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Title: SIGNALS: THE INTERPLAY BETWEEN LITERACY, GENDER, AND SEMIOTICS.
Creator: Parker, Patricia, Preston-Sidler, Leandra, University of Central Florida
Abstract / Description: The purpose of this study is to examine adult literacy beyond its constraints as a social problem and instead consider the implications of illiteracy as a particular form of lived experience, analogous to women's oppression at large. Through a complex system of meaning making, the knowledge accrued by illiterate adults is qualitatively different, and examining these differences in terms of their correlation to coping mechanisms developed in the face of social alienation and diminished...
Show moreThe purpose of this study is to examine adult literacy beyond its constraints as a social problem and instead consider the implications of illiteracy as a particular form of lived experience, analogous to women's oppression at large. Through a complex system of meaning making, the knowledge accrued by illiterate adults is qualitatively different, and examining these differences in terms of their correlation to coping mechanisms developed in the face of social alienation and diminished professional prospects yields a greater understanding of class privilege and how nontraditional learners fit into a larger social structure. From the perspective of academic feminism, adult illiteracy presents several problems regarding the scope of an inclusive feminist community that acknowledges privilege and difference. The primary method through which information regarding feminism is conferred is printed materials, which utilize highly specific, specialized jargon, and unwittingly create an exclusive community marred by internalized racism and class stratifications. This study explores other methods through which feminist ideation might theoretically be possible, i.e. cultural "reading" communities and vocational and continuing education programs focused on cultural competencies, as women come out of their imposed silences and become aware of their circumstances in a way that resembles feminist thought, if perhaps without sophisticated language with which to communicate those ideals. In this way, feminist ideation and semiotics tie in together, as attitudinal change may occur without the semantic realization of what this entails. This goal of this paper is also, in part, to justify why acknowledging gendered learning differences and a particular female subjectivity for adult literacy clients will yield better results for their self-valuation, as gender is a component of diversity all but ignored within the scheme of adult literacy pedagogical theory.
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Date Issued: 2012
Identifier: CFH0004266, ucf:44963
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004266

Title: CASE STUDIES OF READING PERFORMANCE OF MALE STUDENTS AND THE SINGLE-SEX CLASSROOM.
Creator: Basilo, Eric, Murray, Barbara, University of Central Florida
Abstract / Description: Data from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The...
Show moreData from standardized test scores shows boys are falling further behind in literacy each year. Thanks to countless hours of research, we can pinpoint some of the causes for this decline. The major challenge educators face is how to keep boys interested in reading while placed in classrooms not necessarily designed to meet their needs. One option being explored is the use of single-sex classrooms. For over 160 years in the United States, public school single-sex classrooms have existed. The thought is that by separating boys and girls for academic classes, certain distractions will be eliminated, the environment can be adapted to accommodate the needs of boys, and teachers can teach in a style more appropriate to the gender. This study investigated how successful single-sex classrooms are in promoting student achievement. By taking data from the National Association for Single-Sex Public Education (NASSPE), and standardized test scores from selected states, the study looked at any statistical differences that occurred within schools containing academic, single-sex classrooms, and coeducational classrooms. Further, the study investigated whether significant differences occurred between gender groups within schools containing single-sex classrooms and those within coeducational ones. Finally, the study looked at presentation methods within these classes. Findings of the study indicated that for single-sex classes to be effective, further research must occur in order to develop best-teaching practices applicable to each gender. The study also demonstrated the need for professional development opportunities for single-sex classroom teachers, as success in such classrooms was found to be possible and demonstrable. Furthermore, the study indicated a need to identify students who would most benefit from inclusion in a single-sex classroom.
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Date Issued: 2008
Identifier: CFE0002019, ucf:47618
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002019

