scholarly journals Sketch and Speak : An Oral, Written, and Graphic Expository Strategy Intervention for Secondary Students

2021 ◽  
pp. 1-17
Author(s):  
Teresa A. Ukrainetz ◽  
Amy K. Peterson
Keyword(s):  
Learning Strategies ◽  
Secondary Students ◽  
Cognitive Processes ◽  
Gain Control ◽  
Evidence Base ◽  
Expository Texts ◽  
Informational Texts ◽  
Older Students ◽  
Information Retention ◽  
Secondary Grades

Purpose This clinical focus article describes an intervention to improve comprehension, retention, and expression of the ideas and language of expository texts. Sketch and Speak intervention links written, graphic, and oral learning strategies through a triadic process of noting an idea simply with written or pictographic notes, then saying it fully, and saying it again. This simple routine engages transformational and retrieval cognitive processes involved in active learning and information retention. We consider the evidence base from the psychological and educational literature and report research evidence with younger students with language-related learning disabilities. We explain how to use Sketch and Speak with students in the secondary grades and suggest how to coach students toward independent, self-regulated use. Conclusions Students in the secondary grades benefit from learning strategies that help them gain control over the ideas and language of informational texts. Sketch and Speak may be a helpful addition to the speech-language pathologist's repertoire for older students with language and learning difficulties.

Strategic Intervention for Expository Texts: Teaching Text Preview and Lookback

2016 ◽  
Vol 1 (1) ◽  
pp. 99-108 ◽  
Author(s):  
Teresa A. Ukrainetz
Keyword(s):  
Student Learning ◽  
Learning Strategies ◽  
Struggling Readers ◽  
Expository Texts ◽  
Informational Texts ◽  
Strategic Choices ◽  
Expository Discourse ◽  
Teaching Text ◽  
Broad Domain

Students must understand, learn from, and compose diverse genres of oral and written expository discourse for many purposes. From this broad domain, speech-language pathologists (SLPs) need to make strategic choices that will result in their students becoming more independent, capable learners. This article explains the important role of learning strategies in dealing with informational texts and how SLPs are suited to teach strategies to struggling readers. Specific attention is given to two simple strategies that can make noticeable differences in student learning: text preview and lookback.

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

scholarly journals THINK-PAIR-SHARE: ENGAGING STUDENTS IN SPEAKING ACTIVITIES IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 13-19
Author(s):  
Dian Apriyanti ◽  
Mutiara Ayu
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Secondary Students ◽  
Learning Process ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Document Analysis ◽  
Process Plan ◽  
Analysis Technique ◽  
Speaking Skill

Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.

scholarly journals Immigration and gender as differentiating elements in the motivation and strategies of Spanish secondary students

2017 ◽  
Vol 14 (40) ◽  
Author(s):  
José Manuel Suárez ◽  
Ana Patricia Fernández ◽  
Ángela Zamora
Keyword(s):  
Secondary School ◽  
Goal Orientation ◽  
Learning Strategies ◽  
Secondary Students ◽  
Academic Motivation ◽  
Orientation Scale ◽  
And Gender ◽  
Student’S T ◽  
Secondary School Pupils

Introduction. The debate over the education of immigrant pupils relative to native Spanish students is currently a hot topic, but very little research has been undertaken in this area in Spain. The objective of this study was to detect certain possible differences in motivation and strategies between immigrant and Spanish pupils, and also between boys and girls.Method. A sample of 436 secondary school pupils was used. The Motivated Strategies for Learning Questionnaire (MSLQ) was used as a basis, but was adapted in the shape of the elimination of the goal sub-scales (intrinsic and extrinsic), which were replaced by the Goal Orientation Scale of Skaalvik. Various Student’s t-tests were carried out to determine whether or not there were statistically significant differences between the independent samples studied, concretely in respect of nationality of origin and of gender. In interpreting results, account was also taken of the effect of the size of sample. Moreover, MANOVA analyses were also used to check whether there were any interactions between the nationality of origin and gender in respect of the variables studied.Results. In general, it was noteworthy that the main differences found were linked to the gender of pupils, much more than their nationality of origin. Hence, statistically significant differences were found in a total of twelve variables by gender and only three by nationality. Moreover, differences encountered lay mostly in the area of learning strategies rather than in academic motivation and self-motivation.Discussion and conclusion. As a general conclusion for this study, it may be emphasized that the main differences recorded were in respect of gender, much more than with regard to the nationality of origin. More specific studies would be desirable so as to develop further this line of investigation, which is novel in a Spanish context.

