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Title: The Effects of a Fluency Intervention on the Oral Reading Fluency of First Grade Students At Risk for Reading Failure.
Creator: Ming, Kavin, Smiley, Lydia R., Florida Atlantic University
Abstract/Description: Reading is an essential skill necessary for academic success. However, many children experience difficulties in acquirin,g essential reading skills necessary to support and enhance other areas of learning (Nes, 2003). One major area in which students fail to attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous research has demonstrated that repeated reading is an effective intervention for increasing fluency in elementary age readers (Keehn, 2003; Rashotte &...
Show moreReading is an essential skill necessary for academic success. However, many children experience difficulties in acquirin,g essential reading skills necessary to support and enhance other areas of learning (Nes, 2003). One major area in which students fail to attain proficiency is in the area of reading fluency (Vaughn et al., 2000). Previous research has demonstrated that repeated reading is an effective intervention for increasing fluency in elementary age readers (Keehn, 2003; Rashotte & Torgesen, 1985). However, little research has specifically addressed the impact of repeated readings on first grade students. In addition, researchers have called for investigations of additional components (sight words and phonics) on repeated reading interventions (Vaughn et al., 2000). Therefore, the purpose of this study was to examine the effectiveness of combining sight words and spelling pattern instruction with timed repeated readings on the word accuracy, words read correctly per minute and prosody of first grade students who are at risk for reading failure. An ANCOVA yielded significant effects on each of the three dependent variables, and these results demonstrated that the addition of components (sight words and spelling patterns) to timed repeated readings improved the oral reading fluency of low level readers, of which students at risk for reading failure are a part. The outcome of this study also confirmed that first grade students from low socioeconomic backgrounds can increase their oral reading fluency skills with research-based methods.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000681
Subject Headings: Reading (Elementary)--Ability testing, Reading comprehension, Language arts (Elementary), Literacy--Study and teaching (Elementary)
Format: Document (PDF)

Title: Teaching Reading Comprehension Skills Using A Science Textbook In A Charter School.
Creator: Mikes, Lisa, Kumar, David D., Florida Atlantic University
Abstract/Description: The present experimental study examined the effects of using a science textbook for the purpose of teaching reading comprehension skills to a sample of 99 fourth grade students from four classrooms at Pembroke Pines/Florida State University Charter School in Broward County, Florida. Ninety-nine students were assessed twice in word recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic Assessment of Reading. Approximately half of the students in the sample ...
Show moreThe present experimental study examined the effects of using a science textbook for the purpose of teaching reading comprehension skills to a sample of 99 fourth grade students from four classrooms at Pembroke Pines/Florida State University Charter School in Broward County, Florida. Ninety-nine students were assessed twice in word recognition, oral reading, silent reading, spelling, and word meaning using the Diagnostic Assessment of Reading. Approximately half of the students in the sample (n=49) were in the control group with the remainder (n=50) in the experimental group. Overall there was no significant difference between the experimental and control groups based on MANOVA, which tested an optimized composite of dependent variables. Scores for all subtests for both groups increased from the pretest to the posttest, and the highest scores were for the oral reading subtest. Upon individual ANOVA, statistically significant effect for time was found for word recognition, oral reading, spelling, and word meaning subtests, but no statistically significant group effect or interaction was observed.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000680
Subject Headings: Reading comprehension--Study and teaching, Lesson planning, Language arts (Elementary), Motivation in education
Format: Document (PDF)

Title: CONSIDERING THE AFFECTIVE POTENTIALS OF THE EMOTIONAL APPEAL IN PERSUASIVE DISCOURSE THROUGH MULTIMODALITY IN THE FIRST-YEAR COMPOSITION CLASSROOM.
Creator: Bain, Kimberly A., Barrios, Barclay, Florida Atlantic University, Department of English, Dorothy F. Schmidt College of Arts and Letters
Abstract/Description: In identifying ways to create inclusive spaces in the classroom, instructors should not be limited by singular modes of discourse to engage students. Particularly when teaching first-year students who seek to invent the university and claim their intellectual space within it, these considerations must be deeply integrated into the course curriculum and not seen as an extended project to be optional or added at the end of a semester. Rather, instructors must find ways to integrate multimodal...
Show moreIn identifying ways to create inclusive spaces in the classroom, instructors should not be limited by singular modes of discourse to engage students. Particularly when teaching first-year students who seek to invent the university and claim their intellectual space within it, these considerations must be deeply integrated into the course curriculum and not seen as an extended project to be optional or added at the end of a semester. Rather, instructors must find ways to integrate multimodal discourses in the first-year composition course as a foundation of learning. One way to do this is to engage students in multimodal practices of rhetorical appeals. This dissertation examines the theories and practices of emotional appeal, namely pathos, to construct meaning-making opportunities that transcend gatekeeping endeavors of singular modes of persuasion. Through the transmission of affect, students can be given the opportunity to affectively respond through various modes of discourse in applying emotional appeal to practices of persuasion.
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Date Issued: 2024
PURL: http://purl.flvc.org/fau/fd/FA00014381
Subject Headings: Education, Composition (Language arts)--Study and teaching (Higher), Curriculum change
Format: Document (PDF)