Title: MIDDLE SCHOOL LITERACY COACHES IN FLORIDA: A STUDY OF THE RELATIONSHIPS AMONG EXPERIENCE, COACHING ACTIVITIES, AND OTHER FACTORS RELATED TO READING ACHIEVEMENT.
Creator: Bowman, Patricia, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of...
Show moreThe focus of this research was to investigate and clarify the work lives of middle school literacy coaches in central Florida by studying their backgrounds and experiences before assuming the role of literacy coach. Additionally, the beliefs of literacy coaches on what factors influence reading achievement were examined. The responses of 44 participating middle school literacy coaches were used to investigate (a) the academic and professional experiences of each coach, (b) the percentage of time spent in 13 literacy coaching activities, and (c) the working factors related to student reading achievement as evidenced on the Florida Comprehensive Assessment Test. Data from a web-based survey and personal interviews were used to collect pertinent data to create an awareness and understanding of the work lives of middle school literacy coaches. Descriptive statistics were used to present demographic information regarding the coaches. Exploratory regression analyses were performed using time devoted to coaching activities and school performance data to determine existing relationships. Qualitative analyses were used to determine emergent literacy coach themes from survey responses. All data were triangulated to develop case studies for a group of 10 literacy coaches. Narrative descriptions of all coaching and individual school data were presented in the context of schools' percentage of student subgroups that attained Adequate Yearly Progress in 2010. The results of the study indicated that, although literacy coaches believed that modeling lessons was the most influential activity in positively affecting reading proficiency, very little of their time was spent in that activity. Recommendations included professional development for administrators on the use of a literacy coach and for literacy coaches on their usage of time.
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Date Issued: 2011
Identifier: CFE0003973, ucf:48680
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003973

Title: A MIXED METHOD STUDY ON THE ROLE OF THE IMAGINATION IN THE READING COMPREHENSION OF LOW-PROGRESS ADOLESCENTS.
Creator: Puig, Enrique, Robinson, Sandra L., University of Central Florida
Abstract / Description: Founded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the...
Show moreFounded on the importance of the imagination according to Greene (1995) and set by the Executive Summary of the 911 Commission Report, the mixed methods grounded theory study looks at a correlation between a set of instruction practices recognized by Egan (2008) for nourishing and developing the imagination and low-progress adolescent students' comprehension. Descriptive data are provided on the school, students, teachers, and district where the study was conducted to illustrate the limitation and delimitations of the study. The study is limited to low-progress adolescent students as identified by the Florida Comprehensive Assessment Test and uses pre and post Florida Assessments for Instruction in Reading (FAIR) mandated and administered by Orange County to establish comprehension and determine statistical significance. Participant and non-participant observations are used to triangulate and co-triangulate data to determine the correlation between the frequency of select instructional practices and students' comprehending as evidence by their FAIR reading and Maze scores. Observation of student performance suggests that attention to the implementation of the instruction practices of using poetry, text sets, and sensory stimulation has potential in nurturing low progress adolescent students' imagination and strengthening their cognitive feed-forward mechanism. The data adds to the existing body of work on the interactive nature of reading (Rumelhart, 1994) by elaborating on low progress adolescent students' ability to predict and anticipate; concluding that convergent and divergent thinking, making inter-textual connections, and creating mental models are necessary sub-factors to nourish the imagination and need to be taken into account in instruction to assist low-progress adolescent students in comprehending and developing a defensible interpretation.
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Date Issued: 2011
Identifier: CFE0003606, ucf:48850
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003606

Title: Curriculum-Embedded Reading Tests as Predictors of Success on Florida Comprehensive Assessment Test in Reading.
Creator: Johnson, Nicole, Wilson, Nancy, Zygouris-Coe, Vassiliki, Bai, Haiyan, University of Central Florida
Abstract / Description: ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum...
Show moreABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year.
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Date Issued: 2012
Identifier: CFE0004282, ucf:49522
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004282

Title: THE ROLE OF COGNITIVE AND METACOGNITIVE READING COMPREHENSION STRATEGIES IN THE READING AND INTERPRETATION OF MATHEMATICAL WORD PROBLEM TEXTS: READING CLINICIANS' PERCEPTIONS OF DOMAIN RELEVANCE AND ELEMENTARY STUDENTS' COGNITIVE STRATEGY USE.
Creator: Clements, Taylar, Gill, Michele, University of Central Florida
Abstract / Description: The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of...
Show moreThe intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.
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Date Issued: 2011
Identifier: CFE0003687, ucf:48832
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003687

