Research+on+Instruction

=Spring 2015 = = In Blackboard, on the Assignments page, this is the ** "Research on Instruction Project (Article Abstracts)" ** that is due by Saturday, February 28, 2015. =

March 24, 2015 announcement from Dr. King: turn in through Blackboard Learn assignment.


 * CLICK HERE to go back to Spring 2015 Start Here for Navigation Page**


 * CLICK HERE to access Previous Semesters Work **

Alipanahi, F., & Mahmoudi, R. (2014). Pre-reading Activities and Reading Comprehension. Advances in Environmental Biology, 8(11), 742-747. Retrieved April 3, 2015, from Gale CENGAGE Learning. [|http://find.galegroup.com/grnr/infomark.do?&source=gale&idigest=017f1a173 89676df8bb8112958ceacf5&prodId=GRNR&userGroupName=txshracd2679&tabID=T002&docId=A392176601&type=retrieve&PDFRange=%5B%5D&contentSet=IAC-Documents&version=1.0]
 * (NOTE: I left these posts on this page because I believe they are from the current semester) **
 * Name || Color text ||
 * Krystal || Pink ||
 * Dawn || turquoise ||
 * Emily B || Navy ||

Pre-reading strategies can help students know what to expect before they begin reading an unfamiliar text. Pre-reading instruction helps students activate their schema and prepares them for comprehension. This study sought to determine the effect pre-reading instruction has on the comprehension of 60 high school students who are considered ESL or students who are learning English as a second language. One hundred students were given the Nelson-Denny Reading Comprehension Test but only 60 were chosen to participate because they showed they were preforming at approximately equal levels of English. Thirty students were randomly assigned to the experimental group who would receive pre-reading instruction such as pre taught vocabulary or pre-reading questioning, while the other 30 were in the control group and did not receive any pre-reading instruction. Students received reading instruction on three different occasions and were then assessed each time using a different passage containing 25-35 multiple choice questions per passage. The control group did not receive any instruction before reading and answering the text questions. The study showed a significant difference between the controlled and experimental group’s comprehension with a t-score of 2.11. Thus providing evidence of positive results when students are exposed to pre-reading strategies. This study further supports the use of pre-reading strategies in enhance student’s comprehension. Keywords: reading comprehension, background knowledge, schemata, pre reading activities [|http://find.galegroup.com/grnr/infomark.do?&source=gale&idigest=017f1a173 89676df8bb8112958ceacf5&prodId=GRNR&userGroupName=txshracd2679&tabID=T002&docId=A392176601&type=retrieve&PDFRange=%5B%5D&contentSet=IAC-Documents&version=1.0]

ALKHARUSI, H., ALDHAFRI, S., ALNABHANI, H., & ALKALBANI, M. (2014). CLASSROOM ASSESSMENT: TEACHER PRACTICES, STUDENT PERCEPTIONS, AND ACADEMIC SELF-EFFICACY BELIEFS. Social Behavior & Personality: An International Journal, 42(5), 835-855. doi:10.2224/sbp.2014.42.5.835

Teachers are encouraged to inform and involve students in assessment development and assessment results. This study wanted to determine the relationship between assessment methods and students’ self-efficacy beliefs. The study included 1,457 students from 99 classrooms that ranged in ages from 12-16. Permission was gained from parents and student’s participation was voluntary. Researchers used a 5-point Likert scale survey to glean information regarding assessment. Questions sought to determine if students found meaning, diversity, authenticity, consultation, and transparency in the assessments conducted in class. Students were also asked to rate their competency in the skills experienced on classroom assessments. The study found that there was a positive and significant relationship between students’ self-efficacy and their perceptions of assessment tasks. The student survey showed correlations of .23 for student consultation, .40 for authenticity, .31 for congruency with planned learning, and .46 for student’s consultation. These results indicate a vital need to communicate and collaborate with students regarding their assessment. It also shows that students need to see the relevance in the assessments administered as well as consultation after to ensure progress can be made moving forward. Keywords: classroom assessment practices, educational assessments, students perceptions []

Berninger, V., Abbott, R., Trivedi, P., Olson, E., Gould, L., Hiramatsu, S.,. . . Westhaggen, S. (2010). Applying the Multiple Dimensions of Reading Fluency to Assessment and Instruction. Journal of Psychoeducational Assessment, 28(1), 3-18. doi: 10.1177/0734282909336083