Title: A correlation of standardized benchmark testing and teacher-assigned grades in 10th-grade English courses.
Creator: Beaulieu, Christopher A., College of Education, Department of Teaching and Learning
Abstract/Description: The accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion...
Show moreThe accountability measures implemented by the states as a result of federal government mandates required by the No Child Left Behind Act (2001 [NCLB]) have created the need for states to develop standardized benchmark assessments as part of the compliance requirements set by the federally mandated act. State and local standardized tests have become an everyday part of public school life. A quantitative study was conducted to assess the correlation of students' scores on the reading portion of the Florida Comprehensive Assessment Test (FCAT) and students' reading percent scale-scores on one Florida county's benchmark reading assessment (CBAT) with students' teacher-assigned grades (TAG) for 10th-grade, English Language Arts courses. The study also assessed the predictive values of the 3 criterion variables and the moderating effects of 6 categorical variables: Race (White, Black, and Hispanic), Socioeconomic status (SES), English Language Learner status (ELL), and Students with Disabilities status (SWD), which contribute to Florida's Adequate Yearly Progress (AYP) ranking of school grading policy. The study found that there was a moderate and positive correlation among the 3 criterion variables and that the combination of students' scores on the reading portions of both the CBAT and the FCAT showed a significant predictive value in predicting students' TAG. The study showed an even higher predictive value of the combination of students' scores on the CBAT and students' TAG in predicting students' scores on the FCAT. The study showed there was a moderating effect of the categorical variable Race on the correlation between students' CBAT reading scores and students' TAG; however, Race did not moderate the correlation between students' scores on FCAT and students' TAG., The study found a moderating effect of the categorical variable SES on the correlation between students' scores on CBAT and students' scores on FCAT and students' TAG. The study showed a moderating effect of the categorical variable ELL between students' scores on FCAT and students' TAG and between students' scores on CBAT and students' TAG. The categorical variable SWD did not show any moderating effect between students' scores on CBAT and students' TAG, or between students' scores on FCAT and students' TAG.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/192981
Subject Headings: Educational tests and measurements, Education, Secondary, Study and teaching, English language, Rhetoric, Ability testing, Grading and marking (Students)
Format: Document (PDF)

Title: Writing, elementary teachers, and English language learners: a case study of teacher reported pedagogical knowledge and collaborative inquiry in a title 1 school.
Creator: East, Jill A., Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM)...
Show moreThis qualitative case study was conducted to investigated whether selected 3rd-5th teachers in a Title 1 school increased their understanding as they described and used their pedagogical Content Knowledge (PCK) in writing aligned with the Common Core Anchor Standards 1-6. It also examined how the teachers collaborated to advance their knowledge in the area of ELs in the classroom. Qualitative data were collected in the form of 15 participant interviews and 15 Learning Team Meeting (LTM) observations. The data from the interviews and observations were used to investigate how participants implemented the Common Core Anchor Standards (CCAS) 1-6 in their classrooms. The data also sought to examine how the participants’ collaboration in LTMs contributed to the selected 3rd-5th grade teachers’ PCK with respect to CCAS 1-6 and support for their English language learners (EL). The findings indicated that participants recognized various EL instructional strategies embedded in the subject matter of writing. Further, the data indicated that the dual language participants collaborated as an effective means for delivering various EL instructional strategies.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004441, http://purl.flvc.org/fau/fd/FA00004441
Subject Headings: Early childhood education -- Philosophy, English language -- Composition and exercises -- Study and teaching (Elementary), English language -- Study and teaching as a second language, Inquiry based learning, Language arts (Elementary), Language experience approach in education, Pedagogical content knowledge, Second language acquisition
Format: Document (PDF)