Title: On Digital Doctrine: The Mediatization of Religious Culture.
Creator: Yebba, Celina, Jones, Natasha, Wheeler, Stephanie, Brenckle, Martha, University of Central Florida
Abstract / Description: Media is a constant feature in our modern lives, transforming and influencing society and culture. This study examined how increased participation in digital media has changed the nature of religious representation, culture, and practice. Data was collected from both secular websites and religious media spaces where people post information about religion. This discussion is a necessary step in determining how media has not only become embedded in religious culture but has influenced the...
Show moreMedia is a constant feature in our modern lives, transforming and influencing society and culture. This study examined how increased participation in digital media has changed the nature of religious representation, culture, and practice. Data was collected from both secular websites and religious media spaces where people post information about religion. This discussion is a necessary step in determining how media has not only become embedded in religious culture but has influenced the transformation of American religious culture.The first part of this analysis concentrated on uncovering rhetorical strategies in religious digital spaces. I assumed that organizational identification would be a common approach used on the Mormon.org member profiles. The data collected verified this assumption. The second part of this analysis compared collaboratively produced articles in wiki-spaces that described Roman Catholicism and Mormonism. The goal of this part of the analysis was to determine how faith organizations are represented in digital spaces that are situated outside church authority.
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Date Issued: 2017
Identifier: CFE0006824, ucf:51780
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006824

Title: The Effects Of The Vocabulary Scenario Technique- English Learner Peer Protocol on Ninth Grade English Learners Who Struggle with Literacy.
Creator: Harrell, Kimmerly, Puig, Enrique, Little, Mary, Witta, Eleanor, Davis, Karen, University of Central Florida
Abstract / Description: Recent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire...
Show moreRecent data have shown that only 34% of eighth graders and 37% of 12th graders were reading at or above proficiency (NAEP, 2015). A total of 21% of Hispanic eighth graders were reading at or above proficiency, and only 25% of Hispanic 12th graders were reading at or above proficiency. Of African-American students, 16% of eighth graders and 17% of 12th graders were reading at or above proficiency. In order for adolescents to become successful and productive adults, they need to acquire advanced literacy skills. Many of these demands require an education beyond high school (Rothman, 2012). Concern for English learners (EL) is even more warranted due to the fact that they represent the fastest growing school-age population in the United States and tend to exhibit lower academic achievement than their non-EL peers (Matthews (&) Ewen, 2006; National Clearinghouse for English Language Acquisition [NCELA], 2006; Padolsky, 2005; Thomas (&) Collier, 2001; Klingner, Artiles, (&) Barletta, 2006). To address this issue, the present study was conducted to examine the effects of a Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) with ninth-grade English learners (ELs) who were struggling with literacy. The technique's purpose was to increase students' vocabulary in order to improve their listening, speaking, reading, and writing skills. The study employed an experimental design, specifically a pre-test/post-test comparison group design with a total of 34 participating students and one classroom teacher. The study was conducted over four weeks with six hours of intervention. An analysis of variance revealed that there was an increase in mean scores from pre to post in the experimental group on both the synonym and sentence tests. Findings suggest that the Vocabulary Scenario Technique English Learner Peer Protocol (VST-ELP) was effective with ninth-grade EL students who were struggling with literacy. Clinical implications and future research directions were discussed.
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Date Issued: 2017
Identifier: CFE0006880, ucf:51708
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006880

Title: Evaluation of the Effectiveness of the Third Grade Summer Reading Camp Intervention Program in a Larger Urban School District.
Creator: Alchin, Danielle, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Baldwin, Gordon, University of Central Florida
Abstract / Description: This study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through...
Show moreThis study sought to evaluate the effectiveness of the third grade Summer Reading Camp (SRC) in a large urban school district. The SRC curriculum was assessed to determine if it aligned with effective remediation and filled the third grade students' knowledge voids in reading. The study further analyzed how the school district officials selected the curriculum content utilized in the SRC. This study was conducted using qualitative and quantitative methods. Data were collected through questionnaires and interviews of school district personnel on the SRC committee regarding the implementation of the 2012 lesson plan, and from students' Winter Benchmark Assessment scores. The school district implemented the SRC to fulfill a state requirement that all students who received a Level 1 on the reading Florida Comprehensive Assessment Test (FCAT) Reading must receive remediation. The SRC committee designed the curriculum using the state reading benchmarks and decided the activities required during SRC would be whole group, small group, writing, and independent reading. The program was to be evaluated each year using teacher and administrator survey data and the analysis of test scores to determine changes to be implemented. Of the 10 benchmarks assessed on the school district reading benchmark test, only three were aligned with the students' knowledge voids. There were a total of eight FCAT tested reading benchmarks that were not taught during SRC. The researcher suggests the school district re-align the curriculum with the needs of the students as identified by the Winter Reading Benchmark. It is further recommended that each student's specific remediation needs be evaluated to ensure the curriculum is meeting the needs of all the students in attendance at SCR.
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Date Issued: 2013
Identifier: CFE0004803, ucf:49750
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004803

