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    • 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...
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    • 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...
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    • Page 74

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    • 68 Appendix C Parent and Student Surveys in English and Spanish Parent Survey Purpose: Ms. Berglund would like to improve her teaching practices by connecting and relating to literacy experiences in the home and community. Please fill out this...
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    • Page 75

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    • 69 11. Do siblings in the home help each other with homework assignments? Yes No 12. What types of reading materials do you have in the home? (Circle all that apply) Magazines Church literature Newspapers Books Other (Specify) 13. Where do you...
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    • Page 78

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    • 72 Student Survey Purpose: Ms. Berglund would like to learn more about your reading and writing experiences at home and in the community so I can help you more in the classroom. *Directions: Please read each of the 35 questions carefully then...
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    • Page 80

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    • 74 Literacy Activities in the Community 27. How often do you go to the community library? 1x a week 1x month 1x a year Never 28. Where do you find books to read outside of school? (Circle all that apply) Community library Home...
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    • Page 33

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    • 29 support those struggling students. Procedures To complete this study, the researcher developed a math homework tracker to obtain a better idea of what is being done at home to support students in day to day learning objectives. This tracker was...
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    • Page 40

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    • 34 through monthly notes giving the number of lessons attended, reading level of student, rate and accuracy, and any other relevant comments. Teachers, along with colleagues in the school teaching the same grade level, special educators, speech...
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    • Page 33

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    • SOCIAL THINKING INTERVENTIONS The curriculum was based on two commercially available social thinking curriculums: Think Social! by Michelle Garcia Winner, and Super Hero Social Skills by Bill Jensen. Lessons were individually tailored to meet the...
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    • Page 41

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    • SOCIAL THINKING INTERVENTIONS Both students improved their time on topic. Student A increased from 30% of his responses being on topic to 65%. Student B's time on topic at school was not an outlier; therefore specific data was not collected,...
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    • Page 50

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    • about the book When Hollywood Came to Town again and got in touch with her. She said the books should be reprinted around the middle of May. We are getting them for 50% off, so $15 per book. She is going to touch base with me again around the...
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    • Page 58

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    • need two extra centerpieces. I haven’t been able to get in contact with May Hunter. I called her daughter, Jennifer Davis, to see if she had a way I could get in touch with her. I finally reached May and got everything figured out. I...
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    • Page 141

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    • THE WEB 142 82 Website Hosting As we discussed in our chapter on Internet Fundamentals, websites are made available to the Internet via web servers. A web server technically can be any computer with an Internet connection and the proper...
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    • Page 142

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    • THE WEB 143 Tools 83 ably take up the least amount of space. With an average file size of about 15 KB, well over 3,000 web pages could be stored at a 50 MB server space. Much more space is taken up by images, databases, and downloadable files such...
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    • Page 10

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    • U.S. Embassy 10 religious practices or beliefs within a country. These reports are accompanied with information on how the country’s government has responded to any violations of human rights. The ultimate use of these reports is to provide the...
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    • Page 53

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    • U.S. Embassy 53 departments, the human rights agencies, non‐government organizations, countless news articles and reports, and a host of other organizations. Whatever numbers you’re able to scrounge up, you shove them together as nicely as you...
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    • Page 7

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    • 4 Delimitations This study did not attempt to determine how to best teach comprehension and/or which programs were most effective to improve adolescent literacy skills. The study did not focus on understanding how students best learn or which...
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    • Page 40

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    • 37 DRP Test Procedure The participants took the DRP first. They were given the same instructions: read the text selection and select the word that fits best and makes the most meaning in the sentence/paragraph. To complete the test, they were given...
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    • Page 74

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    • 71 Appendix A Pre-Reading Survey 1. Do you feel that you are a good reader? Why or why not? 2. Do you like to read? 3. Do you feel that it is important to read and read well? 4. How much time to you spend reading a day (on average)? 5. On average,...
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