated version had a second reading with the target words highlighted and their definitions below on the same page. The assessment in this case was a series of questions using one or two target words that participants answered about themselves.
The readings and words came from a vocabulary textbook that the participants had been using already for their class. For this reason, the standard of difficulty was assumed to be on par with their level. Their knowledge of the new vocabulary studied in this textbook was very low at the beginning of each lesson, so we assumed a low knowledge of the target words in our study. The statistical differences showed a variety of trends (we follow up with later) but it was also interesting to consider correlations between participants’ results and their assessment preferences. The delayed post-test showed definite acquisition of new vocabulary over time, and the need to use some FFI for vocabulary retention.
Speech pathology and telehealth: from assessment and intervention to community capacity building
Presentation at the Successes and Failures of Telehealth Conference, Brisbane, Australia, 2017
by Silvia Pfeiffer
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Shaun Ware
A Capstone Presented to the Teachers College Faculty
of Western Governors University
in Partial Fulfillment of the Requirements for the Degree
Master of Learning and Technology
3. Overview Of Investigated Problem
While teaching I have identified certain deficiencies pertaining to the lack of phonemic awareness. Certain students
at my school do not have a complete understanding of the phonological process when it comes to literacy. Phonemic
awareness is the understanding that words can be manipulated to make sounds (Baker, Park, Baker, Basaraba,
Kame'enui, & Beck, 2012). Children at the academy have very high levels of frustration when it comes to reading,
thus leading them to give up easily. I have contributed these attributes to insufficient instructions and improper
interventions. In order to strengthen literacy skills and improve overall phonemic awareness, children need to have a
healthy understanding that letters can be manipulated to make sounds, and those sounds can be formulated into
words.
4. Overview Of Instructional Interventions
The research design employs a quantitative design approach. However, it takes an action research design model to
help solve the study issue. The rationale behind engaging in action research is to help the actor in enhancing or
refining his/her actions. Action research in this study can be an empowering experience. Therefore, this study
adheres to the action research model because it follows the effective process of the research design, including
selecting the focus, clarifying the theories, identifying research questions, collecting and analyzing data, reporting
results, and taking an informed action.
5. Data Collection and Analysis Methods
Quantitative data collected during the course of this study will be done with a pre assessment and post achievement
test in conjunction with the Dynamic Indicator of Basic Early Literacy Skills, (DIBELS). Both instruments align
with the research question by measuring participants growth in phonemic awareness, and improving reading skills.
The pre assessment will be facilitated by the researcher, and contain twenty questions dealing with letter blending,
word decoding, and letter substitution. There will be no time limit during the assessment. Each question will be
worth five points apiece, and scored from zero to a hundred.
6. Data Collection and Analysis Methods Continued
Pre Assessment Scoring Scale:
● 0-45% = Below Efficient
● 50-65% = Approaching
● 70-85% = Satisfactory
● 90-100% = Mastery
The pre assessment will provide information on participants weak and strong attributes within the realms of the
phonological process. Although, all four students struggle with the same types of deficiencies they compute
information in totally separate ways. The assessment will allow researchers to differentiate instructions within the
same interventions. Furthermore, the pre assessment will allow for researchers to introduce learners to new
vocabulary and key concepts that will help strengthen their overall phonemic awareness.
7. Data Collection and Analysis Methods Continued
In addition the post or achievement test will be measured against content validity, and desired outcome. The
achievement test’s desired outcome is focused on improving reading skills through phonemic awareness. The post
test will consist of content dealing with letter blending, word decoding, and letter substitution. A similar twenty
question assessment will be presented to participants with no time limit. Each question will be worth five points
apiece, and scored from zero to a hundred.
Achievement Scoring Scale:
● 0-45% = Below Efficient
● 50-65% = Approaching
● 70-85% = Satisfactory
● 90-100% = Mastery
8. Results and Conclusions
The research design employed was in quantitative nature. Though, it mainly focused on an action research design
approach to help solve the study problem. The main goal of the study was to determine how teaching phonemic
awareness could help struggling students strengthen reading skills. In order to answer this question, the study
employed pre and post assessments, and the DIBELS instrument to gather adequate information from the targeted
population. The issue of data security and confidentiality was also addressed by obtaining consent forms and
assuring participants of data security by keeping information confidential.
9. Results and Conclusions Continued
There is substantial evidence indicating that phonologically based interventions measures are effective in enriching
children’s language impairment. The study findings reveal that reading and oral language comprehension difficulties
can be managed by suitable intervention measures to boost vocabulary and broaden literacy skills (Chiappe, &
Siegel, 2015; Lund, Werfel, & Schuele, 2015). Further research findings prove that children who receive
phonological instruction in early childhood development demonstrate better literacy outcomes compared to those
who do not receive phonological literacy curriculum. Notably, children experiencing reading difficulties have the
minimal exposure to phonological awareness at an early age and some of them do not attend preschool programs.
10. Strengths and Weaknesses Of The Project
Time, language barrier, and cultural issues were among some of the weaknesses that were encountered during the
study. Getting the necessary sample size also proved to be a challenging aspect but was minimized by using simple
random sampling. Moreover, using uneven groups pose risk to the internal and external validity of the study.
Subjects did not perform as well on the pre assessment test during this quantitative assessment, but did better with
the post test. The study employed more than one test in order to attain the best results. Multiple regression analysis
was conducted and also proved to be a strength in yielding the best results.
11. References
Baker, D. L., Park, Y., Baker, S. K., Basaraba, D. L., Kame'enui, E. J., & Beck, C. T. (2012).
Effects of a paired bilingual reading program and an English-only program on the reading performance of English
learners in Grades 1–3. Journal of School Psychology, 50(6), 737-758.
Chiappe, P., & Siegel, LS (2015). Phonological awareness and reading acquisition in English and
Pujabi-speaking Canadian children. Journal of Educational Psychology, 91, 20–28.