Peer-Mediated Academic Interventions

2021 ◽  
pp. 29-47
Author(s):  
Shobana Musti-Rao ◽  
Michele M. Nobel
Keyword(s):  
Learning Strategies ◽  
Evidence Base ◽  
Academic Interventions ◽  
Review Of The Literature ◽  
Peer Assisted Learning ◽  
Academic Behaviors ◽  
Detailed Review ◽  
Writing Interventions ◽  
Diverse Groups ◽  
Robust Evidence

Peer-mediated academic interventions (PMAIs) have a robust evidence base that support their use in classrooms to improve a variety of academic behaviors. In this chapter, we define PMAIs, discuss strengths and challenges of using these interventions in classrooms with diverse groups of learners, and provide a detailed review of the literature to support each of four highlighted PMAIs: peer tutoring, Peer-Assisted Learning Strategies, cooperative learning, and peer-mediated writing interventions. This chapter also introduces the practical chapters in this section, which cover each of the four highlighted PMAIs.

Supporting Secondary Students with Disabilities in an Inclusive Environment

2016 ◽  
pp. 75-106
Author(s):  
Pam L. Epler
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Secondary Students ◽  
Teacher Candidates ◽  
It Impacts ◽  
Secondary Classroom ◽  
Specific Category ◽  
Secondary Grades ◽  
Disability Categories ◽  
Pre Service Teacher

This chapter is designed to inform and educate secondary (Grades 6–12) pre-service teachers on how to provide content and design assignments for students within the special education continuum. The chapter is divided into 12 sections, one for each IDEA disability category. Each section includes the definition and characteristics of the specific category as well as how it impacts learning. The prevalence of the exceptionality occurring in the secondary classroom is also discussed, thus informing pre-service teacher candidates about which disability categories they are most likely to encounter while teaching. Also included in each section is a discussion and examples of various research-based instructional strategies and assignments as well as resources such as websites or illustrations that can be utilized.

Smoking Among A Sample Of Australian Teenagers: Perceptions Of Social And Health Consequences

2003 ◽  
Vol 14 ◽  
pp. 8-15
Author(s):  
Frances V. O'Callaghan
Keyword(s):  
Weight Loss ◽  
Secondary Students ◽  
Important Implication ◽  
Smoking Prevalence ◽  
Social Consequences ◽  
Health Consequences ◽  
Older Students ◽  
Prevalence Studies ◽  
Persuasive Communications ◽  
National Prevalence

AbstractAustralian national prevalence studies indicate that despite reductions in rates of smoking among younger secondary students, the proportion of smokers among older students remains unchanged in recent years and figures overall give cause for serious concern. This study examines the beliefs underlying adolescents' behaviour in relation to smoking and provides information about which beliefs should be targeted in persuasive communications designed to reduce adolescent smoking. One hundred and thirty adolescents in their second last year of high school were surveyed and results revealed that smokers were largely differentiated from others in relation to the perceived social consequences of smoking. They endorsed the beliefs that smoking would make them feel relaxed, gain personal enjoyment, look cool, and help with weight loss rather than beliefs regarding the health consequences. An important implication of the findings is that interventions may need to focus more on the perceived positive consequences of smoking, on changing social norms by correcting false beliefs about smoking prevalence and consequences, and by incorporating more skills-based components in prevention programs.

scholarly journals Diferencias de sexo y edad en la motivación y autorregulación del aprendizaje

2018 ◽  
Vol 27 (2) ◽  
pp. 177-193
Author(s):  
Danijela Jandrić ◽  
Zvonimir Šimić
Keyword(s):  
Test Anxiety ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Peer Learning ◽  
Seventh Grade ◽  
Older Students ◽  
Male And Female ◽  
Self Regulated Learning ◽  
Extrinsic Value ◽  
Regulated Learning

Self-regulated learning is an active participation in a learning process, which comprises cognitive, metacognitive and behavioural processes, and involves learning strategies and peer learning. In the basis of self-regulation is motivation, which in school settings can be specified as test anxiety, selfefficacy, and intrinsic and extrinsic value. The aim of this research was to verify the differences between male and female participants as well as between fifth- and seventh-grade students, regarding intrinsic and extrinsic value, self-efficacy, test anxiety, learning strategies and peer learning. Participants were fifth- and seventh-grade students (N = 172) from two elementary schools. No differences were found between male and female participants in intrinsic and extrinsic value, self-efficacy, learning strategies and peer learning. However, statistically significant differences in the all of the above-mentioned variables were found between younger and older students. Weaker motivation and self-regulated learning, found among older students, confirmed previous findings in this field. Results are discussed within the framework of personality development and selfdetermination theory which describe academic motivation and self-regulated learning.

Sign in / Sign up

Export Citation Format

Share Document