| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "PHONIC INSTRUCTION LANGUAGE": |
|
|
|
Phonic Instruction vs. Whole Language, 2002.
This paper analyzes the 'phonic instruction' method and the 'whole language' method of teaching English to children.
1,125 words (approx. 4.5 pages), 6 sources, MLA, $ 38.95
»
Click here to show/hide summary
Abstract
An evaluation of two methods of teaching English to children-- 'phonic instruction' method and 'whole language' method. The author reviews many studies investigating the effectiveness of these methods and discusses incorporating both methods into a lesson plan. The conclusion is to gear one's methods towards each individual child's needs and preferences.
From the Paper
"There have been many studies done on the effectiveness of phonetic instruction and those studies have been positive. The National Reading Panel conducted a meta-analysis on the effectiveness of phonetic instruction on reading and spelling. Overall, the impact of phonetic instruction on children had a large result of (.86) within this meta-analysis. Using phonetic instruction, reading and spelling improved moderately at (.53) and (.56) respectively (Ehri, Nunes, Willows, Schuster, Yaghoub-Zadeh, & Shanahan, 2001). However, there are some critics of phonics that find that the NRP study on phonetic instruction is flawed and does not prove that phonetic instruction is the way to teach. One critic claims that the NRP study choice of methodology, research, and subjects provided unreliable results (Garan, 2001)."
| |
|
Phonics Versus Whole Language, 2000.
A comparison of young children's reading achievement in different instructional settings.
1,598 words (approx. 6.4 pages), 25 sources, MLA, $ 52.95
»
Click here to show/hide summary
Abstract
This paper investigates the difference in reading achievement of kindergarten students who receive phonics instruction and those who are instructed using whole language. It examines how, for many years, phonics was the method that most reading teachers and reading experts advocated as the best method to teach children to read and how, in recent years, phonics has come under attack from those who advocate whole language. It looks at how the controversy continues in the educational community and proposes a study to determine to monitor methods of teaching in different communities.
From the Paper
"The whole language approach can be tailored toward the students' reading potential. By utilizing students' pre-existing schema, teachers can build on concepts to help students gain additional knowledge. This approach allows students to learn at their own level and pace within whole language classroom instruction. Using this method, a higher level of reading comprehension is believed to be attained by the students (Czubaj, 1997). However, Manning (1995) argues that children who come to school with minimal language skills and inattention to print forms need a structured readiness program in kindergarten that includes phonics activities. This program in no way excludes the reading and enjoyment of children's literature and all related child language development activities."
| |
|
Whole Language Theory, 2002.
A look the principles of whole language theory with an emphasis on it as a means of teaching a second language.
1,900 words (approx. 7.6 pages), 10 sources, $ 71.95
»
Click here to show/hide summary
Abstract
This paper explores the whole language theory from its fundamental beliefs and creation through its use in modern day linguistics. This paper demonstrates that the whole language theory method promotes a more advanced level of reading and language comprehension in students than traditional methods of procedural teaching such as phonics recognition. An emphasis is provided to how whole language theory techniques aid readers learning English as a second language, as these patterns more closely reflect natural conversational patterns.
| |
|
Differentiated Instruction in the Classroom, 2004.
An analysis of the success of differentiated instruction in the classroom.
6,212 words (approx. 24.8 pages), 13 sources, MLA, $ 145.95
»
Click here to show/hide summary
Abstract
This paper discusses the issue of differentiated instruction in the classroom. The paper contends that the success of differentiated instruction rests ultimately in the hands of teachers who, for better or for worse, will decide its fate. The paper explains that the attention that teachers find in the use of differentiated instruction is a direct result of actual use of the program's constituent elements. If differentiated instruction serves teachers well and provides them with both the growth in student understanding and concept mastery that they desire, along with the achievement of standardized testing accomplishment, teachers will rally around the idea and see that it is promoted.
Outline
Introduction and Statement of Problem
What is Differentiated Instruction?
Why is it so Important in Today's Classroom?
What is Keeping Teachers from Using Differentiated Instruction?