Title: Comprehension of Science Text by African American Fifth and Sixth Grade Students: The Effects of a Metalinguistic Approach.
Creator: Davis, Karen, Rosa-Lugo, Linda, Kent-Walsh, Jennifer, Ehren, Barbara, Hahs-Vaughn, Debbie, Rivers, Kenyatta, Crevecoeur, Edwidge, University of Central Florida
Abstract / Description: Scientific literacy has been at the forefront of science education reform for the past 20 years, particularly for students from culturally and linguistically diverse (CLD) backgrounds (Lee et. al., 2005; Pearson, Moje (&) Greenleaf, 2010). The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read, particularly in content areas of science, math and history. According to the National Assessment Educational Progress ...
Show moreScientific literacy has been at the forefront of science education reform for the past 20 years, particularly for students from culturally and linguistically diverse (CLD) backgrounds (Lee et. al., 2005; Pearson, Moje (&) Greenleaf, 2010). The ability to extract meaning from text is an important skill. Yet many students struggle with effectively comprehending what they read, particularly in content areas of science, math and history. According to the National Assessment Educational Progress (NAEP, 2013) report, adolescents are not acquiring advanced literacy skills needed to succeed in the workplace and academic setting. Literacy experts have called for the use of disciplinary literacy approaches to engage learners with the content in ways that mirror what scientists, historians and mathematicians do to gain understanding in their disciplines (Moje, 2006; Shanahan (&) Shanahan, 2008). Although disciplinary literacy instruction is promising, there is limited empirical research on the effectiveness of discipline-specific literacy approaches. The present study examined the effects of a metalinguistic approach on the comprehension of science text among African American 5 and 6th grade students. The focus of the instructional protocol was to explicitly teach adverbial clauses and assist students to unpack adverbial clauses through the use of a graphic organizer. The process of unpacking complex sentences aimed to facilitate comprehension of science text by engaging the participants in analysis and discussion of the meaning obtained from the adverbial clauses. This study employed an experimental single-case multiple-probe across participants design. Visual Analysis (VA) and the Improvement Rate Difference (IRD) were used to analyze the data. The results of VA and IRD indicated that all participants demonstrated progress between baseline and treatment phases. Overall, the results of the investigation suggest that it is possible for 5th and 6th grade African American students to benefit from instruction that closely analyzes language. Clinical implications and future research directions are discussed.
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Date Issued: 2014
Identifier: CFE0005322, ucf:50525
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005322

Title: A PROFESSIONAL LEARNING COMMUNITY DESIGN: USING CLOSE READING TECHNIQUES TO IMPROVE U.S. HISTORY COMPREHENSION.
Creator: Tinsley, Maureen, Hopp, Carolyn, Zygouris-Coe, Vassiliki, Williams-Fjeldhe, Karri, Vitale, Thomas, University of Central Florida
Abstract / Description: This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011;...
Show moreThis dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.
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Date Issued: 2014
Identifier: CFE0005429, ucf:50409
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005429

Title: The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions.
Creator: Stafford, Tammy, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nance, University of Central Florida
Abstract / Description: This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction...
Show moreThis experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
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Date Issued: 2012
Identifier: CFE0004605, ucf:49921
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004605

Title: The effects of the Vocabulary Think Chart strategy on seventh-grade students' scientific vocabulary knowledge: A mixed-method study.
Creator: Ferreira, Paloma, Zygouris-Coe, Vassiliki, Xu, Lihua, Boote, David, Wilson, Nancy, University of Central Florida
Abstract / Description: This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the...
Show moreThis mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students' understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers' wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students' scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher's influence in the study, time of intervention, and number of participants.
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Date Issued: 2013
Identifier: CFE0004839, ucf:49701
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004839

