Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teac...crealcsuf
Transforming Teacher Preparation: A Collective Case Study of Cooperating Teachers and Teacher Candidates in the Co-Teaching Model of Student Teaching by Dr. Kelly Meyers-Wagner
Examining the Student Teacher Relationship (STR) for Children with and Withou...crealcsuf
C-REAL's February's Colloquium presentation "Examining the Student Teacher Relationship (STR) for Children with and Without Disabilities: Spotlight on Autism" presented by Dr. Howell.
Interventions Strategies in Special Educationrabgibrine
Interventions Strategies in Special Education: How Effective Are They for Culturally and Linguistically Diverse Students With Disabilities? Systematic Review
Effects of 4 – Modes of Learning Styles on Students’ Learning Outcomes in Pea...QUESTJOURNAL
ABSTRACT: The need to make instructional delivery suitable to students learning styles for maximum learning outcomes is of great concern all over the world. This study therefore investigated the effects of 4-modes of learning styles on students’ learning outcomes in peace education. Using two models of cooperative learning strategies and conventional method of teaching in 3-intact classes of a population of 99 students and testing three null-hypotheses which proved non-significant in effect; it was discovered that the kinaesthetic learners performed better (f(3, 78) = 0.684, P>0.05) than the visual, auditory and reading learners in post-test mean achievement test. On the otherhand, the auditory students performed better in post-test mean attitude (F (3, 78) = 1.203, P>0.05) and post-test mean conflict resolution skill (F (3, 78) = 0.705, P>0.05) scores respectively. The learning styles alone accounted for between 26.01% and 43.56% of the variance in the students learning outcomes. It was therefore recommended that the teaching of peace education should always involve the use of kinaesthetic and auditory learning activities in the classroom.
The outcomes for students with Emotional/Behavior Disorders are glim at best. This is the state of outcomes and the rational for change in the way we service and educate this population of student.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
Interventions Strategies in Special Educationrabgibrine
Interventions Strategies in Special Education: How Effective Are They for Culturally and Linguistically Diverse Students With Disabilities? Systematic Review
Effects of 4 – Modes of Learning Styles on Students’ Learning Outcomes in Pea...QUESTJOURNAL
ABSTRACT: The need to make instructional delivery suitable to students learning styles for maximum learning outcomes is of great concern all over the world. This study therefore investigated the effects of 4-modes of learning styles on students’ learning outcomes in peace education. Using two models of cooperative learning strategies and conventional method of teaching in 3-intact classes of a population of 99 students and testing three null-hypotheses which proved non-significant in effect; it was discovered that the kinaesthetic learners performed better (f(3, 78) = 0.684, P>0.05) than the visual, auditory and reading learners in post-test mean achievement test. On the otherhand, the auditory students performed better in post-test mean attitude (F (3, 78) = 1.203, P>0.05) and post-test mean conflict resolution skill (F (3, 78) = 0.705, P>0.05) scores respectively. The learning styles alone accounted for between 26.01% and 43.56% of the variance in the students learning outcomes. It was therefore recommended that the teaching of peace education should always involve the use of kinaesthetic and auditory learning activities in the classroom.
The outcomes for students with Emotional/Behavior Disorders are glim at best. This is the state of outcomes and the rational for change in the way we service and educate this population of student.
CARN paper on action research as professional developmentDoctoralNet Limited
This presentation was made to CARN and contains information on the use of action research for professional development for teachers and principals in schools. For more information see: http://www.ar4everything.com
This is a presentation I have given a few times on research on girls' learning needs and how PBL helps to serve them. Please contact me if you have questions on the research behind the presentation.
ArticleThe Effects of Text-to-Speech on ReadingOutcomes .docxrossskuddershamus
Article
The Effects of Text-to-Speech on Reading
Outcomes for Secondary Students With
Learning Disabilities
Mary Cece Young1, Carrie Anna Courtad1, Karen H. Douglas1,
and Yun-Ching Chung1
Abstract
This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading
fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal
design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after
using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an
increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement
on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed
with implications for practice and recommendations for future research to increase the use of TTS in the classroom.
Keywords
assistive technology, learning disabilities, legislation, secondary, text-to-speech
Reading is a necessary and critical skill. The acquisition of
reading substantially impacts educational outcomes, employ-
ment success, and personal and professional growth (Strang-
man & Dalton, 2005). In the United States, roughly 6 million
secondary students are reading at a level far below their grade.
The National Assessment of Educational Progress (NAEP)
from 2017 indicated that 74% of eighth graders do not have
proficient-level reading skills even though the data showed an
overall slight increase of reading achievement since 2015.
However, it should be noted that the growth rate is with stu-
dents who were higher achieving, whereas students with dis-
abilities remained statistically the same. The NAEP reading
achievement scores for students with disabilities in 12th grade
across the nation have not increased since 2009, the earliest
available data for students with disabilities at that grade level.
In fact, the gap between 12th graders with and without disabil-
ities has increased by 3 points since 2009, indicating that those
with disabilities are continuing to fall behind their peers with-
out disabilities (U.S. Department of Education, 2015, 2009,
2017).
