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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
81

Creating a Sentence Frame Toolkit Based on Third Grade Writing Standards to Support the Writing Instruction of Spanish-Speaking English Learners

Rosa Le Bron, Tanisha J 01 January 2020 (has links)
Third grade general education teachers, particularly in Florida, will teach English learners (ELs) in their classroom who must participate in their English Language Arts writing classes at roughly the same pace as native English speakers in order to perform grade-level, standards-based writing tasks. For this reason, general education teachers must be equipped with helpful, research-based resources to support the ELs to become equally successful in writing instruction as their native-speaking peers. This thesis explored the use of sentence frames for improving the English skills of ELs as they start to understand and use the syntax of Standard English. As a result, this thesis created a teacher-friendly resource, the Sentence Frame Toolkit for Third Grade, containing sentence frame templates and sample student work for third grade teachers to use as a resource when teaching expository writing in English Language Arts to Spanish-speaking ELs. The sentence frames in the toolkit are aligned to Florida’s third grade expository writing standards from Cluster I. By using the sentence frames in the toolkit as support, ELs will be able to turn thoughts into words, produce the second language at their pace, and continue to improve as skilled writers.
82

THE BOOK SELECTION PROCESS OF THIRD GRADE STUDENTS DURING LIBRARY

Caperna, Carolyn Grace 22 March 2007 (has links)
No description available.
83

An Exploration of Gender Bias in Selected Basal Reading Series

Consolo, Meredith S. 05 April 2009 (has links)
No description available.
84

The Effects of a Classroom Based Yoga Intervention on Test Anxiety, Academic Performance and Attention in Third Grade Students

Dreisbach, Melissa D. January 2017 (has links)
No description available.
85

The effects of the Reading Academy Intensive Support Education (RAISE) Summer School Program on students' Third Grade Reading Guarantee (TGRG) assessment scores

Breymaier, Susan M. January 2018 (has links)
No description available.
86

Ohio’s Urban Eight: An Analysis of Administrative Staffing Options and their Implications on Reading Achievement

Cosmah, Michelle L. 12 September 2013 (has links)
No description available.
87

A Qualitative Study of Parents' Experience with their Children's Mandated Retention: Ohio's Third Grade Reading Guarantee in Action

Owens, Erin Heather 17 July 2019 (has links)
No description available.
88

A Comparative Study of Reading Instruction Management for Selected Third-grade Students in an Urban School District

Cohen, Kellie A. (Kellie Ann) 08 1900 (has links)
The specific purposes of the study were (1) to determine the effectiveness of ECRI (Exemplary Center for Reading Instruction), as compared to "traditional" (basal driven) classroom instruction based on a comparative analysis of norm-referenced test data; (2) to determine if there was a significant difference between Blacks, Hispanics and Caucasians on the Vocabulary and Reading Comprehension portions of the Iowa Test of Basic Skills among the third grade ECRI students; and (3) to provide valid information for those charged with the implementation of reading instruction in the Dallas Independent School District, Dallas, Texas.
89

Čtenářství žáků vyučovaných genetickou metodou / Readership of pupils taught by the genetic method

Ryšková, Julie January 2013 (has links)
112 ABSTRACT This thesis explores the influence of so called "genetic method of initial reading learning" for further readership of children in the third class of elementary school. The aim of this thesis is to compare children's results in individual monitored elements at both children taught earlier by so called "analytic-synthetic method" and those taught by the "genetic method" monitoring the impact of both methods on these results. The data obtained has been linked with the effects brought by individual teachers. Subsequently, proposals for each of the monitored classes were presented to optimize the reading skills development. The theoretical part contains the topics that are closely related to children's reading skills development. The practice part is based on the research leading to the fulfillment of the thesis objectives. A questionnaire for children and teachers was used as the main source of data. The conclusion summarizes the thesis learnings and points out its results showing positive impacts of "genetic method" combined with specific activities used by the teacher. In the conclusion, I refer also to the steps for further reading skills development proposed for each of the classes monitored, which can become an inspiration for all teachers who care about the children's reading.
90

”Välkommen till 3a!” : – En etnografisk fallstudie om språkutvecklande undervisning i ett språkligt och kulturellt heterogent klassrum

Roux Sparreskog, Christa January 2018 (has links)
Title: ”Welcome to 3a!”– An ethnographic case study on language-focused teaching in a linguistically and culturally heterogenic classroom   The overall aim of this ethnographic case study is to study language-focused teaching in a multicultural Swedish school and a third grade composed of pupils with different linguistic and cultural backgrounds. The study focuses on the support of multilingual pupils offered by teachers and educators, on what didactic choices teachers make and what didactical methods are used during reading and writing lessons and on what language-focused teaching strategies the teachers and educators use. The results show that the school staff meet parents and pupils with openness, curious humility and advocate the use of dialogue for effective cooperation between school and home. Different vocational categories and educators with different linguistic and cultural backgrounds collaborate. They work solution-focused and language-oriented. The study shows didactical choices and methods used by teachers and educators and their reflections on the choices and methods. Working with words and texts is an important part of the lessons. Instructions, expressions of learning goals and delivery of working strategies are frequent. A variety of different methods is used, where many questions are asked and individual words or student responses are often repeated. The teachers work with clear frameworks and structure. The proximity and a good relationship with the pupils are valued. Professional cooperation is seen as a success factor and is a common feature of school life. The heterogeneity of the pupil group determines the choice of working methods. Building a Swedish vocabulary while developing knowledge is one of the most important objectives of teaching. The use of the Swedish language dominates the teaching A language-focused teaching strategy the teachers and educators use is the presentation of good examples. Strategies regarding writing, as well as behavioural instructions, were given.  Confirmation and praise were expressed and subject-related questions and clues were given. The class teacher clearly orchestrates the classroom, where subject content and concepts are put in context and parallels are drawn. The class teacher refers to previous lessons and other subjects as well as adjusts her language to the students' linguistic levels. Different forms of visual support are used regularly. Overall, this dissertation highlights: (a) Working at a culturally and linguistically heterogeneous school means a daily balancing act between socialisation and inclusion. Future democratic citizens must be trained, the Swedish school and the subject of language have to be developed, while taking into account the linguistic habits and cultural expectations of the home. Swedish school culture is to be conveyed without emptying the families of previous experiences. (b) Pupils in need of a higher linguistic or knowledge-based challenge need to stand back for the collective structural and linguistic needs for support. Pupils with the greatest need for linguistic compensatory bridges between home and school receive support through multilingual staff directly at school if they belong to one of the language groups represented at the school. (c) In spite of experienced, committed and cooperative staff, L1 education remains a difficult task to complete. L1 education seems to meet many practical organisational and status-related challenges. By employing multilingual staff, alternative solutions were found. L1 education is experienced by several pupils student as being something voluntary and unnecessary.

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