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  • All fields: structures
(55 results)



Display: 20

    • 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...
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    • 18 covered three types of text structure list, main idea, and order. Students were taught how to identify each type of passage based upon text structure and then apply specific strategies for each type of structure. The study concluded that...
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    • 18 “transforming” the way we view sentence construction (Kolln & Hancock, 2005, p12). Before that time, there was a set number of sentence patterns that students learned to use in their writing. After Chomsky, evidence supported the fact that...
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    • 22 a lot of teachers are able to dock students points for the misuse of structure with word order, punctuation, or whatever “rule” is broken upon submission of a paper. Now the trend is to find proficiency rather than errors, but if errors aren’t...
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    • 24 The study took place during the participants regularly scheduled school day, within their self-contained classroom setting. Study participants received research-based teaching practices designed by their special education teacher and implemented...
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    • 27 because they weren’t taught them in high school. Also at that time, many teacher training classes required few or no grammar classes to prepare them to teach Language Arts. As a result, the term "grammar" took on a confusing definition during...
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    • 28 provides them with choices to enhance it. If students must see grammar as a set of choices, then that takes out the teacher’s error-finding device which is usually the red pen. If the red pen is taken out of the system then the teacher and the...
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    • 29 After an overview of the lesson outline, the instructors were given further directions depended upon their assigned instructional group. The researcher explained how to teach each method with the provided graphic organizers and expository...
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    • 36 Chapter 3 Methodology Action Research Introduction The purpose of this qualitative study is to explore why secondary students have a difficult time with sentence structure and punctuation. For years these students have had instruction on how to...
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    • 4 be helpful in determining how small-group instruction is administered but may not be beneficial for whole-class instruction. Definition of Terms Definitions of terms pertinent to this study include: • Learning Disability- A discrepancy between...
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    • 41 Scientific Research, Engineering, and Technical Services Careers: Careers/jobs, which involve planning, managing, and providing scientific research and professional/technical services. Example Jobs: Engineer (Aerospace, Chemical, Environmental,...
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    • 42 didn’t feel confident enough to use them. Unfortunately, only a few students attempted to use the new sentence patterns in their own writing. The majority did not grasp the basic idea behind the sentence patterns or the reason why they were...
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    • 45 Chapter 4 Results Introduction The purpose for this chapter is to disclose the answers to the questions that were formulated in previous chapters and discovered through implementation of new teaching strategies for sentence patterns. A brief...
    • Page 54

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    • 47 focused on not using logical fallacies, producing a logical argument, and following through with the proper format for that type of essay. Sentence construction was taught afterwards; hence, this assignment was used for two different...
    • Page 55

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    • 48 of collaborative learning as well as an opportunity for students to have fun with structured writing. Students were heard to have said things such as, “I understand this now!” during the process of story writing while using structured sentence...
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    • 52 Assessment—Romeo and Juliet Literary Essay and Final Assessment Figure 6 From pre-assessment to final assessment, students improved by 42% when attempting to construct Compound sentences; they improved by 16% when attempting to construct Complex...
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    • 55 From the beginning of school to the end of third quarter, students showed a 42% increase in attempting to construct Compound Sentences, a 16% increase in attempts to formulate Complex Sentences, and a 10% increase constructing Compound/Complex...
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    • 56 with preselected vocabulary, the participants should also have had modeling and instruction on how to identify new vocabulary. In the future, this may prove to help participants give more accurate retells and improve their comprehension of...
    • Page 73

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    • 66 clauses,” and “adverbial phrases.” But, I now need to teach these things because the core requires it; even though it goes against the current research findings for improving writing composition. Where Am I Headed Next? I’d like to track this...
    • Page 72

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    • 67 Moss, B. (2004). Teaching expository text structures through information trade book retellings. The Reading Teacher. 57(8), 710-718. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching...

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