The research focus is an active investigation of the value of software based reading interventions. Reading interventions have in previous years been conducted face-to-face by teachers, recently software programs are becoming popular. These programs are engaging and entertaining to the students; however, how beneficial are they to improve reading comprehension? State tests demand that students utilize their higher level of critical thinking. This study will solidify whether a direct approach from teachers or a software approach will actively engage the brain with meaningful information for student comprehension. The population investigated will be ten fourth grade students that are receiving both ways of reading intervention. The brain is quadrant into many areas affecting learning. The frontal systems are linked to reading. "The frontal lobe makes the determination if information is meaningful to the student."(Sousa & Tomlinson, 2011, p. 13) Therefore, the question begins to surface, does the information need to be meaningful for the student to comprehend said information? Metacognition is not always in place for young students that find reading fluently an obstacle. Episodic memory is the, "event related or contextual recall process." (Jensen, 2005, p. 133) Episodic memory allows students with extensive personal experiences to connect to information. What about the students that do not have extensive personal experiences to connect to? Will that student have a more difficult time discerning 'foreign' information? Educational software based programs that market young children have game type knowledge based skills. These software programs appeal to the emotions through the senses. (Oblinger, 2006, p. 1) Although educ... ... middle of paper ... ...etermine if the program had time constraints and whether the program was easily worked into their allotted class time. This type of consideration is limiting the benefits of the students. Currently the reading software programs are not being used with fidelity partly due to the fact that educators are notified of the programs and any formal training comes from a teacher that uses the program in their class. Two reading comprehension programs are being used. The first program has been on the campus for about three years and was funded by the district, once again this program is optional. The second program was introduced to the campus in November of 2013 and is required. Due to the second program mandated to be used with fidelity this is the only reading program that can be tracked for efficacy. The requirement is thirty minutes a day or 180 minutes a week.
writer is grammar. I tend to misuse commas a lot, which on my essays were labeled “comma splices.” In the first few essays that I wrote, I had a few of these comma splices. For example in my summary essay I wrote, “Julie spent two years in Indonesia studying and performing, she had become one of the family in the village where she stayed.” That comma should not have been put there. I had the same comma splice problem in my critique essay. I wrote, “She partook in an experimental problem that only made
Multicultural Anthology,” by Suzanne Kelly, has many impactful essays, poems, and stories. The essay which I found to be the signal most impactful essay is entitled “ Fence Sitters, Switch Hitters, and Bi-Bi Girls: An Exploration of Hapa and Bisexual Identities,” by Beverly Yuen Thompson. Thompson, a biracial woman of Asian and Anglo heritage wrote this essay in 2000. In the essay Thompson addresses several aspects of her identity but the part of the essay that affected me the most was her explanation of what
jobs they would have no income and could be living on the streets. Overall the two essays “No Sweat” and “Low Wage Strong Backs” discusses low wage workers and they talk about working conditions, one focus on both positive and negative effects of low wage work while the other focuses only on the negative effects. The two essays No Sweat and Low Wage Strong Backs talks about workers who get low wages. In the essay No Sweat, “In Uzbekistan, thousands of children must pick 10 to 40 kg of cotton per
from my own memories that the essays reminded me of. My writing skills at the beginning of the semester was, at an elementary level, but now that I’ve had practice. I’m beginning to flourish with talents that come alive at the tap of key. As I looked over the essays I wrote, I am able to see the clumsy mistakes I made along the way. Now, in the future I can avoid being picked out of the crowd as the amateur writer. The following papers in this portfolio is of the essays I did in Comp I class. The papers
There are different types of essay writing including descriptive, illustrative, compare and contrast, persuasive and cause an effect. The main idea of the essay, or the thesis, is presented in the first paragraph. The thesis of this essay is how to use the writing process to effectively apply composition techniques including wriing the thesis statement, using topic sentences, transitiions, details, and proper conventions to elaborate your ideas using voice, word choice, sentence fluency and organization
This compare and contrast essay is over two versions of “The Monsters Are Due on Maple Street”. The two versions of the story that will be compared in this essay are the teleplay and the short story. The essay will include similarities and differences regarding the plot, how the teleplay construction differs from the short story, the differences between the two genres and how they affect the reader, and my opinion of which genre I prefered and why. First off, we have some similarities of the two
Reflective Essay My portfolio absolutely reflects my understanding of persuasive writing. Persuasive writing is the ability to use certain word choices in order to convince an audience to agree, or a least grasp, the topic that is being written about. My portfolio represents the goals and objectives of persuasive writing. The essays I have written for this course demonstrate that I have certainly developed my critical thinking skills, and also developed, or better yet, mastered my communication
Although I am not the best writer, I have come a long way and improved immensely from my first essay “Where is the Line Drawn?” at the beginning of the semester to my last essay “Differences” towards the end of the semester. If it was possible I would have loved to compare my very first essay from semester 1 to my last essay in semester 2 to show the extraordinary change and my writing journey. Throughout the entire 2nd semester I have acquired some new writing, reading and analytical skills. Some
Academic writing consists of many types of writing such as proposals, formal essays, informal essays, lab reports, comparative essays, and etc. With so many types of academic writing out there, some may question whether it is truly necessary to have so many optional types to choose from when writing. Although there are so many types of writing each one functions to convey what the writer is trying to explain or convey different. A lab report conveys the hard data and facts from experiments that a
and tactics to writing an effective analytical essay or evaluative article. Even if you already know how to write a well-structured essay, you may wish to refresh your knowledge and reaffirm what you already know. There are three key parts to an essay: the introduction, body and conclusion. The Introduction Deal with the introduction first of all. The introduction has to have these elements: the question, the answer, the preview of the essay and some scope or parameters. What is the question
check did not catch it. The same can be said of other grammar and punctuation issues. One essay that really helped me improve my writing was the personal essay, where we interviewed someone in the profession we wanted to go into. I chose a teacher from high school that had encouraged me to teach. For this essay, we had to interview the teacher and then write about it. I was nervous about writing this essay, because I had never done anything like this before. I was not sure what questions to ask or
within each of the essays I have written, but additionally have become more engaged in critical thinking and collaborative work. Within the syllabus, we were given concepts that we ,as students, needed to meet by the end of the course. I have met the student learning outcomes throughout this course as shown through all three essays. The first student outcome stated that “Students will be able to use rhetorical terminology to describe writing.” For example, for our first essay we were assigned, we
the writing tampers the room for debate and learning is lessened. As a writer, I pride myself on the ability to pay close attention to detail; however, it was not easy for me to become a more confident writer. Although I praise the work of my first essay, Common Readings, because it
Language and Composition after each assignment I learned new things about me as a writer. I learned the effort it takes to make a really good essay. Prior to this class i would just whip up an essay and not really edit and revise it- it was basically one draft with small edits and turned in. Whereas with this class i learned to make a worthwhile reading of an essay by taking time on each paper and getting other people 's perspectives to see what is good and what is lacking. Throughout AP lang to make
My RIP companion essay was a complete mess with no structure in the first draft. I believe it was because I had procrastinated to complete both the first drafts for the RIP project and essay. I finished my RIP project then moved on to my companion essay, and the transition was vastly different because in the RIP project I was writing for a different audience than in the companion essay, which was an academic audience. In addition, I forgot that we had been given a prompt with specific instructions