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Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch
Title
Health Literacy Intervention to Influence Choices Made by Students in a Title I School Who Receive Free Lunch.
Creator
Kent, Melissa, Levin, Judith, Quelly, Susan, Szente, Judit, University of Central Florida
Abstract / Description
This study seeks to influence choices made by Kindergarten students in a Title I school who receive free breakfast and lunch through a health literacy intervention with the intent of decreasing daily added sugar consumption. Fruit and milk choices, either with naturally occurring sugar (NOS) or added sugar (AS), were recorded for 70 Kindergarten students among six classes in a Title I school for ten days before a four-week health literacy intervention. Three of the classes were randomly...
Show moreThis study seeks to influence choices made by Kindergarten students in a Title I school who receive free breakfast and lunch through a health literacy intervention with the intent of decreasing daily added sugar consumption. Fruit and milk choices, either with naturally occurring sugar (NOS) or added sugar (AS), were recorded for 70 Kindergarten students among six classes in a Title I school for ten days before a four-week health literacy intervention. Three of the classes were randomly selected to learn about 'sometimes' and 'anytime' choices through the Healthy Habits for Life curriculum delivered by representatives from Nemours Children's Hospital. Following the intervention, milk and fruit choices were recorded for ten more school days to determine differences among the control and intervention groups. Pearson Chi Square test results concluded that the health literacy intervention lead to statistically significant improvements in milk choices for the intervention group, but fruit choices were inconclusive due to inconsistencies in significance. Hierarchical loglinear analyses were run to determine if there was a difference in response to intervention between male and female students, and the results indicated that the effectiveness of the intervention was not moderated by gender. The success of this intervention for milk choices will help students who receive free school breakfast and lunch to decrease their daily consumption of added sugars, and additional research needs to be done to help students make choices that will further decrease their daily added sugar consumption.
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Date Issued
2019
Identifier
CFE0007662, ucf:52466
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007662
Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students
Title
Effects of a Reading Strategy with Digital Social Studies Texts for Eighth Grade Students.
Creator
Doan, Melissa, Ehren, Barbara, Little, Mary, Kent-Walsh, Jennifer, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
Recent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little...
Show moreRecent data indicate that only 34% of American eighth grade students are able to demonstrate grade-level proficiency with academic reading tasks (NCES, 2011). The staggering nature of statistics such as this is even more profound when considering that high level literacy skills combined with mastery of digital texts have become practical requirements for success in secondary education, post-secondary education, and virtually all vocational contexts. Despite this incongruent scenario, little research has been conducted to evaluate instructional methods and reading comprehension strategies with digital texts.To address this critical issue, the present study examined the effects of a metacognitive reading comprehension instructional protocol (STRUCTURE Your Reading [SYR]; Ehren, 2008) with eighth grade students using digital texts in a standard social studies classroom in an urban American school setting. The focus of the protocol was on teaching strategies and self-questioning prompts before, during, and after reading. The study employed a randomized controlled design and consisted of three conditions with a total of 4 participating teachers and 124 participating students. The study was conducted over 25 instructional days and two instructional units with 13.83 treatment hours within the standard, social studies classes. Hierarchical ANCOVA analyses revealed that when controlling for pre-test measurements, the comparison and experimental groups performed significantly better than the control group with instructional unit test scores (Unit 2), reading strategy use in all stages of reading (before, during, and after), and self-questioning prompts during reading. Comparison and experimental groups did not significantly differ in these gains, indicating that this instructional protocol is effective with both paper and digital text. These findings suggest that the SYR instructional protocol is effective with secondary students in content area classrooms when using digital text. Furthermore, they suggest that metacognition and reading comprehension strategy instruction are able to be successfully embedded within a content area class and result in academic and metacognitive gains. Clinical implications and future research directions and are discussed.
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Date Issued
2012
Identifier
CFE0004244, ucf:49537
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004244