Encouraging more Differentiated Instruction in the Classroom
Examples of Successful Differentiation
High School Differentiation
District Wide Differentiation
High School Algebra II Differentiation
1st Grade Differentiation
Conclusion
From the Paper
"The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed."
| |
|
Private School Model for Individualized Instruction, 2004.
Identifies factors that contribute to a successful school program for individualized instruction.
7,682 words (approx. 30.7 pages), 9 sources, APA, $ 167.95
»
Click here to show/hide summary
Abstract
This thesis presents a model for individualized instruction, which is a system of education whereby curriculum and instruction is tailored to the needs of learners to ensure success, such that, through the love of learning generated by this method of instruction, students experience success. The main purpose of the thesis is to identify the main facets of individualized education that contribute to the success of individualized instruction. The thesis argues that successful individualized instruction is a work of A.R.T. (Accountability, Responsibility and Teamwork). The thesis evaluates the concept of A.R.T and the effects of the system at an institute, the South Florida Academy Of Learning, through the use of a questionnaire and an analysis of grades. In addition to the research, its presentation and analysis, and the development of the model for individualized instruction, a literature review is presented, which gives a thorough background to the subject and puts the current research into context.
Table of Contents
Chapter 1: Introduction to Study
Introduction
Background of Study
Statement of Problem
Purpose of Study
Rationale
Research Question
Nature of Study
Significance of Study
Definition of Terms
Assumptions and Limitations
Organization of Remainder of Proposal
Chapter 2: Literature Review
Chapter 3: Methodology
Design of the Study
Design of the Evaluation
Sample and Population or Source of Data
Instrumentation Plan
Data Collection Plan and Other Procedures
Data Analysis Plan
Results and Recommendations
Findings
The Survey/Questionnaire
The Norm-referenced Testing Grade Equivalent Results
Chapter 4: Conclusion and Discussion
Bibliography
Appendix 1: Survey Questionnaire
Appendix 2: Human Participants in Research Form
From the Paper
"Here, therefore, in the work of Gardener, and its modern applications, we see the basis of individualized instruction programs. Indeed, Mindy Kornhaber and her colleagues at the Project SUMIT (Schools Using Multiple Intelligences Theory) have examined the performance of a number of schools and concluded that there have been significant gains in respect of SATs scores, parental participation, and discipline (with the schools themselves attributing this to MI theory) (Smith, 2002). To the extent that Howard Gardner's multiple intelligences theory has helped educators to reflect on their practice, and given them a basis to broaden their focus and to attend to what might assist people to live their lives well, it has to be judged a useful addition (Smith, 2002)."
| |
|
Direct Instruction and Cooperative Learning, 2005.
This paper evaluates direct instruction and cooperative learning and provides the strategies used in both educational approaches.
3,915 words (approx. 15.7 pages), 32 sources, APA, $ 106.95
»
Click here to show/hide summary
Abstract
This paper explains that the components of direct instruction include explicit step-by-step teaching procedures, student mastery, immediate feedback, practice and gradual withdrawal from teacher direction. The author points out that cooperative learning is a diverse group of instructional methods in which small groups of students, usually grouped so higher-achieving group members can assist students who are having academic difficulty, work together and aid each other in completing academic tasks. The paper relates that, although there have been issues of research flaws, in general, cooperative learning overwhelmingly has been found to be effective and generally accepted as a viable approach; whereas, direct instruction has received criticism for its ineffectiveness in the classroom and even has been deemed to be harmful to all children. Table of Contents Introduction Direct Instruction Direct Instruction Strategies Cooperative Learning Cooperative Learning Strategies Comparison/Contrast
From the Paper
"Scholars have also focused on processes within cooperative learning groups that seem to be related to academic success. Webb (e.g., 1982, 1983, 1985) conducted a series of influential studies that examined relationships between aspects of peer interaction and achievement. Webb's (1989, 1991) reviews of these and similar studies indicated that giving explanations was positively associated with achievement. However, the effect of receiving help varied. "Receiving explanations is sometimes helpful, receiving information has mixed effects (or no effect), and receiving only the answer is harmful." Receiving a lower level of help than is requested is also harmful. Johnson and Johnson (1985) concluded from a meta-analysis of their studies that the process of elaborative rehearsal of the material, support from team members, and "constructive controversy" among students increase the achievement benefits of cooperative learning. "
| |
|
Individualized Instruction.
