Spartan Daily, January 30, 1986

Volume 86, Issue 4https://scholarworks.sjsu.edu/spartandaily/7393/thumbnail.jp

Videodiscs as Databases

The special properties of videodiscs, the economicsof videodisc production, and the nature ofour educational system are put forward as argumentsin favor of making cost effective videodiscsby designing and utilizing them as aural andvisual databases designed to be utilized at avariety of levels and in a variety of instructionalcontexts rather than as the basis for highly evolvedand specialized lesson designs or as ''just anotherway" of delivering film or videotape

Spartan Daily, February 13, 1990

Volume 94, Issue 12https://scholarworks.sjsu.edu/spartandaily/7942/thumbnail.jp

Enhancing the Reading Strategies of Parents of English Language Learners Through Reading Strategies and Interventions(RSI) Workshops

The No Child Left Behind (NCLB) mandated that school districts and schools ensure that English Language Learners (ELLs) are provided with equitable opportunities and experiences that support student success academically. However, many ELL students have faced challenges at school, have not been academically successful, and struggle to read on grade level. NCLB has also mandated that elementary schools give parents the tools needed to support their children\u27s learning in the home. Researchers have supported the importance of parental involvement in the academic success of children. The purpose of this study was to determine whether parents\u27 knowledge of reading strategies and interventions increase after participating in a series of workshops specifically designed for the parents of English Language Learners. The professional development activities were delivered in a series of three workshops from March 26 to April 16 of 2011 for three hours each Saturday. Results indicated that par

Impact of Imagine Learning English in Two Northern Mississippi Schools

The study, Impact of Imagine Learning English in Two Northern Mississippi Schools, describes an effectiveness study of the impact that the computer program Imagine Learning English (ILE) has on English language learning. The study sought to determine the impact of ILE on the annual yearly progress and reading skills of mid-level English language learners (ELL). The objective of the study was to see if ILE was successful in raising the reading comprehension skill scores of English Language Learners (ELL) who worked the program as a language training tool. This study is the result of data that was collected from students in grades 3 through 5 with English Language Proficiency (ELP) levels of two through four. End-of the year test results were compared in the following categories: World-Class Instructional Design and Assessment\u27s (WIDA), ACCESS for ELLs and Northwest Evaluation Association\u27s Measures of Academic Progress (MAP). The results were further broken down into grade levels and ELP levels to see if the subgroups shovariance

READ 180 Participation, ELL Service Length, and Year on Literacy and Mathematics Achievement for Middle School Students

The purpose of this dissertation was to add to the limited available research. In both hypotheses, the independent variables were whether or not the student used the READ 180 program, the number of years the student received ELL services in the United States (6 years or less or more than 6 years), and the year tested (2011 or 2012). The dependent variables for the first hypothesis were literacy and mathematics achievement measured by scaled scores obtained on the seventh grade Arkansas Augmented Benchmark Literacy and Mathematics examinations. The dependent variables for the second hypothesis were literacy and mathematics achievement measured by scaled scores obtained on the eighth grade Arkansas Augmented Benchmark Literacy and Mathematics examinations. This causal-comparative design used seventh and eighth grade students in three urban middle schools and three junior high schools in northwest Arkansas. The six schools were chosen based on their similar student demographics of grade configuration, ethnicity, and the implementation of the READ 180 program. The study included 743 seventh grade and 649 eighth-grade students. Of the total sample, 248 of the students in each school who were participating in the READ 180 program were compared to another 1,144 students who were not participating in the READ 180 program. Within the group of students participating in the READ 180 program, I identified the students who received ELL services of 6 years or less or more than 6 years. Non-ELL students and those at the ELL Level 3 or higher were not eligible to participate in the READ 180 program. A factorial MANOVA was used to analyze the data for each of the hypotheses. The results of the multivariate test results for the first hypothesis indicated there was a significant difference among the groups for each of the three independent variables. There was not a statistically significant 3-way interaction between length of time receiving ELL services, participation in READ 180, and year tested. There were no 2- way interactions between the independent variables. A between-subjects test showed the main effects were significant for all three independent variables. Consequently, the first hypothesis was rejected because significant differences existed in scaled literacy and mathematics scores based on the main effects of year, participation in READ 180, and ELL service length. Further analysis showed that students in seventh grade scored significantly higher in 2012 than in 2011 on the examination. In mathematics, there was not a significant difference. Furthermore, students who were not in the READ 180 program scored significantly higher than those who participated in READ 180 on the seventh grade exams. Finally, students who received ELL services for more than 6 years scored significantly higher than those who received services for 6 years or less on the seventh grade examinations. When reviewing the multivariate test results for the second hypothesis, there was a significant difference among the groups for each of the three independent variables. There was not a statistically significant 3-way interaction between length of time receiving ELL services, participation in READ 180, and year tested. There was an interaction between participation in READ 180 and ELL service length. A betweensubjects test showed the main effects were significant for all three independent variables. Consequently, the second hypothesis was rejected because significant differences existed in scaled literacy and mathematics scores based on year, participation in READ 180, and on ELL service length. Students in eighth grade scored significantly higher in 2012 than in 2011 on the literacy and mathematics exams. Furthermore, students who were not in the READ 180 program scored significantly higher than those who participated in READ 180 on the eighth grade exams. Finally, students who received ELL services for more than 6 years scored significantly higher than those who received services for 6 years or less on the eighth grade literacy and mathematics examinations. The results of this study were consistent with work published by independent sources. When generalizing the results of this study to other groups, it was important to remember several elements. First, academic vocabulary and knowledge were acquired as a result of three important factors: time, effective pedagogy, and the amount of formal education in a student’s native language. Furthermore, it was difficult to generalize the findings of this study to other populations. The findings indicated that READ 180 was not an effective intervention that could assist with language acquisition. Furthermore, as the state of Arkansas transitions from the AABE to testing based on the Common Core State Standards, it will be difficult to generalize the findings of this stud

Third grade taks reading performance differences, textbook adoptions and Texas reading first initiative participating and non-participating campuses

The purpose of this study was to compare the reading performances of third grade students in Texas Reading First Initiative participating and non-participating campuses. Additionally, comparisons were made on third grade reading TAKS campus performance based on three Texas Education Agency textbook supported adoptions. Furthermore, campus TAKS reading performance was compared based on curricula and reading textbooks. Lastly, an examination of the participating and non-participating campus TAKS reading results and teacher interviews were described. The three textbook adoptions used during the Texas Reading First Initiative produced the same results. The campuses that did not participate in Reading First outperformed Texas Reading First campuses on the third grade TAKS reading test. However, combining the program with the textbook adoptions produced the same results. Teachers’ perceptions were positive in both participating and non-participating campuses. However, teachers wished that textbook reading adoptions were updated more frequently to meet the needs of students and the evolving high stakes testing standards. (PsycInfo Database Record (c) 2022 APA, all rights reserved

Mustang Daily, October 3, 1989

Student newspaper of California Polytechnic State University, San Luis Obispo, CA.https://digitalcommons.calpoly.edu/studentnewspaper/5058/thumbnail.jp