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    • Page 435

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    • Oct. 14, 1976.. .City Manager informed the Council that last Sunday a major water line broke in the Highland Drive area. Residents asked to meet with the Council in order to help them solve their problems. (Soil subsidence in the northeast section...
    • Page 12

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    • dangerous. No less dangerous was the task of removing the yokes fiom the impatient creatures and of the unloosing the chains. The romance of being out in the wilds was terribly chilled by an inclement sky. A few days of drizzling rain tried the...
    • Page 192

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    • It spread its fragrance al around l The pleasant spot on which it grew Yet, so lovely and so sweet, 'Twas full of grace and modesty, And strove to hide its loveliness From the rude gaze of passers by. But there was one of beauteous form, Of gracehl...
    • Page 273

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    • honored and revered by our children, exalted above al1 other women. 1s this a state of slavery? If so, it is a very pleasant one. We have many privileges guaranteed unto us, one of which is the right to choose our husbands and, arnongst the many...
    • Page 13

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    • According to Hutchison, et al., digital texts require different skills and can be called a new literacy due to the novelty of reading and navigating them (2012). It’s important that teachers know how to teach these skills so students can learn the...
    • Page 16

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    • accessed by students wherever and whenever they have access to the internet (Lamb & Johnson, 2012). Audience and student motivation. “Studies have found that whenever students write for other actual, live people, they throw their back into the work...
    • Page 22

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    • how to implement and use iPads on a daily basis with an assigned coach. The third step has the coaches work with the teacher throughout the year (Krzystowczyk , 2013). Another idea for helping teaches begin to set up curriculum using technology is...
    • Page 23

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    • of iPads in their schools. Teachers are challenged with how to use the iPads for classroom instruction due to limitations with Pearson resources that are available. One teacher, Catherine Proctor, is frustrate because there are just two sample...
    • Page 6

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    • 1 Chapter 1 Introduction – Nature of the Problem It is well known that students go through what is commonly referred to as “the fourth grade slump.” Research presented by Hall, Sabey, & McClellan (2005) and Fang (2008) has shown that this “slump”...
    • Page 17

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    • 12 (2007) attempted to help second grade students assimilate the new information they learned by utilizing Talking Drawings. In this study, students were asked to draw a picture of the topic prior to the lesson. Many of the drawings depicted...
    • Page 18

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    • 13 will help students become more successful in their vocabulary usage. Therefore, tier two words should make up a majority of the vocabulary instruction. Tier three words are specific, technical terms that are important in understanding the topic...
    • Page 21

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    • 16 Text structure. Expository text is organized into different structures. These structures include sequence, compare and contrast, description, cause and effect, and problem and solution (Akhondi, Malayeri, & Samad, 2011; Moss, 2004). Each...
    • Page 22

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    • 17 of structure and organize it, they are better equipped to comprehend the information presented in the text (Moss, 2004) When presenting students with text passages, the passages should be selected with great care. The text needs to be well...
    • Page 24

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    • 19 Retelling. Unlike summarizing, a retell is a recall of everything that was remembered from the reading. In a retelling the student is not concerned with the main idea and supporting details, but is instead concerned with the content as a whole....
    • Page 26

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    • 21 The Four-Part Lesson Cycle created by Montelongo et al. (2010) addressed vocabulary, text structure, modified sentence completion, and rewriting the text. This four-step cycle spanned a five-week period and showed a significant amount...
    • Page 33

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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...
    • Page 60

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    • 55 more difficult for the vocabulary groups than other groups, perhaps due to the participants not being able to identify clearly the most important vocabulary words in the text. During the post-assessments instead of choosing words that were...

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