Browsing by Subject "Reading"
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Item The Benefits of Bibliotherapy in the Classroom(2021-04-08) Juliana, Buttner; English; ENGL 308 - Social Sciences Advanced CompositionBibliotherapy offers more than just lessons. Students who have anxiety, phobias, and other mental disorders can take from stories and develop better coping mechanisms. One of the best and most effective ways to use bibliotherapy is to use it so students could grasp complicated concepts like math or the loss of a loved one. Applying scenarios and picture books that listed the same issues the child is going through and encouraging talk therapy alongside bibliotherapy has shown positive effects.Item Cross-Document Coreference Resolution: A Key Technology for Learning by Reading(AAAI, 2009-03-23) Mayfield, James; Alexander, David; Dorr, Bonnie; Eisner, Jason; Elsayed, Tamer; Finin, Tim; Fink, Clay; Freedman, Marjorie; Garera, Nikesh; McNamee, Paul; Mohammad, Saif; Oard, Douglas; Piatko, Christine; Sayeed, Asad; Syed, Zareen; Weischedel, Ralph; Xu, Tan; Yarowsky, DavidAutomatic knowledge base population from text is an important technology for a broad range of approaches to learning by reading. Effective automated knowledge base population depends critically upon coreference resolution of entities across sources. Use of a wide range of features, both those that capture evidence for entity merging and those that argue against merging, can significantly improve machine learning-based cross-document coreference resolution. Results from the Global Entity Detection and Recognition task of the NIST Automated Content Extraction (ACE) 2008 evaluation support this conclusion.Item The Effect of Growth Mindset Feedback on the Reading Fluency of on and Below Level Third Graders(2018-12-17) Lee, Robin; Masters of EducationThe purpose of this study was to evaluate the effectiveness of growth mindset feedback on the reading fluency development of on and below level third grade students. The measurement tool used was the Fountas and Pinnell Benchmark Assessment system and the Treasures Fluency Assessment book for grades 1-6. Growth mindset feedback was delivered through a digital survey and reflection questions. This study utilized quasi experimental pretest-posttest design. Growth Mindset feedback did not statistically impact reading fluency. Research on the impact of growth mindset on reading growth should continue due to the importance of reading on future academic success.Item The Effect of Supplementing Guided Reading Interventions with Pre- and During Reading Discussion Strategies on First Grader's Reading Comprehension(2019-05-10) Grossman, Chelsea; Masters of EducationThe purpose of this study was to determine whether supplementing regular guided reading instruction, which included post-reading discussions, with pre-and during reading discussions would improve students’ reading comprehension. The Fountas and Pinnell Benchmark Assessment (Fountas & Pinnell, 2012) was used to determine the students’ comprehension levels. Students were asked “in the text” and “beyond the text” questions to determine their total comprehension scores and then grouped into closely matched treatment and comparison groups comprised of students with mixed reading comprehension levels. The treatment group received the supplemented guided reading instruction, while the control group did not. After the four-week intervention, the Fountas and Pinnell Benchmark Assessment was used again to determine their posttest comprehension scores. While the control group outperformed the treatment group on each of the pre-intervention comprehension measures (statistically significantly on two of the measures), the treatment group’s scores were statistically significantly higher than those of the control group on all three post-intervention comprehension measures (in the text, beyond the text and total scores). Therefore, the null hypothesis, that the two groups’ reading comprehension scores would be the same after the intervention, was rejected. These results suggested that the addition of pre-reading and during reading discussion strategies to the regular guided reading lessons benefitted the participants’ comprehension and warrants further study.Item Improving Second Language Acquisition of English Language Learners(2021-04) Furniss, Mariely; Rhoades, Thomas; Brennan, Sarah; Masters of EducationThe reading achievement gap between English language learners (ELLs) and English native speakers is increasing due to many factors, including the limited oral language of ELs. The purpose of this study was to investigate the effect of reading online on oral language for English language learners learning virtually from home and for English language learners learning from a hybrid setting. The differing learning environments (virtual and hybrid) were just one of the many effects of the COVID-19 pandemic. The null hypothesis in this action research study was that there would be no difference between the two groups’ speaking performances after reading online over time. This study was a descriptive study using survey methodology. The participants were eight second graders from Anne Arundel County, Maryland. All eight participants were English language learners. The research found no statistically significant difference between the two groups’ speaking performance after reading online for five weeks.Item Investigating the Relation Between Low-Income Parents' Educational Involvement and Classroom Variables on Children's Reading Skills(2018-01-01) Gay, Brittany; Sonnenschein, Susan; Psychology; PsychologyThis study examined the relation between low-income parents' educational involvement, measured as a composite of home- and school-based activities, and children's reading skills in first grade. Class size, amount of reading instruction, and teacher self-efficacy were also examined as predictors of children's reading skills as well as moderators of the relation between parents' educational involvement and children's reading skills. Parents' educational involvement predicted children's reading skills; however, none of the three classroom variables did. Although neither class size nor teacher self-efficacy moderated the relation between parents' educational involvement and children's reading skills, the amount of classroom reading instruction did. The relation between parents' educational involvement and children's reading skills was stronger for children who received fewer than 2 hours of classroom reading instruction a day. The results of this study underscore the need to consider both home and school contexts when examining the reading skills of children from low-income households.Item The Relationship Between Instrumental Music Instruction and Reading Achievement in Third, Fourth, and Fifth Grade Students(2014-07) Supko, Paige W.The purpose of this study was to compare reading performance among third, fourth, and fifth grade students who participated in instrumental music instruction with performance of those who did not participate in instrumental music instruction. The measurement tool for reading performance was the Fountas and Pinnell Benchmark Assessment, 2nd edition. This study used a pretest/posttest design to compare reading level data from October 2013 to reading level data from May 2014 for students participating or not participating in instrumental music instruction. Students participating in band and strings performed significantly better than those who did not, though results could be attributable to a number of factors. Research in the area of music instruction’s benefits to reading performance should continue to better determine the amount and type of instruction that is most useful as well as the specific ways in which music can improve student performance.Item Remembering Children's Books of Yesteryear During National Library Week(Originally published by: City Paper, 2014-04-17) Spitz, Ellen Handler; Honors College