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    • 1930_all 41

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    • Phi Alpha Beta Xi Lambda Tail 'T^HE Phi Alpha Betas were char-tered in 1923 as the first organ-ization of its kind on the campus. The Beta objectives are to pro-mote social activities, womanhood, and scholarship among women stu-dents of the Branch...
    • 1927 99

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    • CARL T. Cox WILLIAM DALTON HOWARD THOMPSON THURMAN PRYOR JOHN R. ADAMS College Stock Jud^in^ Team STATE CHAMPIONS John HE College team, in competition with the U. A. C. team, scored a double victory in that they won first place as a team...
    • Page 44

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    • 44 Three Score and Ten in Retrospect headline 'Young Democrats Hear G.O.P. Scored," carried the following quote from Gov. Franklin D. Roosevelt of New York urging the audience to ''be Democrats by conviction as well as by inheritance" and that on...
    • Page 51

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    • 47 somewhat disappointing discovery was that even when the researcher was actively involved in providing additional daily support, the students’ scores, as a whole, increased minimally. From this disappointing discovery, the researcher came to...
    • Page 54

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    • 50 Chapter 6 Reflection Looking back at this project, I have been able to witness, first hand, the important role that parents play in their child’s academic success. As a teacher I understood that those students that did not receive help from...
    • Page 15

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    • 10 for poor school outcomes, not only because of language issues, but also because of socioeconomic issues (Goldenberg, 2008). Most Hispanic Americans are characterized as having low levels of educational success and high rates of poverty, and this...
    • Page 37

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    • 32 Procedures The researcher formed three academically equal groups of students from the kindergarten class based on the literacy ability of the students as shown on the mid-year DIBELS assessment. These groups were formed, as closely as possible,...
    • Page 42

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    • 37 represented their feelings toward reading homework. The happy/feliz face was awarded four points, the okay/mas o menos face was scored at three points, the worried/preocupado face was given two points, and the not good/no muy bien face was...
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    • 39 The DIBELS scores of Spanish-speaking ESL kindergarten students in this class saw varying rates of success. All students who at mid-year were given the highest designation of At or Above Benchmark, or proficient readers for kindergarten level,...
    • Page 50

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    • 45 Results and Explanations The composite scores in the reading portion of the MAP assessment showed double and triple the expected gains by students who read from the SETHL. Total non-readers achieved expected growth of 4 points, while students...
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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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    • 10 Fewster, & McCormick (2010) further stated that “approximately eight million adolescents struggled with reading” (p. 636). High School (9th to 12th Grade) Cassidy, Valadez, Garrett, & Barrera (2010) reported that adolescent literacy is a hot...
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    • 17 the results for the different hypothesis of the study, the DRP was found to be a valid measurement of reading proficiency (Estes & Others, 1989, p. 1-20). Snyder & Others (1993) found conflicting results in their assessment of the DRP test. This...
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    • 18 McCabe, Margolis, & Barenbaum (2001) conducted a study that compared the Woodcock - Johnson Psycho-Educational Battery-Revised (WJ-R) and the QRI-II tests. The researchers discussed the importance of providing students with materials that were...
    • Page 29

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    • 26 Chapter 4 Results Overview of Administration of Study The two tests researched, the Degrees of Reading Power (DRP) and the Qualitative Reading Inventory (QRI), were chosen for various reasons. First, the researcher’s school district is...
    • Page 30

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    • 27 average. They scored between 70% to 86% on the core test and between 16 – 24 on the ACT, if applicable. Group L was made up of students with a GPA ranging from 3.33 – 4.0, or a B+ to A average. These students scored a B+ or higher percentage...
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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...
    • Page 41

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    • 38 All students were given the same DRP test, which was standard for all groups. As can be seen in Table 4.6 (pg 37), 10 of 12 students (83%) scored above a 9th grade level for reading comprehension, with half of the students scoring just above the...
    • Page 42

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    • 39 self-reported as being a good reader, reading between 30 minutes to one hour a day. The other student who scored on a 5.8 grade equivalent level on the DRP also highly agreed with the results of the test at 9 out of 10 and reported being a good...
    • Page 43

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    • 40 of texts was chosen to enhance the accuracy of determining the students’ reading comprehension levels. A select few were also asked to read a narrative passage to measure reading fluency and words-correct-per-minute to give the researcher a...

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