Title: INFORMATION LITERACY: A PATHWAY TO SUCCESS FOR FLORIDA COLLEGE LEARNERS.
Creator: Sacharow, Sherrie Blisko, Sembiante, Sabrina, Vaughan, Michelle, Florida Atlantic University, Department of Curriculum, Culture, and Educational Inquiry, College of Education
Abstract/Description: Information literacy is an extracurricular area that continues to grow in its impact on college learners in Florida today. Colleges with large English learner populations face additional challenges to equip their students with the tools and mindset needed to successfully complete college assignments. This quantitative study used responses to questionnaires to examine learner beliefs. Learner volunteers who were entry level college composition students participated by answering two...
Show moreInformation literacy is an extracurricular area that continues to grow in its impact on college learners in Florida today. Colleges with large English learner populations face additional challenges to equip their students with the tools and mindset needed to successfully complete college assignments. This quantitative study used responses to questionnaires to examine learner beliefs. Learner volunteers who were entry level college composition students participated by answering two questionnaires. Data were gathered from those responses and tested statistically to observe learner beliefs chosen on a Likert-type scale. Tests of symmetry and t-tests looking at pre and post information literacy instruction belief choices indicated small measures of learner anxiety. Further, anxiety indicators were more pronounced for U.S. native learners than for non-natives. This is likely due to U.S. native familiarity with libraries and information literary skills and practices commonly used in their U.S. environment. Library anxiety reduction strategies recommended in the literature reviewed include collaboration between content instructors and faculty librarians along with layering or specializing library instruction sessions. Additionally, scaffolding devices such as readily available electronic resource use guides and relationships with faculty and faculty librarians are suggested. Overall, learners anticipate research tasks with a bit of anxiety but largely they expect to be successful. Noting the growth of skills needed to verify and vet information, it is a positive point to note measurable learner-voiced confidence.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013411
Subject Headings: Information literacy, Academic librarians, Libraries and colleges, English language--Study and teaching--Florida, Library anxiety
Format: Document (PDF)

Title: Festine Lente.
Creator: O'Daly, Barbara Hosie, Mitchell, Susan, Florida Atlantic University
Abstract/Description: The creative idea of this thesis did not start with a definitive theme. Instead, an appreciation of the modern Irish poets inspired the process. A creative endeavor has translated a bricolage of unconscious memories into a dream like flow of language. The visualization of dreams and the exploration of language measured in words, has become my muse. I like to let language shape itself from a visual realization inside the creative process and to whittle through words to breathe life into the...
Show moreThe creative idea of this thesis did not start with a definitive theme. Instead, an appreciation of the modern Irish poets inspired the process. A creative endeavor has translated a bricolage of unconscious memories into a dream like flow of language. The visualization of dreams and the exploration of language measured in words, has become my muse. I like to let language shape itself from a visual realization inside the creative process and to whittle through words to breathe life into the asynchronous sound of dreams. Most of this reconstruction is drawn from dormant memories. The journey has allowed me to dig down as if in an archeological site (of the mind) and use language in arbitrary words that come to express a subjective meaning. Transposing this to a more objective meaning will often result in an analytic conclusion. These conclusions are personal observations stemming from the root of the first flash of memory. The title suggests movement in a slow pattern that is often the way dreams occur. The result makes the journey that more imperative to reach a conclusion. At moments there is a repetition of the words, and that is what gives the bricolage substance if not theme. The journey has offered me a personal gift of time to slow down and grasp the essence of life. It is my hope that the reader will join my metaphorical caravan to find a dig of one's own in this creative language.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000943
Subject Headings: Irish poetry--Criticism and interpretation, English language--Rhetoric--Study and teaching, Creative writing (Higher education)
Format: Document (PDF)

Title: Curriculum-based readers theatre as an approach to teaching English language learners: teachers’ perceptions after professional development and classroom implementation.
Creator: Uribe, Samantha N., Burnaford, Gail, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: This mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development...
Show moreThis mixed methods study investigated second through fifth grade teachers’ perceptions of Curriculum-Based Readers Theatre (CBRT) as a relevant approach for teaching English Language Learners (ELLs). Quantitative survey data were collected from 18 teachers who worked at the school with the largest population of ELLs in a large South Florida school district. The surveys investigated teachers’ current use of ESOL instructional strategies prior to participating in a CBRT professional development session as well as their ability to identify ESOL instructional strategies embedded within the approach after professional development and classroom implementation. Qualitative data were collected in the form of interviews and discussion board transcripts from eight participants, who were also members of a school-based Readers Theatre Professional Learning Community (PLC). Transcripts were used to investigate how participants implemented CBRT in their classrooms as well as how they described their identification and application of ESOL instructional strategies during implementation. The impact of PLC participation on CBRT implementation and identification of ESOL instructional strategies was also investigated. The findings indicated that participants recognized various ESOL instructional strategies embedded in the CBRT approach. In addition, data indicated that participants viewed CBRT as an effective means for delivering various ESOL instructional strategies. Both quantitative and qualitative data analysis led to similar conclusions and revealed that CBRT incorporates various ESOL instructional strategies that are recognized as effective for teaching ELLs. Teachers reported using CBRT at various points during instructional units and across all content areas. Implications and suggestions for future research are offered for the instruction of ELLs, the benefits of CBRT and other similar approaches, the design of school-based professional development, and the infusion of ESOL instructional strategies within teacher education and inservice professional learning experiences.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004068
Subject Headings: Active learning, Drama in education, English language -- Study and teaching (Elementary) -- Foreign speakers, Language experience approach in education, Readers' theater, Second language acquisition, Teachers, Training of, Teaching -- Aids and devices
Format: Document (PDF)