Students With Learning Disabilities (LDs)
Several legislative actions have focused on evidence-based
practices and inclusion of students with disabilities in the gen-
eral education curriculum; yet as indicated by NAEP results,
reading scores have not improved for many students with
disabilities over the years. These results are especially concern-
ing for students with LDs who are the highest population of
students receiving special education services at 35% (Snyder,
de Brey, & Dillow, 2016; Wanzek, Otaiba, & Petscher, 2014).
Approximately 80% of students with LD exhibit deficits in the
area of reading (Cortiella & Horowitz, 2014)..
ArticleThe Effects of Text-to-Speech on ReadingOutcomes .docxfestockton
Article
The Effects of Text-to-Speech on Reading
Outcomes for Secondary Students With
Learning Disabilities
Mary Cece Young1, Carrie Anna Courtad1, Karen H. Douglas1,
and Yun-Ching Chung1
Abstract
This study investigated the effectiveness of text-to-speech (TTS) on the outcomes of reading comprehension and oral reading
fluency (ORF) for four secondary students with learning disabilities. The researchers used a single-case A–B–A–B withdrawal
design to evaluate the effectiveness of TTS on reading outcomes. All participants scored higher on reading comprehension after
using TTS when reading instructional passages and maintained the skills for 4 weeks. Results on participants’ ORF also indicated an
increased level of words read per min at the end of each accommodation condition. Comparison of pre- and posttest achievement
on the Lexile assessment showed that two of the four participants increased their reading scores. Major findings are discussed
with implications for practice and recommendations for future research to increase the use of TTS in the classroom.
Keywords
assistive technology, learning disabilities, legislation, secondary, text-to-speech
Reading is a necessary and critical skill. The acquisition of
reading substantially impacts educational outcomes, employ-
ment success, and personal and professional growth (Strang-
man & Dalton, 2005). In the United States, roughly 6 million
secondary students are reading at a level far below their grade.
The National Assessment of Educational Progress (NAEP)
from 2017 indicated that 74% of eighth graders do not have
proficient-level reading skills even though the data showed an
overall slight increase of reading achievement since 2015.
However, it should be noted that the growth rate is with stu-
dents who were higher achieving, whereas students with dis-
abilities remained statistically the same. The NAEP reading
achievement scores for students with disabilities in 12th grade
across the nation have not increased since 2009, the earliest
available data for students with disabilities at that grade level.
In fact, the gap between 12th graders with and without disabil-
ities has increased by 3 points since 2009, indicating that those
with disabilities are continuing to fall behind their peers with-
out disabilities (U.S. Department of Education, 2015, 2009,
2017).
Students With Learning Disabilities (LDs)
Several legislative actions have focused on evidence-based
practices and inclusion of students with disabilities in the gen-
eral education curriculum; yet as indicated by NAEP results,
reading scores have not improved for many students with
disabilities over the years. These results are especially concern-
ing for students with LDs who are the highest population of
students receiving special education services at 35% (Snyder,
de Brey, & Dillow, 2016; Wanzek, Otaiba, & Petscher, 2014).
Approximately 80% of students with LD exhibit deficits in the
area of reading (Cortiella & Horowitz, 2014). ...
Cooperative Learning and Student’s Academic Achievement in English Language i...iosrjce
This paper examined cooperative learning and academic achievement of students in English
language in Imo State. The study adopted quasi experimental pre-test, post-test control group design. The
sample for the study consisted of twenty (20) SS2 Students, purposively selected from two classes in a senior
secondary school in Imo State. The instrument used for the study was the English Language Achievement
Test (ELAT). Section A of the ELAT contained the bio-data of the respondents while section B consisted
of 30 multiple-choice question items. The research questions were answered using mean rating to determine the
difference between the pre-test and the post-test while the hypothesis was tested using Analysis of Covariance
(ANCOVA) at 0.05 level of significance. The findings indicated that there was a significant difference
between the achievement mean scores of subjects in the cooperative learning group and those in the control
group. The study revealed that Cooperative Learning plays a significant role in students’ academic
achievement in English Language. The paper therefore, recommended the retraining of teachers towards using
cooperative learning for student’s optimal academic achievement
Implementation of a RTI Model with ELLs: An Urban Case StudyClaudia Rinaldi
This session present the implementation of a RTI model in urban education. Student achievement in reading and teacher perceptions of adoption are presented. Practical implications provided.
Implementation of a RTI for ELLs: A Case Study in Urban SchoolsClaudia Rinaldi
This session presented at TESOL 2010 provides information regarding implementation of a RTI model in urban settings schools with large percentages of ELL students. Student reading achievement and teacher perceptions of adoption are presented.
Implementing a RTI Model for ELLs: An Urban Case StudyClaudia Rinaldi
RTI in Urban ELementary Schools with large percentage of ELL. Teacher perceptions and student achievement in reading is presented. Practical implications provided.
