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Self-reported Listening Strategies by Students in an Intensive English Language Program

The purpose of this research is to add to knowledge about cognitive and metacognitive listening strategies by second language learners. A survey was developed and administered in which questions solicited a retrospective self-report of students' listening habits. The listening strategies used for this study are limited to main idea identification and translation, because they succinctly exemplify the broad groups of strategies to which they belong. Respective sections of the questionnaire address academic, authentic, and informal listening contexts, in order to isolate and differentiate between the strategies' reported use in each, revealing discrepancies and similarities between reports of strategy use in the different contexts. This research project offers information valuable to the field of second language instruction by providing more insight into these two common listening strategies and their reported use in three contexts.

metacognitive instruction also reduces language anxiety and builds confidence
when approaching listening tasks” (Goh, 2006, p. 226) ... The curriculum must be
designed to convince students to be willing to deal with authentic input” (1990, p.

The Effects of Traditional and Instructional Models of Sustained Silent Reading on the Reading Achievement and Motivation of Third and Fourth Grade Students

Despite a lack of empirical support for the effectiveness of sustained silent reading (SSR) in the literature, the practice of providing time for students to read materials of their own choosing during the school day is still offered in many classrooms today (Block & Mangieri, 2002; Nagy, Campenni, Shaw & Shaw, 2000; Pressley, Rankin & Yokoi, 1996). While many of the previous studies investigated a traditional version of SSR, where the teacher served as a model by reading silently during the period, this research also explores the effectiveness of an instructional version of SSR, known as Instructional Sustained Silent Reading, with five classrooms of third and fourth grade students. The essential elements of ISSR include teacher and student booksharing and weekly student-teacher conferences that focus on student interests and needs. A concurrent nested mixed methods research design was used to measure effects on reading achievement and reading motivation, as well as to explore the experiences of students and teachers as they were involved in both the traditional SSR and ISSR models of independent reading. The results indicate that students from both groups valued the opportunity to read for their own purposes during the school day and appreciated the choice and variety of books offered. Students involved in the ISSR model, particularly those who were low achieving or demonstrated low motivation for reading, benefited from the individualized support of the teacher during the weekly conferences and booksharing opportunities. For some of these students, a change was evidenced in their goal orientations, with a newfound perception of reading as a personally engaging activity (a mastery goal orientation) rather than as a teacher-controlled activity (performance orientation).

of unfamiliar words and for comprehending difficult passages or text structures
are best learned through explicit instruction and practice in using the skills in
extended texts (Block, 1993; Bauman & Ivey, 1997). When proficient in using
decoding ...

An Analysis of Rx for Discovery ReadingRTM for Elementary Students Below Average in Reading

Rx for Discovery ReadingRTM is an intervention developed by the National Institute for Learning Development to impact the reading abilities of students below grade level in reading. The program was designed to address every area of reading acquisition, but, for this study, the areas of phonological processing, decoding, and fluency were investigated using pre- and post-test scores from the KTEA-II, GORT, and DIBELS. The problem studied was whether Rx for Discovery ReadingRTM would raise the mean standard scores in the three areas at the conclusion of the field test. Using a small-group format, twenty-nine students who were not on grade level in reading according to the most recent annual achievement test were involved in the intervention for fifty forty-five minute sessions over one school year. Eight NILD educational therapists in a variety of geographical areas in the United States and Canada implemented the intervention, working with a group of four students each. At the conclusion of the field test, the data were examined, and it was discovered that the students participating in the Rx for Discovery Reading RTM program had significantly higher post-test standard scores than the pre-test standard scores in the reading abilities of phonological processing, decoding and fluency. These results demonstrate that this intervention may contribute greatly in enabling students become more proficient readers, overcoming a reading deficit. Further study is encouraged to ascertain the impact of the program on the reading areas of vocabulary and comprehension.

This would give readers the opportunity to use their cognitive abilities to develop
comprehension of the text being read. It was theorized that poor comprehension
was a result of students not reading fluently because they spent too much ...

The Impact of Trait Emotional Intelligence and Cognitive Style on the Academic Achievement and Life Satisfaction of College Students

The purpose of this study was to elucidate the empirical and practical nature of emotional intelligence, cognitive style, and personality in relationship to college students' academic achievement and life satisfaction. Significant differences across gender, race, grade level, academic major, and students' emotional intelligence, cognitive style, and personality variants were also examined. A sample of 243 undergraduate students volunteered to complete multiple self-report instruments for the data collection process. Data was then aggregated and analyzed using multiple regression, analysis of variance, and simple correlations. The results indicated that personality is the most powerful predictor of student's academic achievement and life satisfaction. However, emotional intelligence also had an important role in scholastic success. The study concludes with a discussion of results, limitations, and implications for research and practitioners.

ability to understand emotion and emotional knowledge; and the ability to
effectively regulate emotions in ways that promote ... Branch 3 – is the process of
comprehending emotional meaning, and Branch 4 – is the management of
emotion.

