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Display: 20

    • Page 96

    • Page 96
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    • HIGH SCHOOL BASKETBALL WORTH WOOD Captain TONE FIFE Forward DACEL MATHEWS Forward ARON LEIGH Center HAM LEIGH Guard ROSS WOOLSEY Forward ED CLARK Guard HIGH SCHOOL BASKETBALL SCHEDULE 1938 CEDAR 22 DIXIE 35 CEDAR 48 ORDERVILLE 34 CEDAR 27 KANAB...
    • BAC-CSU-SUSC Yearbooks
    • Page 97

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    • HIGH SCHOOL BASKETBALL GRANT ESPLIN Center PRATT SMITH Guard GOMER COSSLETT Center PAUL LUNT Forward BRYANT LEIGH Guard BOB DOTSON Guard SHIREL STUCKI Forward DOUGLAS JACKSON Guard HIGH SCHOOL BASKETBALL SCHEDULE, 1938 CEDAR 34 PAROWAN 37 CEDAR 17...
    • BAC-CSU-SUSC Yearbooks
    • Page 107

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    • Shorthand Lucky Stiff High Grade Stuff Smile Pretty That's Better Cronies Nuff Said Nice Picture joying this huge black kettle full of delicious stew down at Zion, the Fresh-man Class members were getting acquainted on an old-fashioned hay ride and...
    • BAC-CSU-SUSC Yearbooks
    • Page 113

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    • AUSTIN JONES Austin Jones was declared the most outstanding student in the High School. He boasts a long list of class offices successfully filled. His scholarship, his ideals and his likeable personality has made him eligible for this...
    • BAC-CSU-SUSC Yearbooks
    • Page 12

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    • 6 Home-literacy environment (HLE): The literacy experiences in the home in which a child participates and observes before formal reading and writing instruction. It also refers to the continued literacy experiences a child is exposed to at...
    • Scholar Archive
    • Page 19

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    • 13 community to display children’s work, bringing children’s artifacts from home to display at school, and sharing photographs outside the classroom (Feiler et al., 2008). In conjunction with the U.S. Department of Education’s (USDOE)...
    • Scholar Archive
    • Page 20

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    • 14 the school by using funds from the Effective Teaching and Learning Literacy Program (USDOE, 2010a). These government programs are examples of how educators and scholars are redefining literacy as the term expands into the experiences and lives...
    • Scholar Archive
    • Page 24

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    • 18 discovery that emerged from this qualitative study were the differences in the amounts of literacy activities that took place per hour. For example, even though these families were all from low- SES backgrounds, researchers categorized them into...
    • Scholar Archive
    • Page 26

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    • 20 one in which parents may still value literacy and their children’s education; however, they are less educated and engage in fewer literacy activities in the home. Students from literacy-oriented communities have proven to be more prepared for...
    • Scholar Archive
    • Page 36

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    • 30 English language proficiency and literacy skills, and were based on a 5-point scale: pre-emergent = 1, emergent = 2, intermediate = 3, advanced = 4, and fluent = 5. Table 1 Student Participant Selection Based on CRT and UALPA Scores CRT...
    • Scholar Archive
    • Page 37

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    • 31 Instrumentation Questionnaires, language arts scores from end-of-level CRTs, UALPA scores, free and reduced lunch data (Title I), and ethnographic case studies were used to examine the connections between home-literacy environments and literacy...
    • Scholar Archive
    • Page 40

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    • 34 Chapter 4 Results Qualitative and quantitative research methods were used for data collection in this research project to answer questions about the high degree of variability in HLEs among ELLs from low-SES families. Investigative measures,...
    • Scholar Archive
    • Page 41

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    • 35 Table 2 Home Visit Comparison Chart High-Literate ELL Home Visits Low-Literate ELL Home Visits All families were nuclear. There were more single-parent families than nuclear families. At least one parent spoke both English and Spanish...
    • Scholar Archive
    • Page 47

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    • 41 are working. The children speak Spanish to their parents, and both English and Spanish to each other. While the interview is conducted in Spanish with the mom, she mentioned that she is learning English from her children and likes to practice...
    • Scholar Archive
    • Page 48

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    • 42 Figure 1. Language in the Home: Students Figure 2. Language in the Home: Parents five minutes a day = 2, 15 minutes a day = 3, 30 minutes a day = 4, and more than 45 minutes a day = 5. The results showed that high and low ELLs spend almost the...
    • Scholar Archive
    • Page 49

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    • 43 home. Both high and low ELLs received homework help from family members on a regular basis, which included parents, cousins, aunts, and grandparents. These averages were based on a 5-point scale: never = 1, rarely = 2, sometimes = 3, most of the...
    • Scholar Archive
    • Page 50

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    • 44 Table 4 Which Family Members Read to You? Grandparent Brother Sister Aunt/Uncle Cousin Other High ELL 25% 13% 25% 13% 13% Low ELL 13% 13% 25% 38% In Table 5, the percentages of literacy activities in the home from the parents’ perspective are...
    • Scholar Archive
    • Page 51

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    • 45 Quantitative Data: Language and Literacy in the School All of the high ELLs preferred to speak only English with their peers at school. More than half of low ELLs preferred to speak both English and Spanish (see Table 6). The majority of low...
    • Scholar Archive
    • Page 52

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    • 46 column 2, the averages of parents visiting the public library was measured on a 4-point scale: never = 1, once per year = 2, once per month = 3, once per week = 4. Parents of high ELLs go to the family center more often and are 69% more likely...
    • Scholar Archive
    • Page 53

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    • 47 ELL parents. Table 9 presents averages of ELL parents’ attitudes toward literacy. Both columns 1 and 2 were measured on a 4-point scale: do not like it at all = 1, it is okay = 2, I like it = 3, and I love it = 4. In general, both sets of...
    • Scholar Archive

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