Class Conference
RE 5040, Spring, 2004
 
Session A: Posters
 
# 1
What happens when volunteers are taught the Howard Street Model and use it on a regular basis? 
What gets in the way?  Susan Hussey and Ann Current 
 
We are presenting a poster on how volunteers work with students using the Howard Street Model. 
We will show that working one on one with a specific reading program will increase the reading level and 
self esteem of students who are reading below grade level. This model also shows how important working 
with students and establishing a relationship with them can have great impact on retired professionals.

#2
Differentiated Instruction: How will students respond? Jennifer Shaw
 
My project will look at how students respond to differentiated instruction. Throughout my project I have 
used differentiated strategies in different areas. I have made observations on how the students react and the students have completed surveys on
differentiated instruction.
 
Session B
 
#3
Student Responses to using DEAR time in a First Grade Classroom Chandra Davis

Do your children participate in a Sustained Silent Reading or DEAR time? Do your ever wonder if this time is beneficial, or just a waste of instructional time? As teachers we always strive to ensure that every single second of class time is used effectively. I was particularly concerned with DEAR time in my classroom. I wondered if my students were benefiting from this time each day. I used action research in my classroom to find out exactly how my children felt about DEAR time. Through the use of surveys and personal interviews, I have new information on how first grade students feel about Drop Everything and Read. To find out more about this topic, visit my presentation in Dr. Moorman’s class on Tuesday, April 27^th!

#4

Can students express what they are learning in literacy centers? Amie Brock
 
As teachers we look for activities that effectively meet certain skills and objectives. We are always thinking 
about what are students are learning. However, we rarely have the chance to ask our students what they think 
about their learning. In my project, I set up effective literacy centers. After completing each center, 
students were asked to express verbally and in writing what they thought they had learned at the center. 
Not only was it interesting to discover how well the students can express what they are learning, but it was also 
fun to create and set up the centers. 

#5
Students Response Toward Word Sorts April Harper
 
My question(which I am still not sure of the wording) is How do students respond to using word sorts? I did word 
sorts with a group of 5 students and gathered samples of work and assessed for improvement. I have also observed 
and interviewed each student asking them 10 questions relating to word sorts: the process, their feelings, and how 
using word sorts have helped them. I found a consistent reply from each student, that they did like word sorts and 
they felt that doing them helped them with their reading, writing, and spelling. Their were some variance in what 
their favorite part of word sorts are and what they didn't like. Overall my question of how do students respond to 
using word sorts is that students respond positively and feel that they do help them in their school work. 
 
#6
What Impact Do Word Sorts Have on Children? Isobel Washam
 
In this research, I found that the students enjoy these activities and didn't realize they where learning at the same time. 
It also helps them in reading, writing and spelling.
 

Session C

#7

Word Sorts as a Tool for Increasing Literacy in Reading, Writing and Spelling Achievement Linda Younts

Through reading, writing and spelling assessments, I discovered that several of the students in my second grade classroom were performing at an early emergent level in all three of the above subject areas. In order to increase the literacy of my low readers, writers and spellers in my classroom, I engaged in a study of word sorts. Since theory supports that word sorts is a way for teachers to teach students how to look at words, I have engaged in a study that describes how word sorts has effected the reading, writing, and spelling ability of the low achievers in my classroom. The question I raise is: What happens when I implement daily word sorts in my classroom using small groups and gearing the learning to their instructional level? How will this help to develop spelling and automaticity in reading?

 
#8
What is the relationship between the media influence and eating disorders in the adolescent years? Danna Lyon

The increase in the prevalence of eating disorders among adolescents are believed to be associated with the influence of the media.  Research studies and student surveys indicate that there is a strong relationship between TV viewing, magazines, and the world wide web beginning at an early age.  Education about these disorders and the role of the media must be relayed to our youth to help prevent this problem.

 
#9

How Does Shared Reading Influence Reading Readiness Skills? Tina Hanes

How do you prepare a kindergarten student for reading?  Can you name a strategy that you would use to prepare them for reading text?    How do you teach reading readiness skills?  If you're not in a kindergarten classroom, do you know what your colleagues are doing in their kindergarten classrooms?  If not, then you need to stop by and see what I've discovered about reading readiness in my classroom. 

 
#10
Word Sorts and the ESL Child Deanna Dunn

I began with three Hispanic students. The students were tested using a primary spelling inventory three times during the year. I will be showing the students normal routine, their growth and how the instruction has affected their performance this year.

Session D

#11

Increasing Student Motivation: Student Choice, Cooperative Learning and Multi-genre Projects Angela Wilt

The purpose of this study was to attempt to increase student motivation through the use of a multi-genre project. Through research it was decided to combine the project with student choice and cooperative learning, two strategies shown to improve student motivation. A third grade class, 27 students, in an elementary school from a mid-sized city were assigned this unique research project. Student motivation was documented through teacher observations, student surveys, and interviews. The findings indicated that most students were motivated by this project with the inclusion of student choice and cooperative learning.

#12

Does an anticipation/reaction guide make the reading easier to comprehend and the story more interesting?  Janet Sutphin

I made an anticipation guide for a fiction and nonfiction story.  I interviewed 5 children in my second grade classroom - a variety of reading levels.  We used an anticipation guide with a fiction story and an anticipation guide with a nonfiction story.  I then asked the students questions pertaining to how they felt about using these guides.  My results show that my middle readers(average readers) enjoyed the guide.  The higher readers did not find the guide helpful.  My lower readers liked the guide with the nonfiction story but did not with the fiction story.  They thought it was too much work. 

#13

Sight Word Research Shannon Ramey

My research was conducted in order to find out how daily repetition of flashcards influence a child's ability to read with fluency.  I have discovered through multiple strategies that when students achieve automaticity they in-turn achieve fluency.  However, daily repetition does not help all children.

Session E

#14

How Do Word Sorts Enhance an ESL Student's Achievement? Laura Southard

”Thhhier dguo acdesd  e  ktea"  Were you successful in reading this?  What did it say?  This is how your ESL students see print when you give them a book.  Now do you see why they are struggling readers!  If you would like to learn a few strategies to help your ESL students become more successful, stop by and see what I've discovered.    

#15

Prior knowledge activities: are they beneficial? Julie Hodges
 
This presentation will include information about different types of prior knowledge. It will challenge four different types 
of prior knowledge: anticipation/reaction guides, picture walks, vocabulary study, and KWL charts. I compared the 
four to see what my students like the best and which ones they thought were more beneficial. It was surprising to see 
the outcome.

#16

Do developmenatal reading students think that Red 080 & 090 is vital to their success as community college 
students?  Glynis Autery
 
Many critic's deny the value of developmental reading programs because they feel they are ineffective, costly, and 
have little justifiable merit towards the student's success. I deem it nessary ro understand the thought about the course 
from current developmental reading students.