The purpose of this study was to describe the moves used by middle-school ESL students to infer the meaning of unknown words in a science passage, and to describe the use of visual inscriptions in their inferencing process. Data from 10 female ESL students were collected using think-alouds while reading a test passage from a science textbook. In addition participants completed a Survey of Reading Strategies survey and participated in an open-ended interview about reading strategies. The think-aloud transcripts were analysed using an inductive process based on the constant comparison method, and resulted in the development of a taxonomy consisting of two meta-categories, six categories, and 20 sub-categories of inferencing moves. This taxonomy resulted in the identification of five sub-categories of inferencing moves that had not been described in previous lexical inferencing research. Each of these five new sub-categories occurred among the top ten most frequently used moves overall. Further analysis revealed that participants used Regulatory category moves more frequently than Heuristic moves. This suggested that participants in this study expended a Iarger portion of their resources managing the inferencing and the social aspects of the reading task than attending to word, sentence, discourse, or prior knowledge moves. The use of visual inscriptions was reported with low overall frequency, but this sub-category was used in complex ways in conjunction with other Regulatory and Heuristic moves. This suggested that the use of inscriptions was firmly embedded in the lexical inferencing processes of participants when reading science texts. Suggestions for future research include using texts with additional multimodal characteristics, expanding the age range of participants to include younger ages, and including descriptions of moves resulting from the social aspects of the reading tasks. Pedagogical implications include: (1) developing instruction which targets the use of less frequently reported Regulatory and Heuristic moves to expand the inferencing repertoire of learners, and (2) developing instruction which encourages students to draw links between inscriptions and the construction of lexical meaning to aid in the interpretation of complex text. Further it is suggested that textbook designers: (I) develop more calculated design strategies that will assist students in using inscriptions and text in tandem to construct meaning, and (2) use the published results of lexical inferencing to include features that facilitate the identification of words that are anticipated to be problematic for ESL learners.

<p> The responsibility of ensuring that students are educated both academically and socially lies squarely on the shoulders of California K-12 public school district superintendents and the dominating presence of technology in everyday life necessitates that district superintendents lead a digital-age learning culture within their districts. The purpose of this survey study was to investigate and describe strategies utilized by California K-12 public school district superintendents to create, promote, and sustain, a digital-age learning culture as operationalized in the International Society for Technology in Education Standards (ISTE) for advancing digital-age leadership. A second purpose of the study was to investigate what these superintendents perceive to be the greatest challenges related to leading a digital-age learning culture and what they believe is needed to address the challenges.</p><p> A survey was administered online to the census population of 1,051 California K-12 public school district superintendents. The survey consisted of 3 background questions, 5 quantitative-based questions and 2 open-ended qualitative questions. Ninety two superintendents responded to the survey.</p><p> Analysis and interpretation of the data resulted in the following conclusions: (1) The superintendent's leadership for developing and stewarding a shared vision for technology-supported learning for all students is key. (2) Translating a vision for a digital-age learning culture for all requires superintendents to: a) prioritize funding, b) provide educators with access to current technology, and c) promote continuing learning opportunities. (3) Promoting collaboration about the use of technology within the district is another key. (4) Superintendents need more funding than currently exists in order to provide current technology, access to technology services, and professional development for educators; and, (5) There is a need for a statewide vision among state leaders, district leaders, and technology industry leaders.</p><p> Based on the findings of this study, it is recommended that superintendents need to develop a clear vision, place heavy emphasis on professional development, and collaborate with the community to make funding the utmost priority.</p>

<p> Being able to read proficiently is a critical skill all students must master in order to graduate from high school, pursue postsecondary learning opportunities, and secure employment. English language learners (ELLs) are a group of students at risk for leaving school without becoming proficient readers. Repeated reading has been identified through the literature as a promising approach for remediating reading difficulties for adolescent ELLs with reading difficulties (Denton et al., 2004; 2004; Hawkins et al., 2011; Malloy et al., 2006; Tam et al., 2006; Valleley &amp; Shriver, 2003). Repeated reading been shown to increase students' reading fluency and in turn their comprehension, and vocabulary instruction is considered an essential component of instruction for ELLs. </p><p> The main purpose of this study was to extend the literature and investigate two components of reading intervention for adolescent ELLs with reading difficulties: fluency instruction and vocabulary instruction. Specifically the study examined the following research questions: (1) What is the impact of a repeated reading intervention on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? (2) What are the additive effects of vocabulary instruction, in conjunction with the repeated reading intervention, on the reading fluency, accuracy, and reading comprehension of adolescent ELLs with reading difficulties? </p><p> <b>Summary of Study Design and Findings</b> A single case ABCBC multi-treatment design was used to investigate effects of repeated reading over no intervention (baseline) and the additive effects of vocabulary instruction for three adolescent ELLs with reading disabilities. The repeated reading intervention phases consisted of adult modeling, error correction, feedback, and practice reading expository passages. The repeated reading + vocabulary instruction phases added direct instruction of six vocabulary words found in the passage. </p><p> Overall findings indicate that ELLs with reading disabilities benefit from repeated reading interventions but respond differentially to the addition of vocabulary instruction.</p>

Thesis (Ed.D)--Baylor University, 2007. / Includes bibliographical references (p. 158-166).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 133-142). Also available via the Internet.

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 157-162).

Thesis (Ed. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 225-238).

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: Margaret Terry Orr. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 90-91).

Thesis (Ed.D.)--Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Frank L. Smith Jr. Dissertation committee: Jeannette E. Fleischner. Sponsor: Frank L. Smith, Jr. Dissertation Committee: Jeannette E. Fleischner, . Includes bibliographical references (leaves 160-167).

Thesis (Ed. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 133-145). Also available on the Internet.