Title: Multicultural education and high school English teachers: a teacher awareness study.
Creator: Hamilton, Rebecca, Weber, Roberta K., Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Multicultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school...
Show moreMulticultural education has been mandated in the state of Florida as part of State Mandate 1003.42. In order for this mandate to be implemented, it is necessary for teachers to know what effective multicultural education is and how it is to be implemented. This study was designed to find out what English teachers know about the state mandate and multicultural education and how they use multicultural education in their classrooms. High school English teachers in one South Florida school district participated in an online survey, and 11 of those respondents also participated in a follow-up personal interview. According to multiple scholars, there are three categories for multicultural education: Recognition, Transformation, and Action, with Recognition serving to recognize and respect other cultures without any change to the mainstream curriculum and instruction, Transformation serving to transform the curriculum and instruction to reflect students and their various cultures while introducing them to others and meeting the various instructional needs of the students, and Action motivating students to take action to bring about social justice. Overall, high school English teachers’ understanding of effective multicultural education is on the Transformation level. The survey found that high school English teachers use multicultural education on the Action level; however, the follow-up interviews did not support that finding. Also based on the interviews, teachers are willing and eager to learn more and would like the district to implement their suggestions to help with their learning.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004376, http://purl.flvc.org/fau/fd/FA00004376
Subject Headings: Cultural pluralism, Curriculum planning, Educational equalization, English language -- Study and teaching (Secondary), English literature -- Study and teaching (Secondary), Ethnicity -- Study and teaching, Multicultural education -- Case studies, Teachers, Training of
Format: Document (PDF)

Title: Concurrent Enrollment and Academic Performance of Community College English Language Learners.
Creator: Johnson, Stephen R., Floyd, Deborah L., Bogotch, Ira, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: Community colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing...
Show moreCommunity colleges provide open access and affordable options for higher education to a growing population of adult English Language Learners (ELLs) in the United States. Language minority groups, particularly native Spanish speakers, are currently the fastest growing demographic in the nation. Community college English as a Second Language (ESL) courses constitute a vital support for these students by providing adult ELL students with foundational college literacy skills. With the growing demand for college graduates in today's workforce, language minority students, like their native English-speaking (NES) counterparts, need to leave college with vendible work credentials. Community colleges need practical and affordable ways to improve learning and degree completion rates of their English language learners. College ESL programs face two key challenges in realizing this goal: (1) providing quality language preparation for college-bound E LLs, and (2) developing efficient ways to deliver curricula to a student population that has limited financial resources and time. This was a single institution case study that investigated two ESL curriculum models at a large urban community college. The study compared the academic performance and persistence of ELL students who studied in a sheltered ESL curriculum to ELL students who studied in a concurrent enrollment ESL curriculum that combined college-level courses with advanced ESL study. The researcher analyzed student data from college archives: transcript data, admission data, and course performance results. Data from three student groups were salient to the study -- students in concurrent enrollment courses (partially-mainstreamed ESL students), students in traditional ESL courses (not mainstreamed), and native English speakers in freshmen-level general education courses. The study described the relationship between the two types of ESL curriculum and the academic performance and persistence of ELL students in each program. Findings showed that advanced ELL students were able to successfully complete select college courses as they finished their ESL program. Results indicated that early access to college courses motivated students to persist. This study can help ESL practitioners and administrators in higher education determine if a concurrent enrollment curriculum model is a viable alternative for intermediate and advanced level ELL students.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004509, http://purl.flvc.org/fau/fd/FA00004509
Subject Headings: Academic achievement, Community colleges -- Administration -- Evaluation, Community colleges -- Curricula, English language -- Study and teaching -- Foreign speakers -- Education (Higher), Second language acquisition
Format: Document (PDF)

