Harding University Graduate Catalog, 1992-1994

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Harding University Graduate Catalog, 1990-1992

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Harding University Graduate Catalog, 1994-1996

https://scholarworks.harding.edu/catalogs/1106/thumbnail.jp

Effects of Wide Reading Vs. Repeated Readings on Struggling College Readers\u27 Comprehension Monitoring Skills

Fluency instruction has had limited effects on reading comprehension relative to reading rate and prosodic reading (Dowhower, 1987; Herman, 1985; National Institute of Child Health and Human Development, 2000a). More specific components (i.e., error detection) of comprehension may yield larger effects through exposure to a wider range of materials than repeated readings (Kuhn, 2005b). Thirty-three students reading below college level were randomly assigned to a Repeated Readings (RR), a Wide Reading (WR), or a Vocabulary Study (VS) condition and received training in 9 sessions of 30 minutes in a Southeast community college. RR students read an instructional-level text consecutively four times before answering comprehension questions about it; WR students read four instructional-level texts each once and answered questions while the VS group studied and took a quiz on academic vocabulary. An additional 13 students reading at college level provided comparison data. At pretest, all participants completed the Nelson Denny Reading Test, Test of Word Reading Efficiency, Error Detection task (Albrecht & O\u27Brien, 1993), working memory test, Metacognitive Awareness of Reading Strategies Inventory (MARSI; Mokhtari & Reichard, 2002), a maze test, Author Recognition Test (ART), and reading survey. All pretest measures except for the ART and reading surveys were re-administered at posttest to training groups. Paired-samples t-test analyses revealed (a) significant gains for the WR condition in vocabulary (p = .043), silent reading rate (p \u3c .05), maze (p \u3c .05) and working memory (p \u3c .05) (b) significant gains for the RR students in silent reading rate (p = .05) and maze (p = .006) and (c) significant increases on vocabulary (p \u3c .05), maze (p = .005), and MARSI (p \u3c .005) for the VS group at posttest. Unreliable patterns of error detection were observed for all groups at pretest and post-test. Results suggest that effects of fluency instruction be sought at the local level processes of reading using the maze test, which reliably detected reading improvements from fluency instruction (RR, WR) and vocabulary study (VS) in only 9 sessions. With significant gains on more reading measures, the WR condition appears superior to the RR condition as a fluency program for struggling college readers. Combining the WR condition with vocabulary study may augment students’ gains

Teaching Students to Negotiate Like a Lawyer

This Essay is intended to help instructors plan and teach negotiation courses, recognizing that every course should be tailored to fit the interests, capabilities, resources, and constraints of the instructors and students. Some of the ideas in this Essay will not work well in particular courses and even I did not incorporate them all. Although these suggestions are specifically designed for law school courses, instructors teaching in other contexts may get some helpful ideas for their courses as well. Part II of this Essay describes how lawyers negotiate in practice and lists a variety of negotiations that lawyers regularly engage in. Part III identifies some problems with the contemporary use of negotiation simulations, which are central components of most negotiation courses. Part IV suggests ideas for overcoming these problems. The main suggestion is to use multi-stage simulations in addition to single-stage simulations. Part IV also discusses debriefing of simulations and other elements in negotiation courses

Attitudes to Reading and Writing and their Links with Social Mobility 1914-2014: An Evidence Review

This review has drawn on a range of literature, archive material, family interviews and data gathered using social media to explore attitudes to reading and writing and their links with social mobility from 1914 to the present day. It identifies the many ways in which families read for pleasure and identifies ways in which Booktrust’s activity might be developed

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

A literacy knowledge assessment survey was designed to assess in-service teachers\u27 literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials, and years of experience on their literacy knowledge. This quantitative study used descriptive statistics to examine the relationship between variables of teacher demographics (professional development participation, professional development content, courses taken at a college or university, teaching credentials, and years of experience), comparisons between teachers who teach elementary general education, secondary general education (English/language arts), special education, and those who are reading teachers/reading specialists/literacy coaches, and comparisons between novice and veteran teachers. This study was conducted in one school district in Pennsylvania. Univariate ANOVA analysis demonstrated statistically significant differences in the literacy knowledge of those who were trained in data analysis. Independent t-tests indicated a significant effect for Teaching Certification with those certified in special education receiving higher scores than those certified in English or middle level language arts. There was also a significant effect for Current Teaching Position with those who were a reading teacher/specialist or literacy coach receiving higher scores than those who taught English or middle level language arts

Contribution of Enterococcus faecalis to urinary tract infection

The purpose of this thesis was to increase understanding of enterococcal UTI, in particular, the response of Enterococcus to antibiotic prophylaxis in vitro and in vivo and enterococcal communication with the bladder. We studied the in vitro effects of trimethoprim-sulfamethoxazole (TMP/SMX) and nitrofurantoin, two of the antibiotic treatments used most commonly in the management of both urinary tract infection (UTI) and recurrent UTI (RUTI), on Enterococcus faecalis attachment to urothelial cells. In doing so, we documented nitrofurantoin-induced increases in bacterial attachment at growth inhibitory concentrations of nitrofurantoin, but not TMP/SMX. This increased virulence did not correlate with increased expression of virulence factors but was correlated with increased expression of three putative genes. We then explored whether this corresponded to alterations in bacterial communities throughout antibiotic prophylaxis for paediatric patients with RUTI. Our bacterial culture results indicated uropathogens were present in the urine of children with and without a history of RUTI and that antibiotic prophylaxis induced a transient decrease in uropathogen load. Interestingly, none of our patients were experiencing symptomatic UTI at the time of urine sample collection, yet a significant proportion of midstream urine samples met the clinical threshold for UTI, indicating these patients had asymptomatic bacteriuria (ABU). Further, E. faecalis bacterial load was positively correlated with non-E. coli uropathogens, suggesting some patients may be pre-disposed to polymicrobial UTI. To elucidate mechanisms by which enterococci can mask the host’s perception of UTI, which may also contribute to the polymicrobial nature of E. faecalis UTI, we completed targeted metabolomics of neuroactive molecules in vitro under conditions mimicking the bladder environment. Our results suggest Enterococcus may produce tyramine in the bladder at concentrations that are likely to have a physiological effect on both urothelial cells and cohabiting bacteria. Our data raises questions about the application of nitrofurantoin to enterococcal UTI and the efficacy of antibiotic prophylaxis for RUTI. Further, our clinical and in vitro data suggest E. faecalis may contribute more to polymicrobial UTI than previously thought. Indeed, enterococcal production of tyramine may explain the high incidence of enterococci in not only polymicrobial UTI but also other infections