This paper is a research proposal to identify factors that contribute to a successful school program for individualized instruction.
8,285 words (approx. 33.1 pages), 89 sources, APA, $ 176.95
»
Click here to show/hide summary
Abstract
This paper explains that individualized instruction is a system of education whereby curriculum and instruction is tailored to the needs of learners to ensure success by developing a love of learning generated by this method of instruction. The author points out that a successful school program should include multi-age education, whereby children are grouped according to ability and skill level instead by physical age; knowledge-based instruction; and learning through writing, which places an emphasis on strategies for writing across the curriculum. The paper relates that the overall evaluation approach for this research will be an eclectic three-way design: participant, consumer, and expertise orientations.
Table of Contents
Introduction to Study
Introduction
Background of Study
Statement of Problem
Purpose of Study
Rationale
Research Question
Nature of Study
Significance of Study
Definition of Terms
Assumptions and Limitations
Organization of Remainder of Proposal
Literature Review
Methodology
Design of the Study
Design of the Evaluation
Sample and Population or Source of Data
Instrumentation Plan
Data Collection Plan and Other Procedures
Data Analysis Plan
Results and Recommendations
Findings
The Survey/Questionnaire
Conclusion and Discussion
Appendix 1: Survey Questionnaire
Appendix 2: Human Participants in Research form
From the Paper
"Some of the instructional strategies that encourage knowledge building are: problem-based learning and reciprocal teaching; peer tutoring; cooperative learning; hands-on learning; journaling; projects; role play; simulation; and inquiry, and it is possible that all or some of these strategies are used in isolation, or in conjunction with other techniques, as and when necessary, and as decided by the teacher who works closely with the individuals in question. Motivation is also particularly important when working with at-risk students, recognizing that there are three elements of motivation: positive value, clear connection between behavior and consequences, and a belief that success can be achieved with the available skill and resources."
| |
|
Literacy Instruction and Reading Motivation, 2002.
An examination of the connection between literacy instruction and reading motivation in students with language learning difficulties.
2,205 words (approx. 8.8 pages), 5 sources, MLA, $ 68.95
»
Click here to show/hide summary
Abstract
This paper examines whether there is a connection between reading and motivation in literacy instruction. Literacy instruction programs have proven to students that developing reading and writing skills on an academic level can increase leadership, social and communication skills. The writer shows that once the students experience the advantages of expanding his or her literacy skills in ways that are important to him or her, then his or her learning is accelerated. Literacy instruction provides learning assistance more specifically than the average classroom environment. The paper also examines experiments which were conducted that tested the students' reading and writing motivation after an intense literacy-training program. This essay also proves how literacy training motivated students to expand students reading and writing skills.
From the Paper
"According to the 2001 edition of Digest of Education Statistics, student dropout rate due to literacy problems were primarily determined by race along with other predetermined factors. In the year of 1995, the average dropout rate among Hispanics were 2.7 percent, Blacks were 2.3 percent, and the dropout averages for Whites were between 1.5 and 1.6 percent (Snyder, 2001). Most experts agree that the Hispanic dropout rate were high because of his or her lack of motivation to learn how to read and write the English language. Before the requirements for specialized literacy instruction specialists were raised, Hispanics along with other cultures, were expected to learn how to read and write English as quickly and as fluently as Native Americans. Naturally, students from other cultures did not begin learn to read and write at the same time, but the students were expected to learn reading and writing at the same rate as peers of his or her age."
| |
|
Direct Instruction, 2004.
An analysis of the direct instruction teaching method, with a focus on early childhood education.
751 words (approx. 3.0 pages), 3 sources, MLA, $ 26.95
»
Click here to show/hide summary
Abstract
This paper discusses the direct instruction teaching method, describing it as a teacher-led learning process. The paper explains that the direct instruction approach to education and teaching research-based instruction states that the curriculum for a course must be logically coherent and explicit; thus, teachers must examine their standard course of study and subject matter in order to create an instructional model that depicts the logical and sequential relationships that exist between varying units of knowledge to be covered.