Title: The relationship between professional development and the changing reading practices of teachers in low-performing elementary schools.
Creator: Vaughan, Michelle., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing...
Show moreThe purpose of this multi-case study was to identify the influence of professional development experiences on the changing reading practices of third-grade teachers in low-performing schools. Schools were chosen to participate based upon a steady increase in reading achievement scores despite failing to meet Adequate Yearly Progress (AYP) and being placed within the Corrective Action Phase of No Child Left Behind. Six teachers from 4 schools were chosen as participants based on the changing reading practices they reported on an initial survey of 13 teachers. Interviews, observations, focus groups, and collection of archival data was completed over the course of 5 months in order to determine the influence of professional development on their reading practices. It was determined that teacher change following professional development is heavily influenced by the domain of power the directive or development is coming from. A continuum was developed to illustrate the relationship between these varying domains of power and their influence on changes made within reading practice. The changes were categorized as tending toward self-propelled or compelled changes. Teachers within this study reported higher levels of change when they were personally vested in professional development experiences and when those experiences met the immediate needs of their own personal growth or the growth of the students in their classroom.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/227978
Subject Headings: Teachers, Training of, Educational change, Language arts (Elementary), Reading, Study and teaching (Elementary)
Format: Document (PDF)

Title: Curricular integration in higher education: The development and implementation of an elementary education/English for speakers of other languages (ESOL) endorsement degree program at Florida Atlantic University.
Creator: Pelaez, Gloria Maria., Florida Atlantic University, Crawley, Sharon J.
Abstract/Description: The purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop...
Show moreThe purpose of this paper is to share the design, development, and implementation of an Elementary Education/ESOL Endorsement integrated program which targets undergraduate students working towards a bachelor's degree and state certification in the State of Florida. This paper attempts to answer the following three research questions: (1) What is the need for an elementary education with built-in ESOL endorsement program in southeast Florida? (2) What theoretical framework was used to develop the program? and, (3) What are the design features of an elementary education plus ESOL integrated program? The findings show that there is a great need for an Elementary Education/ESOL endorsement program in southeast Florida.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12008
Subject Headings: Elementary school teachers--Training of--Florida, English language--Study and teaching--Foreign speakers, Curriculum planning
Format: Document (PDF)

Title: A comparison of the writing products of students with learning disabilities in inclusive and resource room settings using different writing instruction approaches.
Creator: Curry, Kimberly Ann., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: The teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers'...
Show moreThe teaching of writing has become a major research focus in the field of education. In general education classrooms, the teaching of writing is increasingly being taught as a process, in which students write for authentic purposes and develop a community of writers. This study was designed to investigate the effects of teaching students with learning disabilities (LD) writing using four different instructional approaches. These approaches included a process-writing approach called Writers' Workshop, writing strategies, Writers' Workshop/strategies, and a skills-based model. This study also focused on the educational setting in which the student with LD was taught. A pull-out resource room (PO) or a self-contained classroom and an In-Class Direct (ICD) model called inclusion that provides educational services for students with disabilities in a general education classroom with their peers without disabilities. A total of 99 fourth grade students with LD from 15 different elementary schools in the Beach County, Florida School District participated in this study. Forty-three students were in the PO service delivery model and 56 were in the ICD delivery model. Twenty-seven students received strategies instruction, 24 received Writers' Workshop instruction, 21 received skills-based instruction and 27 received Writers' Workshop/strategies instruction. All subjects wrote a response to a narrative prompt from the Florida Writes! assessment for a pretest and posttest measure. The results of this study were analyzed using an ANCOVA design; the pretest score was the covariate. The instructional program was significant at the selected alpha level of.05; F\ (3)=5.022,\ p.05 and the interaction of educational setting with instructional program was non-significant, F\ (3)=2.109,\ p>.05. A Scheffe analysis was conducted and pairwise differences indicated that Writers' Workshop/strategies instructional program made a significant difference in the writing products of the students in this study. There was a significant difference in the results of the subjects who participated in the strategies model and the subjects who participated in the skills-based model.
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Date Issued: 1997
PURL: http://purl.flvc.org/fcla/dt/12529
Subject Headings: Learning disabled children--Education, English language--Study and teaching (Primary), Resource programs (Education), Inclusive education
Format: Document (PDF)