Two Types of Text-based Situational Interest Evoking Strategies: Seductive Details and Concrete Elaboration and Their Effects on the 1st Year EFL High School Students' Written Text Comprehension and Interest

Motivated by the theory of text-based situational interest and Dual Coding Theory, the purpose of this study was to explore the effects of seductive details and concrete elaboration on the reading comprehension and interest of 1st year EFL high school students with different language proficiencies. To that end, 254 first year Korean high school students participated in the study. They were instructed to read one of the three types of texts (base, seductive details, concrete elaboration), and respond to a 12 item multiple choice test. They also self-rated their comprehensibility and the interestingness for each text.

Even well comprehended ideas may not be recalled due to individual difference
in memory capacity (Brantmeier, 2003; Sadoski, Goetz, ... Inferential questions
measured the participants' ability to comprehend the implications of the texts.

Middle-school Students Comprehending, Analyzing, and Evaluating Persuasive Texts

When evaluating premises, a majority of students selected the evidence as their source, but verbal responses indicated that students reasoned from text-based evidence, prior knowledge and their beliefs, despite selecting the evidence basis. Their particular basis depended upon the premise statement being evaluated.

Two narratives were then constructed simulating an argument between two
participants concerning a promise made, one stating the conditions for the
promise explicitly (e.g., “if the game was cancelled, then the promise would be off
and they ...

Factors that are Associated with Students' Standardized Reading Achievement Scores

This study examined the factors that are associated with students' standardized reading achievement scores. The participants in this study were obtained from two sources: a national and a regional sample. The national participants were located throughout the United States of America, and the regional participants were from a school district in a southeastern state.

According to the California Department of Education (1995, 1996), "the heart of a
powerful reading program is the relationship between explicit, systematic skills
instruction and literature, language and comprehension. While skills alone are ...

The Effects of Comprehensive Text Structure Strategy Instruction on Students' Ability to Revise Persuasive Essays

The purpose of the study was to investigate the effects of a comprehensive persuasive writing intervention based on the characteristics of the text structure on the persuasive writing of 8th graders. Students were randomly assigned to two treatments: Practice group and Procedural Facilitation group. Both of the groups received treatment in planning and revising persuasive essays. The writing of the students in the Procedural Facilitation treatment group was supported by implementing a free-writing drafting strategy during planning and by providing procedural facilitation for use during revision. Students' pre-test and post-test essays were scored for overall persuasiveness and elements of persuasive discourse. The hypothesis that the instruction in the Procedural Facilitation condition would be more effective in helping students to increase the overall persuasiveness of their essays and ability to include well-developed persuasive elements were not supported by the results of the study. However, across the conditions, significant increases in the participants' performance from pre-test to post-test were observed on both dependent measures, indicating the effectiveness of both types of instruction used during the intervention. In addition, the results indicated the students' ability to produce well-developed elements of persuasive discourse was influenced by the topic of the prompt. Limitations and implications for practice are discussed.

Disfluencies in comprehending argumentative texts. Reading Psychology, 25,
205-224. Lumbelli, L., Paoletti, G., & Frausin T., (1999). Improving the ability to
detect comprehension problems: for revising to writing. Learning and Instruction,
9 ...

The Influence of Graphic Organizers on Students' Ability to Summarize and Comprehend Science Content Regarding the Earth's Changing Surface

The three processes used to collect data for this research were concept maps, focus groups and the pre- and post-test results. The themes that emerged were the ability to describe, categorize and classify details, the increased accuracy of the use of vocabulary and the memory of the concepts that students' ability to recall information and understand the Earth Science concepts as evidenced through summarization and comprehension through the pre- and post-test.

The students utilized notebooks to record and collect their concept maps for
studying as a future reference and to assist me in evaluating their understanding.
Reflecting on my students‟ needs has been at the core of my current work in my
 ...

Difficult Texts and the Students who Choose Them: The Role of Text Difficulty in Second Graders' Text Choices and Independent Reading Experiences

The results of this study have some important implications. They point toward the need for a reevaluation of the assessment methods and placement criteria that are commonly used to place students in texts by matching student reading ability with text readability. This study also suggests a need to think more critically about the concept of text difficulty as a construct used both in research and in practice.

The use of text-specific comprehension questions for each student necessarily
introduced some variability into the results, although the use ... and
connectedness of text content: a retelling for a book of 50 poems is qualitatively
different than a retelling for a narrative picture book. ... writing) had a significant
influence on students' recall, independent of the influences of prior knowledge
and reading ability.