Title: BRINGING JOHN GREEN TO SCHOOLS: INCORPORATING YOUNG ADULT LITERATURE IN A SECONDARY ENGLISH LANGUAGE ARTS CLASSROOM.
Creator: Adams, Emily, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: As educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting...
Show moreAs educators and administrators continue to struggle with the low literacy proficiency rates in this country, a new genre of literature is making its way into the classroom. Young Adult Literature, such as the works of John Green, are becoming a more familiar sight inside the classroom. However, some parents, educators, and members of the school districts are not happy with this new trend. In the last year, alone, young adult books have been challenged hundreds of times in hopes of getting them removed from the classroom and library. I believe that these books need to stay in the schools, though. Through this thesis, I explore the possibility of Young Adult Literature having more of a presence in the secondary English Language Arts classroom in order to increase motivation, engagement, social awareness, and literacy rates. In this research project, only 13% of 11th and 12th grade English Language Arts students reported enjoying the reading they were currently assigned, despite their statement that they enjoy reading, in general. These books do not lead to motivated and engaged readers. By incorporating Young Adult Literature into the standard curriculum of an English Language Arts classroom, teachers can enhance motivation, engagement, and productivity. Students can continue to learn the same literary concepts and techniques, in addition to being exposed to current social problems. When Young Adult Literature is brought into a classroom, an environment is created in which students can learn what they think, why they think it, and how to respect the differing opinions of others.
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Date Issued: 2014
Identifier: CFH0004583, ucf:45169
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004583

Title: THE EFFECTS OF COMPUTER-ASSISTED REPEATED READINGS ON THE READING PERFORMANCE OF MIDDLE SCHOOL STUDENTS WITH MILD INTELLECTUAL DISABILITIES.
Creator: Cerasale, Mark, Martin, Suzanne, University of Central Florida
Abstract / Description: The No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design,...
Show moreThe No Child Left Behind Act of 2001 has mandated that all public school students will be reading at grade level by the 2013-2014 school year. Florida has embarked on an agenda to ensure that the kindergarten through high school student population is reading at or above grade level by 2014. Many of Florida's low-performing student population, including middle school students with high incidence disabilities, are reading below grade level. Using a multiple baseline across subjects design, this study examined the impact of computer-assisted repeated readings on the reading performance of three middle school students with mild intellectual disabilities over the course of 67 days. Results showed an improvement in reading fluency rate using instructional level text. The study was evaluated using quality indicators of single-subject research in special education. Future research is advocated to replicate this study across different grades and exceptionalities.
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Date Issued: 2009
Identifier: CFE0002855, ucf:48055
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002855

Title: SUPPORTING HISPANIC MOTHERS WITH PRESCHOOL CHILDREN WITH SPEECH AND/ OR LANGUAGE DELAYS VIA DIALOGIC READING AND COACHING WITHIN THE HOME.
Creator: Dopson, Natalie, Cross, Lee, University of Central Florida
Abstract / Description: Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading...
Show moreYoung children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.
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Date Issued: 2011
Identifier: CFE0003961, ucf:48713
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003961