Title: ASHA-certified speech-language pathologists: informal learning in the medical workplace.
Creator: Walden, Patrick Roy., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in...
Show moreThis study explored the types and uses of informal, on-the-job learning occurring among American Speech-Language-Hearing (ASHA)-certified Speech-Language Pathologists (SLPs) working in medical settings as part of a rehabilitation team. In addressing this purpose, a qualitative, phenomenological approach to research methodology was used. Participants were selected through a process of purposeful sampling, each meeting the criteria of having earned the Certificate of Clinical Competence in Speech-Language Pathology from ASHA and working in a medical setting as part of a rehabilitation team. Twenty-four SLPs from varying demographic profiles took part in one of three online data collection methods. Nine participants completed a computer-mediated interview, 11 participants completed an online journal entry and 4 participants completed a virtual focus group method. All data collection methods were accomplished via internet technologies. Data analysis was performed through a process of thematic analysis and resulted in four significant findings. First, both internal and external forces triggered SLPs to learn informally in the medical workplace. Also, SLPs went through an individually-determined, goal-directed process when learning informally in the medical workplace. SLPs used a combination of collaboration, workplace experience and research to learn informally in the medical workplace. And finally, SLPs employed informal learning activities for the purpose of meeting personal, patient and organizational needs., It was recommended that (a) the American Speech- Language-Hearing Association review its professional development policy and consider implementation of a process whereby clinicians can document their goal-directed workplace learning and receive professional development credit for these activities; (b) healthcare organizations recognize, support and reward the informal learning in which their SLPs are already engaging; and (c) SLPs enhance their informal learning in the medical workplace through proactivity, critical reflectivity (of their own and others' learning), and creativity. The significance of this research included the use and support of existing theory in both Adult Education and Human Resource Development. Further, this research represents the first of its kind in investigating informal learning in rehabilitative therapies, specifically Speech-Language Pathology. Peer professions such as Physical and Occupational Therapy may also benefit from this study's conclusions and recommendations, as these professionals work in similar medical contexts.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/186323
Subject Headings: Audiology, Practice, Methodology, Speech therapy, Practice, Methodology, Interpersonal communication, Study and teaching
Format: Document (PDF)

Title: Preparing Pre-service Teachers to Educate Emerging Bilingual Students: A Textual Analysis of Teacher Education Curriculum in Elementary-Level Language Arts Methods Textbooks.
Creator: Mann, David A., Schoorman, Dilys, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: Drawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods,...
Show moreDrawing on the principles of critical multicultural teacher education, Teaching English to Speakers of Other Languages (TESOL) and bilingual education, this study examined how pre-service teachers were prepared to educate Emerging Bilinguals (EBs) in ESOL-infused teacher education programs in Florida universities. The textual analysis of a purposeful sample of five elementary-level English Language Arts (ELA) methods textbooks, utilizing a combination of quantitative and qualitative methods, revealed that authors overwhelmingly referred to EBs as English learners or English language learners, rather than bilinguals or dual language learners, and devoted less than 5% of the total content of four textbooks to topics about teaching methods, curriculum, and assessment for EBs. Evidence of five forms of curriculum bias was found, including invisibility, linguistic bias, fragmentation and isolation, stereotyping, and imbalance and selectivity. The findings suggest that textbook authors value knowledge about teaching EBs less than knowledge about teaching native English-speakers. EBs were stereotyped as a homogenous group of struggling readers and essentialized in terms of their limited English proficiency. One author conflated students’ language differences with physical limitations and learning disabilities, a troubling mischaracterization in the context of the overrepresentation of EBs in special education. Meanwhile, a preference shown for ESL methods over bilingual methods, based upon misconceptions about how EBs learn, suggests that textbook authors undervalue the cultures and linguistic skills that students bring from home. The hidden curriculum in ELA methods textbooks may influence a majority of pre-service teachers, who are typically monolingual and raised in the English-dominant mainstream culture, to develop a deficit view of EBs and utilize a one-size-fits-all approach towards ELA instruction. In order to prepare pre-service teachers to educate EBs for academic success, the teacher education curriculum must include material that explains linguistically responsive instruction and describes effective bilingual education models, within a critical pedagogical framework. Without this knowledge, pre-service teachers may continue instructional practices that contribute to a persistent “achievement gap” experienced by EBs. A transformation of the ELA methods curriculum is required so that pre-service teachers are prepared to implement a humanizing pedagogy that facilitates positive identity formation as it develops bilingual and biliterate students.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004747, http://purl.flvc.org/fau/fd/FA00004747
Subject Headings: Education, Bilingual., Second language acquisition., Language arts (Elementary)--Curricula., Education, Elementary--Curricula., English language--Study and teaching (Elementary)--Foreign speakers--Curricula., Teachers--Training of--Curricula., Psycholinguistics.
Format: Document (PDF)