From the Paper
"In addition implementation of Direct Instruction at schools with first graders performing poorly and students having the demographic markers of a school bound for failure also show improvement and success when direct instruction has been adopted; direct instruction has also shown to be effective at the University of Oregon which offers detailed training packages for teachers (Lindsay, 2004). Direct instruction has shown most effective in the early K-3 years, where significant IQ gains have been found and the program has shown to be effective among students with a ?higher probability of failure in school over the long term? (Becker & Engelmann, 2004). High school follow up has been conducted however and shows that direct instruction students perform better academically and are more likely to stay in school (Becker & Engelmann, 2004). Further the research supports the notion that Direct Instruction can be generalized across time and populations (Becker & Engelmann, 2004)."
| |
|
Differentiated Instruction vs. Streaming, 2008.
An argument for differentiated instruction versus streaming in education.
1,963 words (approx. 7.9 pages), 9 sources, MLA, $ 62.95
»
Click here to show/hide summary
Abstract
This paper compares and contrasts Socrates' differentiated instruction with Plato's streaming in education. The paper analyzes each method of learning individually and discusses how it is applied in the school system. The paper also provides examples of these methods of learning. It concludes that the argument for differentiated instruction is stronger in today's western society, which is focused on the rights of individuals.
Table of Contents:
Differentiated Instruction
Streaming
From the Paper
"They may also have chosen a specialized course of study and/or selected a profession in which differentiation may be either difficult or at odds with the needs of that profession. For example someone studying to be a surgeon must master a set a specific skills and content. He or she must know the muscles, nerves, internal organs, a great deal of chemistry and also simple skills like how to bandage a wound! There may be limits to how much "differentiation" an instructor can give at this level. While we might not consider the Socratic method the most efficient way to present much of the highly technical information to be learned in today's world, one might agree that there is a scope and sequence to becoming a doctor - a life time learning schedule not totally different from what Plato envisioned."
| |
|
Direct Instruction, 2004.
Defines and discusses the teaching strategy known as direct instruction.
1,327 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
»
Click here to show/hide summary
Abstract
This paper discusses the main features of the direct instruction method of teaching. It also looks at some of the misunderstandings surrounding the direct instruction model and the reasons for these misunderstandings. The paper contends that direct instruction is a highly effective teaching strategy and cites examples and studies that demonstrate its effectiveness.
From the Paper
"Direct instruction is the most effective teaching strategy today and when compared with other models, it proved to be one teaching method that worked in all cases regardless of children?s age or race. But direct instruction, despite being an extremely popular model has often been misunderstood or wrongly understood because education literature tends to confuse readers regarding the real structure and scope of direct instruction."
| |
|
Mathematics Instruction in English in Bilingual Classrooms, 2005.
Research proposal for examining the effects of mathematics instruction in English in bilingual classrooms.
2,211 words (approx. 8.8 pages), 14 sources, APA, $ 68.95
»
Click here to show/hide summary
Abstract
This paper proposes a research project that would examine the effectiveness of English instruction of mathematics on Second Grade ELL (English language learners) students as compared to the effectiveness of instruction in their native language. The proposal is in response to the controversy surrounding the issue of how best to teach mathematics to children from non-English-speaking backgrounds, since it has been found that the best way for children to learn to use mathematics to organize, understand, compare, and interpret their experiences is by making a connection between mathematics and their everyday lives. The paper examines whether ELL students should be taught how to make this connection in their native language with gradual exposure to English in language classes, or whether they should be immersed in English as early as possible. The paper includes an annotated bibliography and an observation checklist of lessons taught in class.
Introduction
Setting
Problem/Issue
Research Question
Hypothesis
Methodology
Subjects
Instrumentation
Significance of the Study
From the Paper
"Mathematics is a powerful tool for interpreting the world. Research has shown that for children to learn how to use mathematics to organize, understand, compare, and interpret their experiences, mathematics must be connected to their lives. Such connections help students to make sense of mathematics and view it as relevant. There has, however, been controversy with regard to children from non-English backgrounds and the best ways to get them to make those connections. Questions are raised regarding how to instruct these children who are referred to as English language learners (ELL?s). Should they initially be taught in their native language with gradual exposure to English in language classes, or should they be immersed in English as early as possible."
| |
|
The Pros and Cons of Differentiated Instruction, 2006.