Implementing a RTI Model for ELL: An Urban Case StudyClaudia Rinaldi
THis session will provide present the implementation of an RTI model in urban schools with large percentage of ELL. Student Achievement in reading and teacher perceptions of implementation will be presented.
Dr. Alicia Fedelina Chavez, Associate Professor, Department of Teacher Education, Educational Leadership & Policy University of New Mexico
Dr. Susan Diana Longerbeam, Associate Professor, Department of Educational Psychology Northern Arizona University
Persistence in Math: How Initial Math Placement Derails Progress Towards a Ma...crealcsuf
Dr. Estela Zarate, CSUF Department of Educational Leadership; Dr. Adriana Ruiz Alvarado, UCLA Higher Education Research Institute; Dr. Alessandra Pantano, UCI
Fostering Professional Partnerships between Universities and Informal Science...crealcsuf
Dr. Amy Cox-Petersen, Elementary Education
Dr. Cynthia Gautreau, Elementary and Bilingual Education
Dr. Michelle VanderVeld, Elementary and Bilingual Education
Development of Teacher Educators for a Global Societycrealcsuf
Dr. Melinda Pierson, Department of Special Education, Department Chair & Professor
Dr. Janice Myck-Wayne, Department of Special Education, Associate Professor
2. Response to Intervention
(RTI)
Is a model used by schools around the US.
Result of the Individuals with Disabilities
Education Improvement Act of 2004 (IDEA,
2004) and No Child Left Behind Act (NCLB).
Scientifically-based instructional practices to be
used (Cummings, Atkins, Allison, & Cole, 2008,
p. 24).
3.
4. Basis for RTI Model
RTI relies on quality instruction
Needs of ELLs and at-risk students identified by
skilled teachers (McMaster, Kung, Han, & Cao
(2008).
All can benefit
Language abilities no longer an issue
Instruction starts where children are at
Instruction tied to evidence/scientifically-based
practices (Xu & Drame, 2008).
5. RTI Model
RTI Model
regarded as alternative to current
practice
addressed disproportionate
numbers of children qualifying
for special ed. services and
increase in ELL student
populations.
6. English Language Learners
(ELLs)
ELLs often placed in special education
classrooms (Orosco & Klinger, 2010).
RTI important in decreasing the over
representation of ELL populations in special
education settings, (McMaster, Kun, Han, &
Cao, 2008).
7. Importance of RTI for ELLs
Additional source of data
gathered from instruction.
RTI procedures assist schools
(Rinaldi & Samson, 2008).
Students can be identified and
academic failure addressed early
(Mellard, 2004).
8. “Identifying students who are not
achieving at the same level and
rate as their peers and providing
appropriate interventions are two
features that RTI advocates
emphasize” (Mellard, 2004, p.
9. RTI Research
There are gaps in the research on how
RTI affects the academic performance of
ELLs.
ELLs often grouped with English Only
students.
Districts given freedom in their
interpretation of RTI guidelines.
10. Language Development
There are correlations between oral language
delay and reading difficulties. (Lovett et al.,
2008).
The success of RTI may be validated after a
review of instruction.
ELL participant data results have been
skewed.
11. Assessments
Measurement of reading achievement
happens at the end of second grade.
Concerns are warranted.
Teacher competency in teaching reading
acquisition is limited (Brown & Doolittle, 2008).
Fidelity to research based practices needed
12. Research-Based Practices
ELLs respond to direct reading instruction
(Haager, Calhoon & Linan-Thompson, 2007).
ELLs benefit from effective instructional
practices, targeted assessment (Brown &
Doolittle, 2008, Wanzek, Wexler, Vaughn, &
Ciullo, 2010).
Examples include:
small group support
language support/remediation
13. The purpose of this
study/research was to
examine the
relationship between
RTI and the reading
acquisition of ELLs.
14. Targeted Areas of Research
Researched:
RTI and ELLs in general education settings.
Pre-service teacher programs.
Acquisition of grade level reading skills
ELLs as an independent population
16. Setting and Participants
An Urban K-8 school district in LA and OC
Two of the seven elementary schools in the
district
130 (EL) & 227 (EO): 2010-2011
122 (EL) & 174 (EO): 2011-2012
Both schools used reading assessment data
from CST and teacher-administered reading
assessments to determine grouping for ELLs
and EOs.
17. Instrument and Data Collection
Repeated-measures design with English
proficiency as the one between-groups factor,
and California Standardized Tests (CST) as
the one repeated-measures factor with three
levels.
collected CST scores for both ELL and EO
students over the course of two years
Scores were separated according to the
language designation of the student earning
the score.
23. Discussion & Conclusion
RTI significantly impacts schools on multiple
levels
The relationship b/w reading progress for ELLs
and participation in RTI
ELLs would demonstrate a faster rate of reading
achievement than ELLs who did not participate in
RTI
24. Limitations
Conducted in a district that serves a largely
homogeneous community
Served by the district contains a relatively
homogeneous population
Because the focus was on reading, other
subjects commonly addressed in RTI, such as
math, were not studied.
Limitations also include examining the
relationship between RTI and ELL reading
achievement over a period of two years.