This study wanted to determine whether or not student’s reading fluency- oral reading, silent sentence, and silent paragraph- contributed to accuracy in reading comprehension as students transitioned from primarily oral reading (2nd grade) to silent reading (4th grade). Students were selected based on the return of a letter sent to all students from the participating school who would be entering first grade. 118 of the students selected participated in the first fluency assessment administration in 2nd grade and the follow up administration in 4th grade. It was found that oral fluency consistently predicted reading comprehension outcomes at 2nd grade and 4th grade. Implications for this study show that results from fluency assessments may indicate a need to instruction regarding word attack skills or oral vocabulary. Assessment of oral or silent reading levels as grade appropriate can help set instructional goals for students who are struggling with comprehension or reading fluency. Keywords: oral reading fluency, silent reading fluency, reading comprehension, automaticity verse fluency

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Bouchamma, Y., Poulin, V., Basque, M., & Ruel, C. (2013). Impact of students' reading preferences on reading achievement. Creative Education, 4(8), 484-491. Retrieved on April 2, 2015 from ProQuest Research Library []

The reading preferences of 13 year old boys and girls were analyzed to determine if their preferences were a contributing factor to reading achievement. Student’s literature preferences were obtained using a 3-point frequency scale questionnaire. Reading achievement was indicated by a reading task administered to all students. Results indicate that there was significance difference in the exposure to and interest in various reading materials when comparing boys verses girls. Girls were more inclined to read novels or fictional stories, while boys stated they preferred reading magazines, newspapers, or articles found on the internet. Results indicate that there is positive relationship between reading achievement and student interest in reading activities with a p-score of p <.001. This study implies there is value in assessing student’s reading interests throughout the school year and providing reading material that students find engaging. It would also be wise for teachers to use a variety of genres when instructing to ensure the engagement of all students. Keywords: reading, teaching methods, gender differences, reading achievement, preference, discrimination analysis, studies, middle school students []

Cribbs, A. M. (2013). Understanding the misunderstanding: An analysis of the relationships between reading fluency constructs, reading fluency instruction and oral reading fluency assessment in the elementary grades (Order No. 3608223). Available from ProQuest Dissertations & Theses Global. (1494129899). Retrieved from []

This study wanted to examine which fluency assessments were used in elementary classrooms as well as how a teacher’s understanding of fluency terms and theory influenced fluency instruction. The study contained 66 teachers, administrators, and instructional coaches in grades K-5 form northern Georgia. Participants were selected by their knowledge of literacy instruction. Subgroups were created and contained an equal number of educators who were and who were not familiar with one-minute oral fluency assessments as indicated on their cross-sectional surveys. Written responses were coded and analyzed by a list of words and phrases that indicated accurate knowledge as predetermined by the researcher. Results indicate teachers had an understanding of fluency terms and methodology. However when presented with scenarios, teachers used data incorrectly to make needed instructional decisions. Implications for this study would be for teachers to assess their own understanding of fluency instruction and addend professional development on how to effectively use fluency data to provide accurate instruction for students. Keywords: education, assessment, constructs, fluency, instruction, misunderstanding, reading, oral fluency []

=== There is an assumed “cultural disequilibrium” when a teacher’s experiences are different from their students. This case study focuses on the challenges that a novice teacher faces in her first year of teaching in an urban school. This study researches how a novice teacher implements a culturally responsive curriculum, the effects of cultural and linguistic differences, the effects of current policies on these implementations, and the conditions needed for success. Field notes from classroom visits and journals from the researcher and participant are used to follow a new teacher to determine what challenges she faced in her attempts at creating a culturally responsive classroom. The findings reveal to create a culturally responsive environment the teacher must provide linguistic support, encourage student collaboration, engage parents and be instructionally responsive to students is necessary. Implications from this study can help teacher preparation programs use the most effective methods for preparing new teachers. ===

=== Solari, E. J., Aceves, T. C., Higareda, I., Richards-Tutor, C., Filippini, A. L., Gerber, M. M., & Leafstedt, J. (2014, February). Longitudinal prediction of 1st and 2nd grade English oral reading fluency in English language learners: Which early reading and language skills are better predictors? Psychology in the Schools, 51(2), 126-142. doi:10.1002/pits.21743 ===

=== This unique study considers the influence of both Spanish and English precursor skills for Oral Reading Fluency (ORF) in English Language Learners (ELL’s). This study asks which measures of early literacy in Spanish and English language predict English ORF outcomes in 1st and 2nd grades and whether the relationship between early reading skills and language and English ORF change in the early grades. The findings indicate measures of letter knowledge and phonological awareness at the beginning of kindergarten and 1st grade were significant predictors of English ORF. Implications from this study indicate that similar proficiencies are required to develop reading ability whether students are learning in their first or second language. Similar to English speakers, letter knowledge and phonological awareness skills are important predictors of English ORF for ELL students. ===

