An analysis of the effectiveness of the extension of the early intervention model.
Written in 2007; 4,065 words; 27 sources; MLA; $ 109.95
Paper Summary:
This paper proposes a study to investigate the relationship between the student motivations towards reading and its impact on reading achievement. The theoretical framework is obtained from the early intervention model of situational-motivation developed by Paris and Turner (1994).
Outline:
Abstract
Background to the Research
Purpose of the Research
Rationale for the Research
Theoretical Background
Hypotheses
Definition of Research Variables-Operational Definitions
Methodology
Participants
Recruitment Strategy (Sampling Unit)
Sampling Frame
Method of Selecting the Sample Elements
Data Collection
Trustworthiness (Credibility and Rigor) of Results
Delimitations
Ethical Issues
Data Analysis
From the Paper:
"Early Intervention (EI) was launched in the 1970's and since then it has evolved immensely and at present EI practitioners need to be specialists and licensed. A number of research studies have been carried out since the 1970's that address students in primary grades (Bricker & Widerstrom, 1996; Greeno, Collins, & Resnick, 1996; Klein & Gilkerson, 2000; Miller & Stayton, 2000; Pajak, 2001; Stayton, Miller, & Dinnebeil, 2003; Winton, McCollum, & Catlett, 1997). For instance, Klein & Gilkerson (2000) in their research conclude that the specialist interventionists are the key in Early Intervention Programs. Similarly, Greeno, Collins, & Resnick (1996) give emphasis to on-field experiences for practitioners. It is important to note that majority of the studies talk about importance of individual homework before, during and after intervention of students in primary grades."
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