SUU Digital Library

You've searched:

All Collections
  • All fields: S1
(22 results)



Display: 20

    • 1927 161

    • 1927 161
    •  

    • n ^^Fe&fedw:&4^^ n fafo<^totoc,fafo<^<^^ n SKay° & Lunt A ttorneys-at-Law Golden Rule Building Cedar City, Utah n ^c^c^fe^c,^^^ n & <£ Cleo (to Fae after the accident): $ "Are you killed? Are you killed? ,$• Speak to me." $ "Say, Ross, what is...
    • BAC-CSU-SUSC Yearbooks
    • Page 38

    • Page 38
    •  

    • 35 Table 4.6 Test Results Participant Number DRP (grade level equivalent) QRI Fr = Frustrated Instr = Instructional Ind = Independent Vocabulary Lists Read and Response Texts WCPM/Accuracy 6th Upper Middle High School Upper Middle (Expository) High...
    • Scholar Archive
    • Page 50

    • Page 50
    •  

    • 47 Table 4.8 DRP Post Survey Results – Group S Post-Survey GROUP S - DRP Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
    • Scholar Archive
    • Page 53

    • Page 53
    •  

    • 50 Table 4.11 QRI Post Survey Results – Group S Post-Survey GROUP S - QRI Student Number 1. Confidence in reading skills and comprehension 2. Before the test, seriousness about taking test 3. After the test, seriousness of taking test 4. Did you...
    • Scholar Archive
    • Page 43

    • Page 43
    •  

    • 39 • Provide training for classroom educators at Eagle Elementary focused on highlighting the malady of reluctant readers, as well as providing ideas to motivate young reluctant readers. This chapter is divided into two sections. Section one will...
    • Scholar Archive
    • Page 47

    • 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...
    • Scholar Archive
    • Page 49

    • Page 49
    •  

    • 45 the fifth grade is at least 600 minutes per month—much more than the 240 minutes indicated by these target participants. Survey results red-flagged students for possible project inclusion. Post project Interest-A-Lyzer© results for all...
    • Scholar Archive
    • Page 50

    • Page 50
    •  

    • 46 Table 2. Teacher Observation Pre and Post Scores and Gain Scores ________________________________________________________________________ Student Pre Project Observation Post Project Observation...
    • Scholar Archive
    • Page 51

    • Page 51
    •  

    • 47 reading positivity, and improved reading attitudes. The researcher was especially interested in comments mentioning factors such as increased reading time at home, student verbalized enjoyment of club activities, and comments declaring...
    • Scholar Archive
    • Page 53

    • Page 53
    •  

    • 49 Upon completion of the project, parents were again surveyed for opinions concerning home reading attitudes. Table 5. Final Parent Survey Results ________________________________________________________________________ Observed/ Increased time...
    • Scholar Archive
    • Page 54

    • Page 54
    •  

    • 50 When surveyed at the completion of the project, participants shared reflections on how the researcher/facilitator helped maintain enthusiasm and interest throughout the duration of the project. Table 6. Final Post-Project Participant...
    • Scholar Archive
    • Page 55

    • Page 55
    •  

    • 51 no longer think reading is a waste of time like I used to”. S7 stated, “Reading before was boring, but it is really great now”. S8 stated, “At first I didn’t know how to pick a good book, so it was hard to find good books. Then I went...
    • Scholar Archive
    • Page 56

    • Page 56
    •  

    • 52 noted from regular classroom teachers. Common threads were present in these final surveys: increased interest in books, increased time dedicated to reading, on-task reading behaviors during reading time, and overall attitudes reflecting...
    • Scholar Archive
    • Page 57

    • Page 57
    •  

    • 53 Independent Reading Minute Logs Student maintained logs (in the form of a calendar) of at-home reading minutes throughout this project (Appendix L). Careful attention was given by project participants to record time spent at home performing...
    • Scholar Archive
    • Page 59

    • Page 59
    •  

    • 55 each reading assignment, S6 also commented in her reading journal that “if you don’t read the book and then you want to talk about the book, if you haven’t read the book, you won’t know what anyone is talking about. But, if you read, you...
    • Scholar Archive
    • Page 60

    • Page 60
    •  

    • 56 learned during this project, S9 stated, “I learned that good readers stay focused, they stick with it, and they finish the job. They also pay attention. I learned that reading each night is important”. Table 10. Common Themes Noted in...
    • Scholar Archive
    • Page 65

    • Page 65
    •  

    • 61 selection and completion, focus and reading stamina, genre variety selection, and classroom reading goals were the observed behaviors. Each fifth grade student was observed, and from these observations, a group of 11 project participants were...
    • Scholar Archive

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
on off
 

Layout options:

Thumbnail with title
Grid with smaller thumbnails and more detail
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK