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    • yearbook1922i031: Our Music Department

    • Beaver Murdock Academy--Beaver (Beaver County, Utah)
    • Our Music Department. We are all very much pleased with our Music Department, and to the untiring efforts of our beloved instructor, Professor C. N. Lyngby, are we indebted for its splendid success. He successfully imparted some of his enthusiasm...
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    • individual idea generation, defining rules for document management, identifying roles for group members, communicating ideas, and managing conflict (Dillon, 1993). According to Heitin (2008) writing with paper and pencil is most often done by just...
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    • i Table of Contents Chapter 1: Introduction .......................................................................................................1 Background, Significance, Purpose Statement, and Study Setting ..........................1 Research...
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    • ii Chapter 5: Discussion .......................................................................................................51 Overall Effectiveness of Expository Text Comprehension Instruction .................51 Limitations of Assessments...
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    • 15 get an idea about the topic. The students, using the pictures as guides, make predictions about the text and its contents. Just as picture walks are associated with narrative text, text feature walks should be associated with expository text...
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    • 28 approach that is a combination of the other three instructional strategies, vocabulary, text features, and text structure. The instructors were each given an outline of instruction to follow (see Appendix D), a graphic organizer geared toward...
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    • 30 Days three and four utilized a new text with new vocabulary words. The same procedures were followed as in days one and two. On day three, the instructor read the text and modeled the recording of new vocabulary words with drawings and writings....
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    • 31 The instructor then lead a text feature walk through the text and pointed out pictures and captions. The instructor read the captions and made predictions about what else the book would tell the group. This think-aloud and recording of...
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    • 32 On days seven and eight, yet another text was introduced. Prior to the reading of this text, participants experienced a text feature walk through the text and recorded information onto their graphic organizers receiving minimal guidance in this...
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    • 33 Multiple methods group. Because of the incorporating of vocabulary, text features, and text structure, this instructional strategy was a little more complex. To not overwhelm the participants with three separate graphic organizers, the...
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    • 45 a pre-assessment score of 7 and a post-assessment score of 13. Group 3 had a pre-assessment score of 5.4 and a post-assessment of 10.2. Group 4 had a pre-assessment score of 6.2 and a post-assessment score of 11. The mean score of the...
    • Page 54

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    • 49 The final comparison of each instructional group is shown in Table 1. All strategies began with a single retell pre-assessment mean result of 6.05. After all groups received instruction in each of the four instructional strategies, retell...
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    • 57 actively participated in both the creation of the group organizers and their own individual organizers. The only concern that this instructor had with the group was that they finished the lessons early. They probably could have used a few more...
    • Page 63

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    • 58 frontloaded new vocabulary. After seeing all of the strategies that are incorporated in text features instruction, it did not seem so unusual that they scored higher than the vocabulary and text structure groups. During instruction, participants...
    • Page 64

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    • 59 the “High 5!” multiple methods approach conducted by Dymock and Nicholson (2010) and the Four-Part Lesson Cycle created by Montelongo et al. (2010) were highly effective. While this multiple methods strategy was shown to be the most effective,...

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