Examines the controversy over the differentiated instruction approach.
1,610 words (approx. 6.4 pages), 11 sources, APA, $ 55.95
»
Click here to show/hide summary
Abstract
The paper examines the controversy over the differentiated instruction approach by delineating and discussing the arguments on both sides. Both the pro and the con arguments are described. This is followed by the formulation of conclusions about differentiated instruction that each side would derive based on their differing arguments.
| |
|
Content-Based Instruction of Foreign Languages, 2007.
An analysis of the benefits of content-centered instruction on English-as-a-second-language (ESL) study in Korea.
2,479 words (approx. 9.9 pages), 32 sources, APA, $ 75.95
»
Click here to show/hide summary
Abstract
This paper analyzes how second language acquisition can be facilitated and made more efficient by content-centered instruction. It particularly focuses on English-as-a-second-language (ESL) study in Korea and how content-based instruction, blending language and culture can make teaching more effective. The paper also discusses the problems associated with not teaching foreign languages in this way.
Table of Contents:
Introduction
Literature Review
Holistic Approach
Integration
CBI Benefits
Syllabus Design
Case Studies
Implications for KFL
Conclusion
From the Paper
"Clearly, the second language classes, whose importance is being fuelled by globalization, need an instructional system that links language and content to accommodate the cognitive, social and linguistic demands of a responsive and relevant educational system. The content-based instruction concept in ESL study is especially critical in countries like Korea where the written alphabet is phonetically distant from English. By integrating real-life events and situations with language, ESL study becomes a living entity that stirs the interest of students. There is more enthusiasm in the learning process to make learning itself more efficient and productive. Language and content when combined in ESL study unarguably provide more incentive for learning. In sum, second language study will be less interesting, less enjoyable and fulfilling and the acquisition of language proficiency will be slower and more painful if it is limited to language instruction. In the process, education will also fail in its goal to broaden cross-cultural knowledge of students. ESL students will acquire such a well-balanced knowledge if teaching and learning are organized around content or information rather than around forms, functions and situations or skills."
| |
|
ESL Instruction in Egyptian and British, 2006.
This paper is a complete research project to compare the effectiveness of English as a second language instruction (ESL)in Egyptian and British secondary schools.
16,370 words (approx. 65.5 pages), 38 sources, APA, $ 249.95
»
Click here to show/hide summary
Abstract
This paper analyzes the way information and communication technologies (ICT) resources are currently being used in secondary classrooms in the United Kingdom and Egypt to determine how these can be better used for language education applications. The author used methodologies that include a critical literature review, a statistical analysis of grade point averages before and after ICT initiatives were used and a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper relates that the delivery of effective language instruction in Arabic and English require a different set of tools and techniques although both ASL and ESL students are motivated by comparable factors and experience similar reactions and emotions concerning their language instruction. This paper includes many table, graphs, quotations, questionnaires and a complete analyzes of the data.
Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Definition of Terms
Preliminary Literature Review
Background and Overview
Education in Egypt
Education in the United Kingdom
Information and Communications
Technology and ESL Applications in the Classroom
Constraints to ESL Delivery in the Arabic-Speaking Egyptian Classroom Constraints to ESL Delivery in the UK Classroom
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study Population
UK Schools Participating in Study
Egyptian Schools Participating in the Study
Data Analysis
Egyptian and UK Student Survey Results
Summary, Conclusions and Recommendations
Summary Conclusions
Egypt
United Kingdom
Recommendations
Egypt
United Kingdom
Excel Spreadsheet Used in Analysis
From the Paper
"The educational systems in Egypt and the UK bear some similarities as well as important differences that will be discussed further below. One of the similarities, though, is the manner in which the stages of general education are provided. In Egypt today, there are three stages of state general education: (a) primary (six years), (b) preparatory (three years), and (c) secondary (three years). The primary education is for students between the ages of 6 and 12 years and is compulsory; students who are successful in examinations have the opportunity to continue their education first at the preparatory and then at the secondary level. In this regard, there are two types of secondary school, (a) general and (b) technical; the majority of Egyptian technical schools are either commercial, agricultural, or industrial."
|
|
|