=== Critical thinking skills are necessary to prepare students for a changing work environment. With the increased accountability movement instruction reflects the content of state mandated test. The emphasis on teaching activities with critical thinking has decreased. The purpose of this study was to investigate the use of critical thinking skills in a large urban district. This study asks teachers and administrators of high, medium and low performing schools about the ability of teachers to promote critical thinking skills, and the students’ ability to use critical thinking skills. Data collection includes structures interviews and surveys. Teachers’ perceptions of their ability to promote critical thinking skills is directly related to the level of school performance. Students who have opportunities to use critical thinking skills perform higher on tasks that require higher thinking skills. Students frequently perform at the level of teacher expectations and teachers frequently perform at the level of administrator expectations. ===

=== Differential Differentiation occurs when curriculum modifications takes into account students’ learning preferences by recognizing and including them in the design process. This study examines which types of differentiation students like most and least and investigates whether there are differences in the preferences of students for the types of differentiation. Students in grades 3-8 were given a survey to rate their preference for learning experiences. The survey contained items that were related to learning experiences, such as content, process, products and learning environments. Students preferred some forms of differentiation over others. Self-pacing, choice of topic and choice of group workmates were heavily favored by students. Most students preferred a curriculum that was implemented in a manner that considers learners’ readiness, interest, learning profile and social and cognitive needs. Most students want a voice in how and what they learn. ===

Keywords: differential differentiation, differentiated curriculum, gifted and talented, student choice
Adkins, T. (2012). “Can’t Nobody Sleep” and other characteristics of culturally responsive English instruction. //Multicultural Perspectives, 14(2), 73-81//. doi: 10.1080/15210960.2012.673308 The article presents the findings of a case study surrounding effective Black teachers utilizing culturally responsive instruction with their Black students. Culturally responsive english instruction focuses on allowing students to incorporate previous cultural experiences into their learning. Students are given a voice while developing “classroom communities” where they explore their experiences while constructing meaning. Methodology Two teachers were studied through 39 classroom observations, 12 interviews, and 21 artifacts were collected. The sample of students comprised of urban, Black high school students, 45 percent of the sample received free or reduced meals, in addition, 40 percent of the sample were able to read at or above state proficiency level. Findings The researchers found prevalent patterns among their sample. The teachers created meaningful content that allowed their students to connect their personal life to the curriculum. Teachers present information through diverse lessons with high learning expectations and active participation. The teachers also actively utilize various forms of formative and summative assessment and continuously check for understanding. Key Words Culturally Responsive English Instruction Literature Learning Community African-Americans Pereira, J.K. Smith-Adcock, S. (2011). Child-centered classroom management. //Action in Teacher Education, 33, 254-264//. doi:10.1080/01626620.2011.592111 This article advocates for teachers to utilize child-centered classroom management strategies. This approach allows for teachers to engage in a new manner of conversation with their students. Given that students have a variety of social and emotional backgrounds, being an empathetic listener while promoting social responsibility will allow students to effectively handle their emotions. This will curtail negative classroom behavior and poor academic performance. Focusing on positive behaviors rather than negative ones and using choice language will also enable students to successfully handle problems as they arise. Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Child-Centered Classroom Management <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Listening <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Emotional Concerns <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Behavior <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Penchev, N.S. (2013). Supporting technology integration in the classroom//. Middle Ground, 16(4) 24-25//. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The article begins by describing a research-based lesson on Judiac holidays. In Rabbi Wex's class, the students downloaded their lesson from Edmodo and worked independently or in groups using Prezi, Google Docs, accessing the internet and Google Email. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Methodology <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Rabbi Wex's hour-long lesson was observed and assessed using the International Society for Technology Education (ISTE) Classroom Observation Tool (ICOT). The ICOT's checklist determines if teachers are properly using technology as a reflective tool, if it fosters discussion with the integration of technology, and if the teachers efficiently understand the technology they are planning to use. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Findings <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The study found that Rabbi Wex was efficiently circulating the classroom and visited with each student or group approximately 10 times during the lesson. Rabbi Wex offered positive support, affirmation, and redirection if necessary. The students also relied on their peer for support and feedback using the technologies. Students successfully completed their assignments through the technological avenues listed previously. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Observation <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Participation <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Technology Standards <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Skinner, E.A. Belmont, M.J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. //Journal of Educational Psychology, 85(4), 571-581.// <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The researchers sought out to find what factors are associated with the motivation to learn in the classroom. The study looked at engagement versus disaffection through various classroom structures. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Methodology <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">144 children in grades 3, 4, and 5 were sampled with 14 female teachers. The sample completed a questionnaire in the fall and spring of their school year. These questionnaires were conducted orally in their classroom and a second researcher recorded their answers. The responses were then coded and expressed through descriptive statistics. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Findings <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">The study found a large correlation between student engagement and teacher involvement. If the student felt as if the teacher genuinely cared, they were more likely to participate in class and be engaged. Another finding illustrated that teachers who were viewed as "highly involved", also had very structured classrooms. Ultimately, the teacher's behavior/treatment towards the class was reciprocal. <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Key Words <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Motivation <span style="color: #b2a1c7; font-family: 'Times New Roman',serif; font-size: 12pt;">Reciprocal