Title: THE INFLUENCE OF STUDENTS'COGNITIVE STYLE ON A STANDARDIZED READING TEST ADMINISTERED IN THREE DIFFERENT FORMATS.
Creator: Blanton, Elizabeth Lynn, Kysilka, Marcella L., University of Central Florida
Abstract / Description: ABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT),...
Show moreABSTRACTThe purpose of this study was to examine the means of scores on three forms of a standardized reading comprehension test taken by community college students in developmental reading classes. The three forms of the test were administered as a timed multiple-choice test, a constructed response test, and an un-timed multiple-choice test. Scores on the Group Embedded Figures Test (GEFT) were used to classify the students who participated in the study as having field dependent (LOW GEFT), mid-field dependent/independent (MID GEFT), or field independent (HIGH GEFT) tendencies. The paired samples test was used to analyze the scores among the students classified as LOW GEFT, MID GEFT, and HIGH GEFT for mean differences in scores on the three test formats. The data revealed that for LOW GEFT students, the format of the test impacted their scores, with the mean of the scores of the un-timed multiple-choice test being significantly higher than the timed multiple-choice test and the constructed response format. The data also showed that for the MID GEFT students the mean of the scores for the un-timed multiple-choice test was significantly higher than the means for the timed multiple-choice test scores and the constructed response test scores. However, no significant mean difference was found between the timed multiple-choice test scores and the constructed response test scores. For the HIGH GEFT students, significant mean difference existed only between the un-timed multiple-choice and the timed multiple- choice scores. The means of reading comprehension test scores on the three formats between the LOW GEFT, MID GEFT, and HIGH GEFT students indicated significant mean difference between the timed multiple choice test scores but not between the means of the scores for the constructed response and the un-timed multiple-choice test scores.Demographically, when the means of the reading test scores were analyzed with ethnicity as the controlling variable, the Hispanic students had a significantly higher mean on the scores for the constructed response test format. No other significant mean differences were found between the scores of the African American, Caucasian, Hispanic, or Native American students. When the means of the reading test scores were analyzed with gender as the controlling variable, no significant mean difference was found between the reading comprehension scores of the men and women. This study indicated that cognitive style had more impact on students' performance on a standardized test of reading comprehension than did ethnicity or gender. The un-timed multiple-choice format also had an equalizing effect on the means of the scores for these students.
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Date Issued: 2004
Identifier: CFE0000055, ucf:46085
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000055

Title: LATINATE WORD PARTS AND VOCABULARY:CONTRASTS AMONG THREE GROUPS COMPRISINGTHE COMMUNITY COLLEGE PREPARATORY READING CLASS.
Creator: Bellomo, Tom, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Students enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts...
Show moreStudents enrolled in a college preparatory reading class at one particular community college were categorized based on language origin. Native English speaking students comprised one group and foreign students formed two additional groups--students whose language origin was Latin-based (i.e. Romance languages) and students whose language origin was not Latin-based (i.e. Japanese). A pretest assessment measure was used to quantify the extent that pre-existing knowledge of Latinate word parts and morphologically complex vocabulary differed among groups based on language origin. The identical instrument served as a posttest to measure the extent that direct instruction in morphological analysis resulted in change among the same groups after one semester of instruction. Two sections on both the pretest and posttest yielded a total of four distinct mean scores that formed the primary basis for comparison. Categorizing students within the college preparatory reading class based on language origin revealed distinctive strengths and weaknesses relative to group identity when learning Latin-based word parts and vocabulary. Results of a one-way fixed-factor analysis of variance, in conjunction with multiple comparison procedures, indicated that the Latin-based group performed the strongest. This group had the greatest mean score on all four measurements; however, only for the word part section of the pretest was the difference statistically significant. The non Latin-based group performed the poorest as evidenced by scoring the lowest on three of the four measures, with a statistically significant difference for the vocabulary pretest. Additionally, a disproportionately large number of students within the native English-speaking group had difficulty mastering word parts. Though the lower group mean was statistically significant for the word part section of the posttest, practical significance was not observable from the descriptive data. A follow-up frequency tabulation revealed a dichotomization within the native English speaking group between those who proceeded to master word parts and those who did not. Furthermore, results from a pretest/posttest comparison for each respective group indicated that all three groups made significant gains on both sections of the test instrument as a result of direct instruction in Latinate word parts and vocabulary. However, there was an incongruity between word part and vocabulary mastery as all three group means were markedly better on the word part section of the instrument. The results of this study suggest that college preparatory students, regardless of their language origin, enter higher education with limited knowledge of Latinate word parts and vocabulary. The results further suggest that students comprising the heterogeneously populated college preparatory reading class can profit from direct instruction in morphological analysis--regardless of language origin. Prior research has demonstrated that college-level content words tend to be morphologically complex, singular in meaning, and likely to be Latinate in origin. Reading is the salient skill utilized across the curriculum and often the primary means of content dissemination. Reading, in turn, is principally linked to the extent of one's vocabulary. Consequently, teaching morphologically complex vocabulary at the college preparatory level along with providing a working knowledge of morphemes can assist students toward college readiness.
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Date Issued: 2005
Identifier: CFE0000444, ucf:46384
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000444

