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Display: 20

    • Page 338

    • Page 338
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    • "turn up their coat collars and, as much as posible, tum their backs to the storm until it passed over." The Federal officers were clearly determined to stand by each other and manipulate the machinery of govemment for the oppression of the...
    • Evelyn and York Jones Books
    • Page 316

    • Page 316
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    • - Oct. 1 , 1942.. . T h e fuel situation in Cedar City was discussed because of a shortage of miners and t r u c k e r s ( d u e to t h e w a r ) . The mines, adjacent to Cedar City, were threatening to close. Dec. 3, 1942.. . T h e new alley just...
    • Evelyn and York Jones Books
    • Page 18

    • Page 18
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    • 13 oral language, and potentially positive effects for early reading, writing, and knowledge of print (Institute of Education Sciences, 2006). Ideally, intervention would come for low SES Hispanic ELLs when they are very young, but this is...
    • Scholar Archive
    • Page 19

    • Page 19
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    • 15 increased vocabulary knowledge to achievement in high-stakes circumstances (McCormick & Pasquarelli, 2010, p. 2). The cycle of non-reading and little or no gain of fluency and automaticity then continues. As children become adults, the problems...
    • Scholar Archive
    • Page 23

    • Page 23
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    • 17 of how Purcell-Gates (1995) provided reading intervention for Donny in exchange for documentation and careful examination of literacy development through the social and cultural perspectives of a family from the “white underclass, a minority...
    • Scholar Archive
    • Page 24

    • 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 22

    • Page 22
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    • 18 • The degree of repetition of topics (U.S. curriculum was highly repetitive; topics were introduced too early, taught with too little depth, and were endlessly repeated). • Logical order of topics (topics in U.S. were not presented in a...
    • Scholar Archive
    • Page 15

    • Page 15
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    • 2 Chapter 1 The Internet and the Web Introduction In today’s world, it is the rare person who has not had some exposure to the Internet and the World-Wide Web. According to recent research, as of the year 2004 there were only about 20%...
    • Scholar Archive
    • Page 26

    • Page 26
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    • 20 Students Who Benefit from RTI Kamps et al. (2007) compared the effects of English language learners (ELL) receiving Tier 2 interventions to ELL students being taught using a balanced literacy approach to reading. The study found students...
    • Scholar Archive
    • 1912, page 23

    • 1912, page 23
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    • 23 recreation in the way of dancing, concerts, theatres and other social pastimes under the supervision of the teachers. Each class has an opportunity every year to give a dancing party for the purpose of raising funds for the class treasury....
    • Branch Normal School Catalogs
    • Page 30

    • Page 30
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    • 25 their primary language (L1) as well as their second language (L2). When children are able to read in both L1 and L2, they develop language skills in their L1, find it easier to read in English, and learn to read or improve reading skills in both...
    • Scholar Archive
    • Page 33

    • Page 33
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    • 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...
    • Scholar Archive
    • Page 36

    • 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

    • 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 41

    • 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 44

    • Page 44
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    • 38 boyfriend lives with the family in the home. Maria has two little sisters that she helps tend. Maria’s real dad lives in Texas and was very abusive to Maria’s mom in the past. Maria’s maternal grandma lives in St. George and Maria’s mom...
    • Scholar Archive
    • Page 43

    • Page 43
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    • 39 Chapter 5 Discussion This project was implemented in the researchers’ sixth grade math class in hopes of devising a structured remedy in aiding those students who receive insufficient help from home on daily math concepts. The researcher...
    • Scholar Archive

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