Word Identification and Adolescent Deaf and Hard-of-Hearing Readers

2018 ◽  
Author(s):  
Jessica W. Trussell ◽  
M. Christina Rivera
Keyword(s):  
High School Students ◽  
Hard Of Hearing ◽  
Reading Ability ◽  
Word Identification ◽  
Evidence Base ◽  
Strategic Decisions ◽  
School Students ◽  
Future Earnings ◽  
College Reading ◽  
Decoding Instruction

Many deaf and hard-of-hearing (DHH) high school students graduate with reading abilities that leave them poorly prepared for postsecondary settings. In college, reading ability is an important predictor of graduation rates and level of degree attained, and the postsecondary degree a DHH student completes will affect his or her future earnings, upward mobility, and job satisfaction. Considering how important reading is to a DHH student’s future, this chapter will review the evidence base surrounding the foundational building block of reading, decoding. Researchers suggest that decoding instruction for adolescents should occur not only during language arts classes but also in the content areas (i.e., math, science, and social studies). This chapter reviews successful decoding strategies and suggests decoding strategies that teachers can use to support adolescents in various content-area disciplines. The authors discuss how teachers and parents can make strategic decisions when implementing decoding interventions that have no available evidence base.

scholarly journals A Research on the Influence of Scaffolding Teaching on Junior High School Students’ English Reading Ability

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
YANG Dan
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
Teaching Experiment ◽  
Junior High School Students ◽  
School Students ◽  
English Reading ◽  
Reading Interest

This research tries to apply the scaffolding teaching mode in English reading teaching, with the purpose of enhancing students’ interest in reading and improving their reading levels. This study explores whether scaffolding teaching can enhance students’ reading interest and thus improve junior high school students’ English reading ability. After a 3-month-long teaching experiment, through the comparison and analysis of questionnaires and English reading scores, it is found out that scaffolding teaching is beneficial to enhance students’ reading interest and improve students’ reading level.

scholarly journals Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

2020 ◽  
Vol 3 (3) ◽  
pp. 198
Author(s):  
Shahrbanoo Joulide ◽  
Akram Faravani ◽  
Ali Akbar Boori
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Achievement ◽  
Classroom Environment ◽  
Financial Management ◽  
Classroom Climate ◽  
Reading Ability ◽  
Self Determination ◽  
Achievement Scores ◽  
School Students

A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in   educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement.  150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score. 

The Engagement Gap

2014 ◽  
Vol 657 (1) ◽  
pp. 194-207 ◽  
Author(s):  
Kaisa Snellman ◽  
Jennifer M. Silva ◽  
Carl B. Frederick ◽  
Robert D. Putnam
Keyword(s):  
High School Students ◽  
Middle Class ◽  
Extracurricular Activities ◽  
Equal Opportunity ◽  
Organized Activities ◽  
School Students ◽  
Future Earnings ◽  
Youth Outcomes ◽  
Sport Teams ◽  
Upper Middle Class

Participation in extracurricular activities is associated with positive youth outcomes such as higher education attainment and greater future earnings. We present new analyses of four national longitudinal surveys of American high school students that reveal a sharp increase in the class gap in extracurricular involvement. Since the 1970s, upper-middle-class students have become increasingly active in school clubs and sport teams, while participation among working-class students has veered in the opposite direction. These growing gaps have emerged in the wake of rising income inequality, the introduction of “pay to play” programs, and increasing time and money investments by upper-middle-class parents in children’s development. These trends need to be taken into account in any new initiative to monitor mobility. They also present a challenge to the American ideal of equal opportunity insofar as participation in organized activities shapes patterns of social mobility.

scholarly journals Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia

2019 ◽  
pp. 155-167
Author(s):  
Iva Urdarević
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Placement Test ◽  
School Students ◽  
Hearing Status ◽  
Efl Students ◽  
Learning English

This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.

scholarly journals Training Gifted and Talented Children in the Context of Evidence-Based Practice

2020 ◽  
Vol 1 (1) ◽  
pp. 34-46
Author(s):  
N.B. Shumakova
Keyword(s):  
High School Students ◽  
Academic Success ◽  
Gifted And Talented ◽  
Personal Development ◽  
Positive Impact ◽  
Gifted Students ◽  
Evidence Base ◽  
Maximum Effect ◽  
School Students ◽  
Talented Students

The article analyzes modern research on the effectiveness of the application of different teaching practices for gifted and talented students based on acceleration and enrichment strategies. The data of foreign studies on the size of the educational effect on academic success, social and personal development of gifted and talented students, depending on the applied strategies and training programs, as well as educational levels, are discussed. The positive influence of most forms of acceleration and enrichment on the academic success of gifted students can be considered proven, although the size of the effect is different for different forms and different levels of education. With regard to the socio-emotional and personal development of gifted students, the data on the positive impact is not so clear, while enrichment programs have an advantage, and the maximum effect size is shown for high school students. The problem of the lack of empirical data on the effectiveness of enriched programs for gifted students and most of all for gifted elementary school students has been identified. An example of the implementation of the enrichment strategy for gifted children of this educational level in domestic practice is presented — the program of creative interdisciplinary training “The gifted child”, which has a sufficient, although not complete, evidence base. Its wider implementation and distribution is associated with the problem of psychological and pedagogical training of teachers. The article presents.

scholarly journals THE EFFECTIVENESS OF JIGSAW LEARNING STRATEGY TO IMPROVE STUDENTS’ READING ABILITY

2016 ◽  
Vol 1 (1) ◽  
pp. 68
Author(s):  
Kurniawan Yudhi Nugroho ◽  
Khosiatul Fitri
Keyword(s):  
High School ◽  
High School Students ◽  
Reading Ability ◽  
Learning Strategy ◽  
Senior High School ◽  
Learning Performance ◽  
School Students ◽  
The Mean ◽  
The Impact ◽  
Senior High School Students

This research was an attempt to investigate the use of Jigsaw learning Strategy in term of improving students’ reading ability. This six month project was conducted to Senior-high school students around Semarang. In order to get to know the impact of this program, this research required two classes designed as the class of experiment and the class of control. Each class would have its roles in this research. As the project was completely done, it was observed that the mean score of the posttest in the class ofexperiment (85.4412) was higher than that of the class of control (67.95). Of referring to the data, this was concluded that this learning strategy was positively effective to improve students’ learning performance in reading.

Ease of Comprehension of Standard and Readable Automobile Insurance Policies as a Function of Reading Ability

1977 ◽  
Vol 9 (1) ◽  
pp. 85-87 ◽  
Author(s):  
J. Peter Kincaid ◽  
Louis G. Gamble
Keyword(s):  
High School Students ◽  
Reading Ability ◽  
Reading Test ◽  
Insurance Companies ◽  
Automobile Insurance ◽  
School Students ◽  
Test Form ◽  
Cloze Procedure ◽  
Ability Groups ◽  
Average Readers

Standard automobile policies which are hard to understand were compared with passages from the new readable policies. Passages were selected from policies issued by two major insurance companies. Comprehension of the passages was tested using the cloze procedure. One hundred and fifty college and high school students were divided into three reading ability groups using the comprehension section of the Gates-MacGinitie Reading Test, Form F. The best readers could understand all passages [according to a thirty-five percent score on the cloze test). The average readers could understand the readable but not the standard passages. The poor readers could not understand any of the passages. All groups did better with the readable passages than with the standard passages.

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