Title: CLOSING THE ACHIEVEMENT GAP FOR ENGLISH LANGUAGE LEARNERS:A COMPARISON OF LANGUAGE ARTS/ESOL AND ONE-WAY DEVELOPMENTAL BILINGUAL PROGRAMS.
Creator: Marlow, Kimberly, Murray, Barbara, University of Central Florida
Abstract / Description: The present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only...
Show moreThe present study was conducted to investigate two English Language Learner programs in one Florida county and their implications for student achievement. The literature review showed that, as students progress through the educational system, the academic content becomes more and more abstract, forcing students to rely more heavily on their oral and written communication skills in English. Significant achievement gaps, sometimes extremely large, were also identified between English-only students and English Language Learner students. One study highlighted a 46% gap on the 2005 National Assessment of Education Progress (NAEP). The present study was designed to investigate 23 middle schools in one Florida county. The focus of the study was on two English Language Learner programs: Language Arts/ESOL and One-Way Developmental Bilingual Education. A total of 13 schools were identified that had implemented the Language Arts/ESOL program, and 10 middle schools were identified that had implemented the One-Way Developmental Bilingual Education program. The 2007 FCAT reading mean scale scores for the schools' 7th-grade English Language Learners were compared to those of standard curriculum students. For both English Language Learner programs, a statistical significance was found using t-tests. In addition, FCAT reading Levels 1-5 were investigated. At FCAT Levels 1-3, the Language Arts/ESOL program out-performed the One-Way Developmental Bilingual Education program. At FCAT Levels 4 and 5, the One-Way Developmental Bilingual Education program out-performed the Language Arts/ESOL program.
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Date Issued: 2008
Identifier: CFE0002059, ucf:47582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002059

Title: DIRECT AND INDIRECT EFFECTS OF SELECTED FACTORS ON SCHOOL GRADES IN PUBLIC HIGH SCHOOLS IN THE STATE OF FLORIDA.
Creator: Miller, Joseph, Holt, Larry, University of Central Florida
Abstract / Description: The purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body...
Show moreThe purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body at a given school, socio economic status percentage (SES) as measured by the proportion of students participating in the free and reduced lunch program in relation to the total student body at a given school, academic achievement of 10th grade reading mean scale scores and 10th grade mathematics mean scale scores as measured by the Florida Comprehensive Assessment Test (FCAT), and football winning percentage as measured by reported scores to the Florida High School Athletic Association. The direct and indirect effects of minority percentage, socio economic status percentage, and football winning percentage were tested using a path model in calculating linear regressions to analyze the effects on school grades; while only the direct effects of academic achievement were tested for the effects on school grades. The path model assessed the desired path of the selected factors in the study (See Figure 1); however, all paths were tested in the fully recursive model as illustrated (See Figure 2) for both the 2004-2005 and the 2005-2006 school years in the sample. Selected factors that demonstrated strength of effects were examined for predictability on school grades. Selected factors that indicated indirect effects were analyzed for indication of any discriminating patterns. For the 2004-2005 and 2005-2006 school years, there was not a statistically significant direct effect for minority percentage and socio economic status percentage on winning percentage; FCAT reading mean scale score and FCAT mathematics mean scale score on winning percentage; winning percentage and FCAT reading mean scale score on school grades; winning percentage and FCAT mathematics mean scale score on school grades; minority percentage, socio economic status percentage, and winning percentage on FCAT reading mean scale score; minority percentage, socio economic status percentage, and winning percentage on FCAT mathematics mean scale score; or minority percentage, socio economic status percentage, and winning percentage on school grades. Two important effects were determined in the linear regression analysis. First, socio economic status percentage was not directly significant on school grades; however, it had a significant direct effect on the FCAT scores schools received on the Florida Comprehensive Assessment Test. Second, the FCAT reading and mathematics mean scale scores had direct significant effects on school grades in both the 2004-2005 and 2005-2006 school years. Recommendations were made for potential changes to the study to include school size, graduation rates, and student violence that could influence school grades. Future considerations should be given to inclusions based on the Florida Writes requirement, 10th grade science mean scale scores, and other subject content not currently part of the state mandate for graduation. In addition, a study could be conducted that included changes to the path model to reflect minority percentage more accurately in the effects toward the designation of school grades. Finally, a study could be conducted that included participation in sports to account for any ancillary variables that may contribute to the effects of the designation of school grades.
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Date Issued: 2007
Identifier: CFE0001594, ucf:47160
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001594

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