Title: The impact of fluency intervention on the oral reading and fluency comprehension of middle school students with learning disabilities.
Creator: Russell, Janice M., College of Education, Department of Exceptional Student Education
Abstract/Description: Proficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell...
Show moreProficient reading is a necessary skill for a quality life. While educators would like to believe that most students master the art of reading and can understand what they read, national reports indicate that learning to read and becoming a skilled reader is not mastered by all (No Child Left Behind Act, 2001 ; NICHD, 2000a). One component of successful reading is the ability to read a text with appropriate speed, accuracy, and prosody. The National Assessment of Educational Progress (Pinnell et al., 1995) reported that 44% of the nation's fourth grade students were not able to read at an acceptable level of fluency that was considered necessary for comprehension. Since the publication of that report, research has shown that with direct instruction and remediation of fluency, students in the elementary grades can increase their reading rate. One of the most common fluency intervention techniques is repeated readings (Samuels,1979). However, most of the studies completed include ele mentary students and were focused on increasing their reading rate. Some students are arriving at the secondary level with reading problems which include fluency and comprehension. Therefore, the purpose of this study was to determine the effect of repeated readings on the rate, accuracy, and comprehension of students with disabilities at the secondary level. This study involved a total of 35 students with learning disabilities in grades 6-9. A quasi-experimental design was used for this study. The treatment group received a total of 20 sessions of repeated reading with immediate feedback., goal setting, and independent practice with graphing of reading rate. The comparison group continued their reading instruction with no fluency intervention.The results indicate that this combination of repeated readings had a significant influence on reading rate only., The other two variables, accuracy and comprehension, did not improve significantly in the treatment group when compared to the comparison group.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352833
Subject Headings: Reading (Middle school), Remedial teaching, Learning disabled children, Education, Reading comprehension, Language arts (Middle school), Content area reading, Study and teaching (Secondary)
Format: Document (PDF)

Title: The effects of learning strategy training on the writing performance of college students with Asperger’s syndrome.
Creator: Jackson, Lynn, Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Individuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate...
Show moreIndividuals with Asperger’s Syndrome are entering institutions of higher education at an increasing rate. However, they may not be prepared to meet the academic and social demands of the postsecondary environment. Although studies have evaluated the impact of academic and social interventions for children and adolescents with Asperger’s Syndrome, little research has been conducted on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with Asperger’s Syndrome. Results indicated that the quality of the writing performance improved following strategy instruction. In addition, participants were able to generalize the use of the strategy to content specific writing tasks.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004294, http://purl.flvc.org/fau/fd/FA00004294
Subject Headings: Asperger's syndrome, Autistic children -- Education, English language -- Composition and exercises -- Study and teaching, Inclusive education, Learning ability, Learning disabled children -- Education, Learning strategies
Format: Document (PDF)

Title: The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.
Creator: DiLorenzo, Kim E., College of Education, Department of Exceptional Student Education
Abstract/Description: Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive...
Show moreIntermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to access and use information found in science texts. Unfortunately, many students struggle to read and understand science texts (Michalsky, Mevarech, & Haibi, 2009, p. 363). Fortunately, elementary students have shown improvement in reading comprehension when explicitly instructed in cognitive and metacognitive strategies to comprehend expository text in settings that support collaboration and flexible application of comprehension strategies, and have meaningful opportunities for reading and writing (Mastropieri & Scruggs, 2004; Palincsar & Klenk, 1992). A method that includes these components is reciprocal teaching (RT; National Reading Panel, 2000). RT has been used during content area instruction to increase reading comprehension skills of intermediate elementary students without disabilities in general education classrooms (King & Johnson, 1999; Lederer, 2000; Lubliner, 2004). These reading comprehension gains have been maintained by students on follow-up tests after the RT intervention has been withdrawn (Palincsar & Brown, 1984; Westera & Moore, 1995). This study examined the effects of RT on the science literacy of intermediate elementary students (grades 4-5) participating in inclusive science classes. Students with learning disabilities (SWLD), students at-risk (AR), and students in general education (GE) participated in this study. General education teachers used RT with science texts to improve science literacy. Pre/post science quizzes were used to assess the effects of the RT intervention, and post/follow-up tests assessed potential maintenance of the RT. s, Analyses of the data showed that the RT intervention resulted in improved science comprehension overall, and for each student group. In addition, the results showed that the gains were maintained for the individual student grouping after the RT intervention was removed, although these gains were not found overall.The study demonstrated that the use of RT during science instruction in inclusive, intermediate elementary classes assisted students who are AR, SWLD, and students in GE to attain science knowledge using standard science texts and materials. These results extend the experimental literature on science literacy and reciprocal teaching, particularly among intermediate elementary students.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2975244
Subject Headings: Science, Study and teaching (Elementary), Thought and thinking, Study and teaching (Elementary), Language arts (Elementary), Correlation with content subjects, Inquiry-based learning, Cognitive learning, Academic achievement, Interdisciplinary approach in education
Format: Document (PDF)

