Using literature circles to improve reading comprehension and student self-perception of reading ability among English language learners (ELLs)

This study explores how the implementation of a Literature Circles program for literacy instruction impacts English reading comprehension and student attitudes towards reading among a group of upper elementary, Latino English Language Learners (ELLs). Previous research has shown that ELLs tend to have lower self-esteem related to their academic and behavioral competencies in school, and that Latino students can experience a correlation between academic performance and self-perceptions of belonging in school (Leclair, Doll, Osborn, & Johnson, 2009; Morrison, Cosden, O\u27Farrell, & Campos, 2003). This unique set of social and emotional concerns can be addressed effectively in the literacy classroom via instructional methods that move away from traditional Initiate, Response, Feedback teacher-student discourse patterns (Mehan, 1979) and instead utilize more open-ended activities and instructional conversations that encourage critical thinking (Luk, 2004; Doherty & Hilberg, 2007). In light of existing research, an action research protocol was designed involving the use of a Literature Circles program in a classroom setting--specifically, a leveled English reading group for ELL students in 3rd through 5th grade. Students were divided into groups of two to four students based on their expressed preference for one of five different novels. They spent four weeks reading these novels while engaging in independent, written critical thinking activities and structured discussions with their book groups, while periodically participating in small-group, teacher-led strategy lessons. At the beginning and end of the study, their reading comprehension was assessed using the Qualitative Reading Inventory, 5th Edition (QRI-5; Leslie & Caldwell, 2011), while their attitudes toward reading were assessed using a survey designed by the researcher. Results from these indicators at the beginning and end of the intervention were compared in order to assess student growth. The researcher also analyzed the independent written activities students did in their book groups, using a number of quantitative indicators to trace any changes in language production over time. The findings of the study did not conclusively show that Literature Circles exerted a systematic, positive impact upon reading comprehension and student attitudes among the sample population. It is likely, however, that the effectiveness of the intervention was impeded by methodological shortcomings and missed opportunities to incorporate specific research tested principles of best practice for ELL literacy instruction, pointing toward the need for future research into this subject

Atmospheric and Wake Turbulence Impacts on Wind Turbine Fatigue Loading: Preprint

Large-eddy simulations of atmospheric boundary layers under various stability and surface roughness conditions are performed to investigate the turbulence impact on wind turbines. In particular, the aeroelastic responses of the turbines are studied to characterize the fatigue loading of the turbulence present in the boundary layer and in the wake of the turbines. Two utility-scale 5 MW turbines that are separated by seven rotor diameters are placed in a 3 km by 3 km by 1 km domain. They are subjected to atmospheric turbulent boundary layer flow and data is collected on the structural response of the turbine components. The surface roughness was found to increase the fatigue loads while the atmospheric instability had a small influence. Furthermore, the downstream turbines yielded higher fatigue loads indicating that the turbulent wakes generated from the upstream turbines have significant impact

The dependence of aerosol effects on clouds and precipitation on cloud‐system organization, shear and stability

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/95546/1/jgrd14296.pd