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Petition for Peace: A Theological Analysis of Richard Baxter's "Reformed Liturgy" in Its Ecclesiological Context

In his Declaration dated March 25, 1660, King Charles II appointed an equal number of divines, Episcopal and Presbyterian, to review the Book of Common Prayer. Their task, according to the Declaration, was to review the Prayer Book for the purpose of suggesting necessary alterations; as a concession to the Presbyterian party, the King also allowed for the option of drawing up some additional forms. When the Presbyterian ministers met to discuss their alterations to the Prayer Book, Richard Baxter was charged with the task of composing the additional forms. What Baxter created, however, was an entirely new liturgy. The Reformed Liturgy was a liturgy of compromise, one that he hoped would be agreeable to both the Royalist Episcopalians as well as the godly. Indeed, Baxter's irenic intentions can be evidenced in the full title under which the Reformed Liturgy was published in 1661: A Petition for Peace: with the Reformation of the Liturgy. Baxter desired a liturgy for the Church of England in which moderates of various theological and ecclesiological persuasions could worship in peace.

... his introduction to four lengthy paragraphs. It began with an introductory
paragraph addressed to all three persons of the Trinity that is reminiscent of the
fourth petition of the Prayer Book's Litany: “O most holy, blessed, and glorious
Trinity ...

Three Case-studies of the Use of an Audio Support System Embedded in a Computer-based Cognitive Tutoring System and Its Effects on the Math Word Problem Solving Performance of Struggling Readers

The purpose of this multiple-case study was to investigate the importance of the use of a support system in which the math text is read to the students through the use of a text to speech engine (audio support system) embedded in a cognitive tutoring system. In addition this study investigated whether the use of an audio support system had any effect on the word problem solving performance of three struggling readers when they were presented with a seven-step process to solve word problems. Pre-assessments were carried out to determine whether the participants had reading difficulties in the areas of decoding, fluency and/or comprehension that may affect their math word problem solving performance. The results indicated that the embedded devices did facilitate the word problem solving skills of these struggling readers. The reading barriers were reduced or removed and the program allowed for individualization. The results also indicated that the participants utilized these embedded devices differently; however, there was not a significant difference comparatively in how these devices were used. Whether the students were successful in learning from this cognitive tutoring system is inconclusive. This program is written in such a way that the students are expected to solve the word problems correctly because the embedded devices made it almost impossible for the students to fail. Although the cognitive tutoring system appears to be an effective approach for providing ongoing practice and individualization, it appears that students would benefit from direct instruction from the classroom teacher who can help the students review their work, identify their own mistakes, make the necessary corrections, and bring about a more thorough understanding of the problem solving process.

Oral reading fluency is the ability to read aloud text with accuracy and speed.
Fluency plays an important role in the comprehension of text. Comprehension
deals with constructing meaning from what is read more than from recalling what
was ...

An Investigation of the Relationship Between Amount and Type of Reading of 5th Grade Students and Their Reading Achievement

This study examined the relationship between amount and type of reading of 5th grade students and their reading achievement. To generate answers to the research questions, four variables were investigated: students' gender, students' self-concept as a reader, students' value of reading, and students' reading achievement. The type of reading and amount of reading were related to these variables. Fifty students completed a Daily Out-of-School Time Activity Log for a one-week period. They completed the Motivation to Read Profile (MRP) (Gambrell, et al., 1996) and a questionnaire about topics of interest to 5th grade students. The Stanford Achievement Test (SAT10), was used to determine students' reading level. The five most frequently selected materials were: novels, directions, Internet sites, electronic games, and something that the student wrote. The reading logs were analyzed to determine how many hours each student read during the 7-day time period. Approximately 36% of the students read at least one hour per day or more during this study. Thirty-eight (76%) of the fifty students read from 0 to 2 hours during the weekend and 15 (30%) students read from 0 to 2 hours during the weekday time period. There were no significant correlations found between amount of reading and any of the variables of self-concept, value of reading, total score on MRP, or SAT10. Above average readers had a tendency to score higher on value of reading and self-concept as a reader. There were no significant differences found between boys and girls between amount of reading and any of the aforementioned variables. There was a tendency for girls to value reading more than boys. Boys identified the reading of electronic games significantly more often than did girls. Type of reading was not significantly related to any of the variables. There was not much difference between girls and boys in relation to total hours reading and any of the variables. The participants' favorite topics were: fantasy characters, sports, and characters who do amazing things. This study revealed the important place that technology has in the reading lives of adolescents. Reading from technologies should be considered when planning programs.

Reading achievement was determined by the district's standardized achievement
test scores from the SAT 10 test given ... skills; Reading Comprehension – literary
, informational, functional, initial understanding, interpretation, critical analysis, ...

An Analysis of Metacognitive Reading Strategies and the Academic Performance of Middle School Students

The results of the study revealed that the MARSI: Metacognitive Awareness of Reading Strategies Inventory and selected student demographics had a significant relationship in only Reading Objectives 1, 3, and 4 of the TAKS Reading assessment. In contrast, the MARSI, and selected student demographics did not have a significant relationship to Reading Objective 2 on the TAKS Reading assessment.

The results of the study revealed that the MARSI: Metacognitive Awareness of Reading Strategies Inventory and selected student demographics had a significant relationship in only Reading Objectives 1, 3, and 4 of the TAKS Reading assessment ...

