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    • yearbook1917i020: Narrative (cont.)

    • Beaver Murdock Academy--Beaver (Beaver County, Utah); School yearbooks
    • tickets, laundry bags, yea even Eras, the 17's elected as official head of the family, W. H. Bakes, as president, to guide us through the trials and tribulations of our freshman year. From the very start we developed our famous hoggish spirit in...
    • 1905, Oct 9

    • Mon. Oct. 9, 1905: Ther. Warm., Wea. Fog. Mostly cloudy. We called to see Mr. Crosby as we passed this morning, but he had nothing much to say so we passed on again got to Sister Stockton’s about 2 Pm Elder Allred went to Duke and got our mail....
    • Page 86

    • 80 Home Visit #1 Name: ______________________ Date: _____________________ Dinámica Familiar La Evidencia de la Alfabetización Organización y Estructura Las actitudes acerca de Formación y Experiencia Educativa Pasatiempos de la familia...
    • Page 9

    • 4 sixth grade. The DIBELS assessment is given in K-6 classrooms three times per year. It is an individualized test with the proctor working one-on-one with students to assess their growth throughout the year (Good, R. H., & Kaminski, R. A.,...
    • Page 32

    • 27 Chapter 3 Methodology The purpose of this thesis project was to determine if sending home kindergarten reading homework through the SETHL would improve Hispanic kindergarten student scores on the DIBELS and MAP assessments and improve Hispanic...
    • Page 33

    • 28 control group that received no books from the SETHL. The groups were formed to be as academically equal as possible using the most recent DIBELS scores. These study participants were found in the 58 percent of kindergarten students who spoke...
    • Page 35

    • 30 The DIBELS assessment was used to create the groups for the SETHL as well as to compare growth. The MAP assessment is computerized and was developed by the Northwest Evaluation Association (NWEA). It tests for academic achievement in the areas...
    • Page 36

    • 31 toward reading by marking the picture that most closely depicted how they felt about reading. This quantitative assessment was designed to complement qualitative data in a way that was reliable, valid, and based on norms with a large-scale frame...
    • Page 38

    • 33 Parental surveys were used to determine their feelings associated with reading homework that was sent home with the students. The same surveys were given to parents whose students received the SETHL books in Spanish and English, English only, as...
    • Page 39

    • 34 10. Implement the SETHL program for children and parents to share, and record time spent reading. Monday through Thursday exchange SETHL books. 11. Periodically collect recording logs for later analysis and replace them with consecutive...
    • Page 40

    • 35 were sent home in both Spanish and English. These data were then compared to the data from the parents whose students received SETHL books only in English. Qualitative methods used the ERAS assessment to measure change in the feelings of the...
    • Page 41

    • 36 Quantitative data from the daily reading-recording forms were examined to determine if parental time in reading with their student increased when SETHL books were sent home in both Spanish and English. These data were then compared to the time...
    • Page 46

    • 41 sub-group for writing showed the largest gains for all students while phonics showed the smallest gains. The MAP sub-group for phonological awareness showed large gains from readers. In this group, Spanish-English readers had a mean score of 18,...
    • Page 48

    • 43 homework although not as large as those from the Spanish-English readers. The parents of total non-readers recorded the smallest drop in attitudes toward reading homework, while the control group showed no change in parental attitudes. Table...
    • Page 3

    • ii Table of Tables Table 1: Pre and Post Project Elementary Reading Attitude Survey (ERAS) Scores ........43 Table 2: Teacher Observation Pre and Post Scores and Gain Scores ..............................46 Table 3: Mid-Project Parent Survey...
    • Page 46

    • 42 • Student and Parent Surveys • DIBELS Reading Assessment/Progress Monitoring Results • Independent Reading Minute Logs • Student Journal Reflections • Book club meeting attendance data Reading Interest Inventories The researcher...
    • Page 47

    • 43 Table 1. Pre and Post Project Elementary Reading Attitude Survey (ERAS) Scores ________________________________________________________________________ Students Recreational Academic Full Post Full Percentage Percentage Scale Scale...
    • Page 64

    • 60 importance to selecting the appropriate activities to encourage reading enthusiasm. The ERAS (McKenna & Kear, 1990) attitude survey tool and the Reading Interst-A-Lyzer© (Miller, 2009) both proved to help procure a participant group with the...
    • Page 70

    • 66 The minutes recoded on reading logs were indicative of commitment to reading during the project. S3, despite having 100% attendance to book club meetings, was the sole student not meeting the school goal of at least 600 minutes of monthly...


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