Title: An analysis of integrated science and language arts themes in software at the elementary school level.
Creator: Libidinsky, Lisa Jill., Florida Atlantic University, Kumar, David D.
Abstract/Description: There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can...
Show moreThere are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/11985
Subject Headings: Education, Elementary--Computer-assisted instruction, Language arts (Elementary)--Juvenile software, Science--Study and teaching (Elementary)--Juvenile software, Interdisciplinary approach in education
Format: Document (PDF)

Title: Ecoqueer: Moving Beyond Ecocomposition's Heteronormative Binaries.
Creator: Hoover, Megan L., Barrios, Barclay, Florida Atlantic University
Abstract/Description: An examination of ecocomposition reveals that despite being careful to embrace all humans, it is still operating from a heterononnative standpoint. This perspective has led to an exclusion of gay male writers from its place-based approach to the study of the production of writing. By including the work of gay nature writer James Schuyler, the boundaries of ecocomposition are expanded to include yet another way of moving beyond restrictive cultural dualisms. Schuyler's work shows that...
Show moreAn examination of ecocomposition reveals that despite being careful to embrace all humans, it is still operating from a heterononnative standpoint. This perspective has led to an exclusion of gay male writers from its place-based approach to the study of the production of writing. By including the work of gay nature writer James Schuyler, the boundaries of ecocomposition are expanded to include yet another way of moving beyond restrictive cultural dualisms. Schuyler's work shows that definitions of masculinity need to be expanded to include gay males, and also highlights how sexual identity and setting interact to produce various interpretations of the self in one's writing. An expansion of ecocomposition results in a truly liberatory theory and pedagogy, one that encourages interactions that promote of all kinds of writing by all kinds of writers.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000929
Subject Headings: Human ecology in literature, Literature, Modern--Criticism and interpretation, Environmental literature--Authorship--21st century, Homosexuality and literature--United States, English language--Rhetoric--Study and teaching--Social aspects--United States
Format: Document (PDF)

Second language acquisition (13)	+ -
Study and teaching (10)	+ -
English language (6)	+ -
Language and languages (5)	+ -
Education (4)	+ -

Education, Bilingual (4)	+ -
English language -- Study and teaching -- Foreign speakers (4)	+ -
Foreign speakers (4)	+ -
Language arts (Elementary) (4)	+ -
Academic achievement (3)	+ -
Curriculum planning (3)	+ -
English language -- Study and teaching as a second language (3)	+ -
English language--Study and teaching--Foreign speakers (3)	+ -
German language--Study and teaching (3)	+ -
Interdisciplinary approach in education (3)	+ -
Teachers, Training of (3)	+ -
Adult education (2)	+ -
Biolinguistics (2)	+ -
Cognitive grammar (2)	+ -
Educational equalization (2)	+ -
Educational tests and measurements (2)	+ -
English language--Study and teaching (2)	+ -
French language--Study and teaching (2)	+ -
Inclusive education (2)	+ -
Language and culture (2)	+ -
Language arts (2)	+ -
Language experience approach in education (2)	+ -
Language teachers, Training of (2)	+ -
Languages in contact (2)	+ -
Methodology (2)	+ -

United States (6)	+ -
Florida (3)	+ -

Florida Atlantic University (46)	+ -
College of Education (22)	+ -
Department of Curriculum, Culture, and Educational Inquiry (10)	+ -
Department of Educational Leadership and Research Methodology (7)	+ -
Charles E. Schmidt College of Science (6)	+ -

Department of Psychology (6)	+ -
Dorothy F. Schmidt College of Arts and Letters (5)	+ -
Burnaford, Gail (3)	+ -
Department of Exceptional Student Education (3)	+ -
Resnick, Melvyn C. (3)	+ -
Barrios, Barclay (2)	+ -
Chin, Simone L. (2)	+ -
Crawley, Sharon J. (2)	+ -
Department of English (2)	+ -
Department of Languages, Linguistics and Comparative Literature (2)	+ -
Department of Teaching and Learning (2)	+ -
DuBravac, Stayc (2)	+ -
Kersten, Alan (2)	+ -
Kumar, David D. (2)	+ -
MEYER-BURGHAGEN, BEATRIX MOORE (2)	+ -
Schoorman, Dilys (2)	+ -
Seiden, Carolina M. (2)	+ -
Trammell, Robert L. (2)	+ -
AKE, CATHERINE ANN. (1)	+ -
AUGENSTEIN, MILDRED B. (1)	+ -
Alker, Marietta Alice (1)	+ -
Augustin, Ducarmel S. (1)	+ -
Augustyn, Prisca (1)	+ -
Bain, Kimberly A. (1)	+ -
Beaulieu, Christopher A. (1)	+ -

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