The Reading of Formulaic Sequences in a Native and Non-native Language: An Eye Movement Analysis

This study contributes to the growing body of formulaic language research that indicates that formulaic sequences (e.g., idioms, collocations, metaphors, and other conventionalized multi-word items) facilitate comprehension by reducing processing load (Wray, 2002). Expanding on Underwood et al. (2004), this study combines corpus analysis and eye-movement data to assess the contribution of formulaicity to the comprehension of a whole, authentic text.

Contextualizing Concordance Information One criticism of concordance analysis
is that it does not provide the ... Frequency Information Relevance of Frequency
Values to the Analysis of Reading Comprehension Information about how ...

An Examination of the Effects of Computer-assisted-instruction on Reading Comprehension

The purpose of this study was to examine the effects of computer-assisted-instruction on reading comprehension. A non-equivalent control group design was used to study 30 students from a junior high school in southeast Texas. Both the control and treatment groups took the Gates-MacGinitie Reading Test as a pre-test and as a post-test. Both groups studied the same novel and were given the same assignments. However, the treatment group completed the assignments on computers, while the control group completed the assignments without computers. An analysis of covariance (ANCOVA) showed that there was no significant difference in the reading comprehension of students who received computer-assisted-instruction and the reading comprehension of students who did not receive computer-assisted-instruction.

researchers were interested in determining growth in reading comprehension
and used the Stanford Achievement Test ... to control for this is to use an analysis
of co-variance (ANCOVA) to analyze the data (McMillan & Schumacher, 1997).

An Analysis of Racial/ethnic Representation in Gifted Education in a Large School District in the Southeast: A Study Comparing Test Instrumentation Results as Part of a Multidimensional Identification Process

This dissertation reports a study of racial/ethnic representation in gifted education and its relationship to the identification methods used in a large, school district in the southeastern Unites States. The data consisted of the results of five ability and/or achievement tests used to determine gifted eligibility for second graders in 2004-2005 and subsequent third graders in 2005-2006, totaling approximately 5,000 students. Test scores generated from the Cognitive Abilities Test (CogAT), Iowa Test of Basic Skills (ITBS), Measures of Academic Progress (MAP), Palmetto Achievement Challenge Test (PACT), and/or Performance Tasks for Gifted Education (PTT) were studied. Race/ethnicity was defined based on a consolidated version of the ethnic codes found in the data file provided by the school district. For the purpose of this study, five distinct racial/ethnic classifications were used. They were white, black, Asian, Hispanic, and students classified as other races/ethnicities.

Dimension B: High achievement refers to academic performance in the areas of
reading and/or mathematics. Students ... for nationally normed achievement tests
are reading comprehension and/or mathematical concepts and problem solving.

Uruguayans in Elizabeth, New Jersey: An Ethnographic Portrait of the Biliteracy Development and Educational Experiences of Undocumented Immigrant Adolescents

Ultimately, the findings indicate that conditioned by various sociopolitical constraints such as their undocumented status, the monolingual attitude in the American political and educational agenda, and the various challenges of urban schooling, LI use and exposure, strong LI literacy skills as a result of years of schooling in the LI and a strong academic background, engagement with school work, and a positive attitude toward the immigration experience are important factors contributing to biliteracy development and positive educational experiences. These findings suggest that while sociocultural factors play an important role in influencing student outcomes, individual differences and the agency of each individual are of great importance as well. Based on these findings, instructional approaches that take into account the complexity of the factors influencing second language literacy development and biliteracy are discussed.

-Control of modality and other resources for attitudinal meaning Mode: (
Structuring a text in Textual Choices expected ways) -Cohesive devices,
including conjunctions and connectors to make cohesive links, lexical cohesion
by the use of ...

An Analysis of Environmental Parental Factors in Children with Nonverbal Learning Disorder

The dramatic rise in cases of children with learning disorders has caused interest in the field and many researchers are trying to better understand the recently established Nonverbal Learning Disorder. This has sparked an interest in researchers who are currently focusing on locating a cause, a universal diagnostic method, and treatment options for the disorder. The current study concentrated on establishing a link between environmental factors and the occurrence of NVLD in children. Archival data was used to determine whether the mother and father's education level and occupation correlated with the occurrence of the disorder in the child. The study used data from 172 children who were tested for Nonverbal Learning Disorder. The subjects ranged in age from 5 years old to 24 years old. There were 78 girls and 94 boys that participated in the testing. The children's verbal intelligence test scores and performance intelligence test scores were compared to their parents' occupation and education levels to determine if the results would be statistically significant. Statistical analyses revealed that the mother and father's occupation and education level were not significant in the outcome of the child's nonverbal learning abilities. This study did not find the correlation between environmental factors and whether or not a child is more likely to develop Nonverbal Learning Disorder due to those factors. It is suggested that future research examine a larger number of participants and collect all the data from the mother and father to determine if there is a significance between environmental factors and the occurrence of Nonverbal Learning Disorder in children.

New information suggests the deficits are not as great in skills such as spelling,
solving verbal word problems, social interactions, and reading comprehension.
This could be from a lack of standardized testing. Since there is no specific test or
 ...

An Analysis of Word Structure Knowledge in Preservice Teacher Preparation Programs

Preservice teachers in general education and special education completed tests of word structure knowledge tests designed by Dr. Spear-Swerling. Additionally, course syllabi were analyzed and faculty interviewed regarding the nature and extent of specific word structure knowledge infused in courses.

reading achievement of students increases as measured by a variety of
standardized assessments in (a) phonological processing, (b) reading
comprehension, (c) fluency, and (d) decoding. Imbedding word structure
knowledge in semester ...