Article Abstracts Article 1: Critical Thinking Skills 1. Paige, D. D., Sizemore, J. M., & Neace, W. P. (2013). Working inside the box: Exploring the relationship between student engagement and cognitive rigor. //NASSP Bulletin//, //97//(2), 15-123. []

Paige, Sizemore, and Neace (2013) sought to measure and understand the relationship between the percentage of higher order thinking occurring in classrooms and student engagement with instruction. The researchers hypothesized that cognitive rigor increases the level of student engagement. Participants included 9th grade students and teachers in core content classes in a low achieving, urban high school. Observations were conducted by teachers trained to use observation instrument from January through April across 14 classrooms. The researchers used the Student Engagement and Rigor Scale for the classroom and used Webb’s depth of knowledge (DOK) scale to determine cognitive rigor. The study found that student engagement significantly increased as DOK levels increased, indicating that engaging students in higher order thinking activities does increase student engagement. The findings support the idea that increasing the cognitive rigor in a classroom can lead to deeper engagement in learning.

Article 2: Classroom Management 2. Cevik, Y. D., & Andre, T. (2013). Examining preservice teachers’ classroom management decisions in three case-based teaching approaches. //International Journal of Education in Mathematics, Science and Technology//, //1//(1), 25-42. @http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED543269

The purpose of Cevik and Andre’s (2013) study was to compare three general approaches using case studies to develop pre-service teachers’ abilities to make complex decisions regarding classroom management. The three approaches included worked examples where scenarios have been fully explained, faded worked examples where examples are transitioned from being fully explained to incomplete, and case-based reasoning that uses reasoning from previous cases to interpret and modify responses. Participants included 71 students in a college level educational psychology class. Participants completed pretests and were randomly assigned to a treatment group where they received computer-based instruction and were given a posttest. The researchers coded the open-ended responses from participants’ posttests based on the number of alternatives or reasons for an action given and the type of classroom management strategies mentioned. The study found that there was no treatment effect on students’ performance, indicating that students’ perceptions about classroom management were not changed by studying worked examples.

Article 3: English Language Learners 3. Filippini, A. L., Gerber, M. M., & Leafstedt, J. M. (2012). A vocabulary-added reading intervention for English learners at-risk of reading difficulties. //International Journal of Special Education//, //27//(3), 14-26. []

This study sought to examine whether students in a vocabulary plus condition, where phonological awareness and decoding were taught in addition to vocabulary, demonstrated greater gains on vocabulary and comparable gains in phonological decoding when compared to students who spent all of the instructional time on phonological awareness and decoding. Participants included 97 first grade students, 60 who were classified as limited English proficient, in five existing classrooms at a Title I elementary school in southern California. Classrooms were randomly assigned to the two treatment groups. The vocabulary intervention programs were implemented in small groups by the trained researchers and supplemental to classroom instruction. A pretest and posttest, conducted by trained research assistants, was used to assess gains made and data was collected before and after instruction. The study found that there were not any differences of statistical significance between the two groups, but higher risk students did improve more than their peers from the pre to post test, regardless of their treatment. This confirms other research that suggests the positive effects of vocabulary instruction.

Article 4: Motivation 4. Melekoglu, M. A. (2011). Impact of motivation to read on reading gains for struggling readers with and without learning disabilities. //Learning Disability Quarterly//, //34//(4), 248-261. []

Melekoglu’s (2011) study sought to determine whether students’ motivation to read correlates with the reading gains made by students with and without learning disabilities when exposed to a research-based reading program. The participants included special education teachers with experience teaching the READ 180 program and 13 struggling readers with learning disabilities and 25 struggling readers without learning disabilities in two middle schools and one high school in the Midwest. Struggling readers were identified based on their scores on the Scholastic Reading Inventory. Students’ motivation to read was assessed using the Adolescent Motivation to Read Survey and reading performance was measured by a standardized reading achievement test. The reading intervention program was implemented within the normal instructional day to target specific reading skills and consisted of 20 minutes of whole group discussion, 60 minutes of small group rotations, and a final 10 minutes of whole group discussion. The study found that the motivation to read negatively correlated with students’ reading gains and improvement, but the findings were not statistically significant. These results contradict other literature citing the importance of students’ motivation to read on their reading achievement.